Use of Multiple-Mini Interviews in student nurse selection (A values based approach to selection)

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

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

3. 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

4. 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. 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. 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. Ratings • Numerical score 1-5 • Qualitative comments: unacceptable, acceptable , excellent • Standardisation through structured guidance • Qualitative comments

8. 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. Resources • Physical resources: classroom – screens-electronic timer • Staff resources: 5x assessors, steward/administrator, 5 applicants, half an hour

10. 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. 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. New initiatives • Use of film clips • Personality infantry scores: pilot of new tool

13. 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. 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. Implications • Reduced attrition • Reduced misconduct • Selection tool as enhancer of

16. 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. 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