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Vierula J. Applicants' success in the ethics entrance exam: A cross-sectional study. Nurs Ethics 2024; 31:818-832. [PMID: 37899712 PMCID: PMC11370179 DOI: 10.1177/09697330231204999] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2023]
Abstract
BACKGROUND Student selection is the first step in recruiting future social and healthcare professionals. Ethically competent professionals are needed in social and healthcare. It is important to select applicants who have the best possible abilities to develop their ethical competence in the future. Values-based recruitment has been used to inform the recruitment and selection of higher education applicants. However, objective and valid tests in student selection are needed. AIM To assess social and healthcare applicants' success and related factors in the ethics section of the universities of applied sciences digital entrance examination (UAS Exam) to undergraduate degree programmes. RESEARCH DESIGN A cross-sectional design was used. PARTICIPANTS AND RESEARCH CONTEXT Social and healthcare applicants needed to identify ethical situations in the ethics section of a national digital entrance examination (UAS Exam) in autumn 2019 (between 29 October and 1 November) in 20 Finnish universities of applied sciences. ETHICAL CONSIDERATIONS The process for the responsible conduct of research was followed in the study. Ethics committee approval was obtained from the Human Sciences Ethics Committee in the Satakunta region (27 September 2019). Approval to undertake the study was obtained from the participating universities of applied sciences. Participation to the study was voluntary and based on informed consent. RESULTS The applicants' (n = 8971) mean scores were 7.1/20 (standard deviation 6.5), and 22.7% of the applicants failed the ethics section. Age, previous education, and place of birth (own/parent) explained the applicants' success in the ethics section (total score and failed exam results). CONCLUSION(S) Applicants' success in the ethics section varied indicating that future students may have a different basis to develop their ethical competence. This may impact on (new) students' learning, especially in practical studies.
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Aylott LME, Finn GM, Tiffin PA. Assessing professionalism in mental health clinicians: development and validation of a situational judgement test. BJPsych Open 2023; 9:e213. [PMID: 37955048 PMCID: PMC10753968 DOI: 10.1192/bjo.2023.582] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/20/2023] [Revised: 09/01/2023] [Accepted: 09/12/2023] [Indexed: 11/14/2023] Open
Abstract
BACKGROUND Situational judgement test (SJT) scores have been observed to predict actual workplace performance. They are commonly used to assess non-academic attributes as part of selection into many healthcare roles. However, no validated SJT yet exists for recruiting into mental health services. AIMS To develop and validate an SJT that can evaluate procedural knowledge of professionalism in applicants to clinical roles in mental health services. METHOD SJT item content was generated through interviews and focus groups with 56 professionals, patients and carers related to a large National Health Service mental health trust in England. These subject matter experts informed the content of the final items for the SJT. The SJT was completed by 73 registered nurses and 36 allied health professionals (AHPs). The primary outcome measure was supervisor ratings of professionalism and effectiveness on a relative percentile rating scale and was present for 69 of the participating nurses and AHPs. Personality assessment scores were reported as a secondary outcome. RESULTS SJT scores statistically significantly predicted ratings of professionalism (β = 0.31, P = 0.01) and effectiveness (β = 0.32, P = 0.01). The scores demonstrated statistically significant incremental predictive validity over the personality assessment scores for predicting supervisor ratings of professionalism (β = 0.26, P = 0.03). CONCLUSIONS These findings demonstrate that a carefully designed SJT can validly assess important personal attributes in clinicians working in mental health services. Such assessments are likely to represent evidence based, cost-effective tools that can support values-based recruitment to mental health service roles.
