Assessing specialist interpersonal skills through simulation

1. Assessing specialist interpersonal skills through simulation An innovation in the PreReg nursing programme Phill Lister Chris Broadfield

2. Assessing specialist interpersonal skills through simulation New Nursing BSc (Hons) course Psychosocial Interventions module Formative assessment Summative assessment From course document to valid learning experience

3. New BSc (Hons) Nursing Good practice from previous course Variety of assessment modes Student choice of assessment Increasing emphasis on skills teaching MH nursing skills more interpersonal, less technical/procedural?

4. Year 2 assessments

5. Psychosocial interventions skills in mental health nursing (Y2; S2) “In recognition of the increasing emphasis on ‘talking therapies’ in policy documents the student will need to demonstrate a wide range of psychosocial skills in order to respond to the changing mental health care provisions…This development of psychosocial skills is reliant upon self awareness with critical appraisal of the student’s performance” (from DVD)

6. Course content and delivery Social and professional context of increased focus on PSIs Workshops led by practitioners and lecturers Cognitive Behaviour Therapy Solution Focused Therapy Counselling (Six Category Intervention Analysis) Early Intervention in Psychosis

7. Content (cont.) Family Therapy Neurocognitive Psychoeducation

8. Formative Assessment “Case study presentation – reflective exercises, range of group working skills, peer marking, small group presentations, providing opportunity for formative feedback by tutor, peers and service users”

9. For summative assessment: 15 min presentation including Social and professional context of PSIs Intentions of their video Critical analysis of their video including formative feedback

10. Summative Assessment “A presentation of a video recording of the student demonstrating a psychosocial intervention applied to an individual / group. This will be supplemented with an annotated bibliography of supporting evidence of the underpinning theoretical perspectives”

11. Assessment process as worked out in practice/negotiation Formative: All group Demonstration of element of psychosocial intervention in relation to one of 5 prespecified scenarios. 5min video prepared in 3s, presented to whole group for formative feedback

12. Assessment (cont.) Summative: Students doing summative presentation: Given the scenario, rationale for choice of PSI Key elements being demonstrated Self-evaluation of video including formative feedback Understanding of key principles, concepts, techniques of chosen PSI Social and professional context

13. Issues Roleplay Groupwork Video production Group assessment

14. Group marking issues Previous Early Childhood Studies experience Equal contribution concern Group contract

16. Video production issues Groups to develop a script and act it out for pre-booked video session? University support and resources, rooms, cameras? Or groups left to work autonomously to produce product in their own way and time? Use of smartphones, improvisations, multiple takes?

17. Advantages of second approach More flexibility More autonomy More creative decision-making/cognitive processing Not being assessed on quality of performance/video work Not being assessed on perfect demonstration of skill

18. Evaluation of module In practice, follow up: Enhanced purposeful personal communication skills Working as group, teamwork skills Enhanced vicarious learning, trained staff not just good at having a chat with clients but using skills and theories in practice