1. www.healthcare.ac.uk Use of Multiple-Mini Interviews in student nurse selection (A values based approach to selection) Beattie Dray Principal Lecturer: Recruitment and retention

2. www.healthcare.ac.uk Outline Evidence base: historical, longitudinal Practicalities Key principles Context of mental health Student perspective Data analysis

3. www.healthcare.ac.uk 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 Today Volume 33, Issue 5, Pages 465-469, May 2013 Volume 33, Issue 5

4. www.healthcare.ac.uk 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

5. www.healthcare.ac.uk 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

6. www.healthcare.ac.uk 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

7. www.healthcare.ac.uk Ratings Numerical score 1-5 Qualitative comments: unacceptable, acceptable, excellent Standardisation through structured guidance Qualitative comments

8. www.healthcare.ac.uk 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

9. www.healthcare.ac.uk Resources Physical resources: classroom – screens- electronic timer Staff resources: 5x assessors, steward/administrator, 5 applicants, half an hour

10. www.healthcare.ac.uk 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

11. www.healthcare.ac.uk 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

12. www.healthcare.ac.uk New initiatives Use of film clips Personality infantry scores: pilot of new tool

13. www.healthcare.ac.uk 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

14. www.healthcare.ac.uk 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

15. www.healthcare.ac.uk Implications Reduced attrition Reduced misconduct Selection tool as enhancer of

16. www.healthcare.ac.uk 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

17. www.healthcare.ac.uk 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