Evaluation of a multiple-mini-interview protocol used as a selection tool for entry to an undergraduate nursing...

Area of Science:

• Healthcare Education
• Nursing Program Admissions
• Medical Education Assessment

Background:

• Cognitive skills are crucial for academic success, but non-cognitive skills like empathy and ethical judgment are vital for healthcare professions.
• Traditional interview methods may not adequately assess these essential non-cognitive competencies in applicants.
• Kingston University and St George's University of London introduced the Multiple-Mini-Interview (MMI) for their BSc Nursing Programme.

Purpose of the Study:

• To evaluate the effectiveness and reception of the Multiple-Mini-Interview (MMI) system in selecting nursing program candidates.
• To compare candidate and interviewer experiences with the MMI versus traditional interviews.
• To gather feedback on the MMI system's ability to assess key competencies for nursing.

Main Methods:

• The study involved 890 candidates and 82 interviewers who completed questionnaires regarding their experience with the MMI.
• The MMI system consists of multiple interview stations where candidates respond to various scenarios.
• Data collection included quantitative responses and qualitative unsolicited feedback from participants.

Main Results:

• 65% of candidates reported the MMI as a "better experience" compared to traditional interviews.
• 71% of interviewers also noted the MMI as a "better experience."
• Some candidates and interviewers desired more opportunities to express enthusiasm for nursing or discuss nursing issues.

Conclusions:

• The Multiple-Mini-Interview (MMI) system is considered a valuable tool for assessing non-cognitive skills in nursing program admissions.
• The MMI system has been adopted for retention, with future plans to track student progression into the workplace.
• Further research will focus on the long-term impact and effectiveness of MMI-selected students in their professional careers.