Use of Multiple-Mini Interviews
in student nurse selection
(A values based approach to selection)
Beattie Dray
Principal Lecturer: Recruitment
and retention
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Outline
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Evidence base: historical, longitudinal
Practicalities
Key principles
Context of mental health
Student perspective
Data analysis
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Evidence base
Perkins, A. 2013 Evaluation of a multiplemini-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
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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
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Context of Mental Health
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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
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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
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Ratings
• Numerical score 1-5
• Qualitative comments: unacceptable,
acceptable , excellent
• Standardisation through structured
guidance
• Qualitative comments
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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
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Resources
• Physical resources: classroom – screenselectronic timer
• Staff resources: 5x assessors,
steward/administrator, 5 applicants, half
an hour
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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
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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
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New initiatives
• Use of film clips
• Personality infantry scores: pilot of new
tool
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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
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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
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Implications
• Reduced attrition
• Reduced misconduct
• Selection tool as enhancer of
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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
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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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