The predictive validity of Multiple Mini Interviews (MMIs) in nursing and midwifery programmes: Year three findings from a cross-discipline cohort study.

BACKGROUND: Education literature worldwide is replete with studies evaluating the effectiveness of Multiple Mini Interviews (MMIs) in admissions to medicine but <1% of published studies have been conducted in selection to nursing and midwifery programmes. OBJECTIVES: To examine the predictive validity of MMIs using end of programme clinical and academic performance indicators of pre-registration adult, child, and mental health nursing and midwifery students. DESIGN AND SETTING: A cross-sectional cohort study at one university in the United Kingdom. PARTICIPANTS: A non-probability consecutive sampling strategy whereby all applicants to the September 2015 pre-registration adult, child, mental health nursing and midwifery programmes were invited to participate. Of the 354 students who commenced year one, 225 (64%) completed their three-year programme and agreed to take part (adult 120, child 32, mental health nursing 30 and midwifery 43). METHODS: All applicants were interviewed using MMIs with six and seven station, four-minute models deployed in nursing and midwifery student selection respectively. Associations between MMI scores and the cross-discipline programme performance indicators available for each student at this university at the end of year three: clinical practice (assessed by mentors) and academic attainment (dissertation mark) were explored using multiple linear regression adjusting for applicant age, academic entry level, discipline and number of MMI stations. RESULTS: In the adjusted models, students with higher admissions MMI score (at six and seven stations) performed better in clinical practice (p < 0.001) but not in academic attainment (p = 0.122) at the end of their three-year programme. CONCLUSION: These findings provide the first report of the predictive validity of MMIs for performance in clinical practice using six and seven station models in nursing and midwifery programmes. Further evidence is required from both clinical and academic perspectives from larger, multi-site evaluations.

The "values journey" of nursing and midwifery students selected using multiple mini interviews; year two findings.

AIM: To explore how adult, child, mental health nursing and midwifery students describe their "values journey" after completing their second year following exposure to the clinical practice environment. BACKGROUND: Where student nurses and midwives are selected using multiple mini interviews, in a values-based recruitment process, the conservancy and or development of their personal values remains unclear. DESIGN: A hermeneutic, cross-professional longitudinal study was commenced at one university in England in 2016 with data collection points at the end of years one (DC1), two (DC2) and three (DC3). From the 42 participants recruited in year one, 28 went on to participate in data collection at DC2 (3 adult, 6 child, 3 mental health nurses and 16 midwifery students). METHODS: Four semi-structured focus groups were conducted. Data analysis incorporated inductive and deductive approaches in a hybrid synthesis. FINDINGS: Participants did not feel their values had changed fundamentally since year one. However, the prioritization of their values and how they were "put into practice" had changed. Key themes identified were: "changed sense of self as a healthcare practitioner"; "influences on values in practice" and "reflection on values." CONCLUSION: Reframing of personal values is an integral part of learning across clinical and academic settings. Critical reflective practice should be integrated into pre-registration health education programmes to support student nurses and midwives sustain their learning around values; to maintain "good" values in the face of observed "bad" values.

What is the value of Values Based Recruitment for nurse education programmes?

AIM: A discussion of issues associated with Values Based Recruitment (VBR) for nurse education programmes. BACKGROUND: Values Based Recruitment is a mandatory element in selection processes of students for Higher Education healthcare courses in England, including all programmes across nursing. Students are selected on the basis that their individual values align with those presented in the Constitution of the National Health Service. However, there are issues associated with the use of values as selection criteria that have been insufficiently addressed. These are discussed. DESIGN: Discussion paper. DATA SOURCES: This article is based on documents published on the website of the executive body responsible for the implementation of a policy regarding VBR in Higher Education Institutions up until June 2017 and our evaluation of the conceptualisation of VBR, underpinned by contemporary theory and literature. IMPLICATIONS FOR NURSING: Values Based Recruitment influences who is accepted onto a nurse education programme, but there has been limited critical evaluation regarding the effectiveness of employing values as selection criteria. Values are subject to interpretation and evidence regarding whether or how VBR will improve practice and care is lacking. The issues discussed in this article show that Higher Education Institutions offering nursing courses, whether in England or in other countries, should be critical and reflective regarding the implementation of VBR methods. CONCLUSION: We call for a debate regarding the meaning and implications of VBR and further research regarding its validity and effectiveness.