Www.healthcare.ac.uk Use of Multiple-Mini Interviews in student nurse selection (A values based...

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Use of Multiple-Mini Interviews in student nurse selection

(A values based approach to selection)

Beattie Dray

Principal Lecturer: Recruitment and retention


Outline

• Evidence base: historical, longitudinal

• Practicalities

• Key principles

• Context of mental health

• Student perspective

• Data analysis


Evidence base

Perkins, A. 2013 Evaluation of a multiple-mini-interview protocol used as a selection tool for entry to an undergraduate nursing programme

Nurse Education TodayVolume 33, Issue 5 , Pages 465-469, May 2013


How it works

A series of different, short ‘interviews/activities’ rather than a single long interview

Five minutes in each ‘station’ before moving on to the next

Range of different activities that involves:- responding to scenarios - explaining thinking

- responding to questions- role play

Sense of reality through pressure to complete task- have to make decision

Minimal interaction reduces subjective prompting, rescuing


Context of Mental Health

• Communication skills

• Conceptual thinking- clinical competencies

• Non-Judgemental approach

• Empathy, recognising and responding to distress

• Realistic expectations of field

• Self awareness, ability to self manage


Scenario/question development

• Themes relate to potential to meet NMC standards : problem solving skills, communication skills, ability to demonstrate empathy, non judgemental approach, commitment to chosen field, self awareness, leadership and management

• Additional requirements, importance of honesty and integrity


Ratings

• Numerical score 1-5

• Qualitative comments: unacceptable, acceptable , excellent

• Standardisation through structured guidance

• Qualitative comments


How decisions are made

• Combination of numerical score and qualitative comments

• Decisions made based on combination of agreed acceptable minimum numerical score and agreed maximum unacceptable comments

• Process of moderation allows for contextualisation of decision making


Resources

• Physical resources: classroom – screens-electronic timer

• Staff resources: 5x assessors, steward/administrator, 5 applicants, half an hour


Enhanced equality

• Reduced subjective bias, more people involved in process reduces individual influence

• All other of selection are separated from specific scenario assessments

• Standardised guidelines encourages diversity of assessors e.g. students, service users, external HEIs

• Minimal interaction reduces bias


Flexibility of approach

• Institutional owner ship, partnership approach to scenario development: use of clinical partners, students, service users

• Principles of MMI approach may be developed to meet differing needs e.g. level of interaction


New initiatives

• Use of film clips

• Personality infantry scores: pilot of new tool


Data analysis

• Allows for longitudinal analysis of performance of students: enhances evidence base of reliability of tool

• Analysis can focus on specific themes e.g. poor communication skills, poor problem solving skills


Feedback as developmental tool

• Can be used to add development of those unsuccessful

• Use of feedback as template for personal action plan for successful applicants


Implications

• Reduced attrition

• Reduced misconduct

• Selection tool as enhancer of


Further considerations

• Implications to workforce planning and development

• Evidence of deficits of current educational/development delivery

• Pre- entry development strategies: focusing on developing principles of emotional intelligence


Bibliography

• Dray, B. 2013. Revealing the real student. Nursing Standard 27, No. 25:P.64

• Dray, B. 2010. Numeracy requirements for admission to undergraduate degree Programmes. Journal of Further and Higher Education 34, No.1: 83-96

• Elcock, K. 2013. Getting Into Nursing . Sage: Learning Matters

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