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 Evaluation of a multiple- mini-interview protocol used as a selection tool for entry to an undergraduate nursing programme Nurse Education Today Volume 33, Issue 5, Pages , May 2013 Volume 33, Issue 5

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 Revealing the real student. Nursing Standard 27, No. 25:P.64 Dray, B Numeracy requirements for admission to undergraduate degree Programmes. Journal of Further and Higher Education 34, No.1: Elcock, K Getting Into Nursing. Sage: Learning Matters