“…Although the above instruments can elucidate some dimensions of competency in delivering health education by differentiating between teaching skills and empowering skills, these instruments do not measure certain skills and strategies (e.g., motivating skills) needed to facilitate behaviour change during patient education (Noordman, Vet, Weijden, & Dulmen, ). The literature generally agrees that motivational interviews positively affect the outcomes of various health education interventions, including interventions designed for achieving weight loss, smoking cessation, healthy lifestyle, psychological well‐being and adherence to recommendations by health professionals (Hyekyung, Sandy Jeong, & Yeonhee, ; Karlsen, Humaidan, Sørensen, Alsbjerg, & Ravn, ; Krishnamurthi et al., ; Mantler, Irwin, Morrow, Hall, & Mandich, ). Scholars also agree that motivational interviews are effective for delivering health education if the educator respects the autonomy and the belief systems of patients, plays the role of a team player, gives positive feedback, uses reflective listening, affirms the progress of patients, expresses empathy for the challenges faced by patients, identifies discrepancies between the goals and behaviours of patients and collaborates in making changes that improve health (Deci & Ryan, ; Levensky, Forcehimes, O'Donohue, & Beitz, ).…”