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Affiliation(s)
- Lauren M. E. Aylott
- Health Professions Education Unit, Hull York Medical School, University of York, UK
| | - Gabrielle M. Finn
- Division of Medical Education, School of Medical Sciences, University of Manchester, UK; and Health Professions Education Unit, Hull York Medical School, University of York, UK
| | - Paul A. Tiffin
- Health Professions Education Unit, Hull York Medical School, University of York, UK; and Department of Health Sciences, University of York, UK
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McKenna L, Mambu IR, Sommers CL, Reisenhofer S, McCaughan J. Nurses' and nursing students' reasons for entering the profession: content analysis of open-ended questions. BMC Nurs 2023; 22:152. [PMID: 37147580 PMCID: PMC10160712 DOI: 10.1186/s12912-023-01307-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Accepted: 04/16/2023] [Indexed: 05/07/2023] Open
Abstract
BACKGROUND Global nursing shortages require effective recruitment strategies and understanding of individuals' motivations to enter the profession. These can be complex and bound by numerous factors such as gender and culture. While much research around this has been conducted, little has been undertaken in non-Western cultures where motivations could be different. AIM To explore Indonesian nurses' and nursing students' motivations for entering the nursing profession. DESIGN Online survey with closed and open-ended questions drawn from two different studies. This paper reports findings from one similar open-ended question. METHODS As part of two larger surveys, nurses from 13 hospitals across one private health care group and nursing students with clinical experienced enrolled in a baccalaureate nursing program in Indonesia were asked the question, Why do you want to be a nurse? Responses were translated into English and back-translated into Indonesian prior to being subjected to summative content analysis. RESULTS In total, 1351 nurses and 400 students provided responses to the question, representing 98.72% and 99.70% respectively of those completing the survey. Both groups were primarily influenced by desire to serve others and God, personal calling and influence of family members and others. Nurses identified a desire to work in the health field and with the sick, in a noble and caring profession. CONCLUSIONS Nurses and nursing students were motivated by traditional perspectives on nursing. These should be considered in future recruitment activities. However, more research is needed to understand how these factors influence career choice.
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Affiliation(s)
| | | | | | - Sonia Reisenhofer
- La Trobe University, Melbourne, Australia
- Bairnsdale Regional Health Service, Bairnsdale, Australia
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Raustøl A, Tveit B. Compassion, emotions and cognition: Implications for nursing education. Nurs Ethics 2023; 30:145-154. [PMID: 36207762 PMCID: PMC9902984 DOI: 10.1177/09697330221128903] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Compassion is often understood as central to nursing and as important to ensure quality nursing and healthcare. In recent years, there has been a focus on strategies in nursing education to ensure compassionate nurses. However, it is not always clear how the concept of compassion is understood. Theoretical conceptualisations that lie behind various understandings of compassion have consequences for how we approach compassion in nursing education. We present some ways in which compassion is often understood, their philosophical underpinnings and the consequences these understandings can have for nursing education. We argue that it is useful for nursing education to understand compassion as a cognitive emotion and discuss how such an understanding can inform educational approaches to compassion.
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Affiliation(s)
- Anne Raustøl
- Centre of diaconia and professional practice, VID Specialized University, Oslo, Norway,Anne Raustøl, Centre of diaconia and professional practice, VID Specialized University, P.O. box 184 Vinderen, Oslo 0319, Norway.
| | - Bodil Tveit
- Centre of diaconia and professional practice, VID Specialized University, Oslo, Norway
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Watson FA, Glascott M, Eke A, Hedgecock L, Kelly MM, Saint P, Singh J, Small V, Tasker F, Walker G. Key stakeholder perspectives on expert-by-experience involvement in the values-based recruitment of student mental health nurses: A co-produced qualitative study. NURSE EDUCATION TODAY 2022; 118:105513. [PMID: 35987073 DOI: 10.1016/j.nedt.2022.105513] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2022] [Revised: 07/07/2022] [Accepted: 08/10/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Values-based recruitment is a mandatory process for nursing programmes within UK higher education, with the Nursing Midwifery Council expecting that experts-by-experience are engaged in these recruitment and selection processes. The wider involvement of experts-by-experience in healthcare education is gaining momentum internationally with calls for engagement in all aspects of design and delivery; however, the impact of such involvement in recruitment of nursing students has received little attention, particularly in mental health nursing. AIM To understand the impact of expert-by-experience involvement in the values-based recruitment of mental health nursing students from the perspective of candidates, experts-by-experience, and academic staff. DESIGN AND METHODS This qualitative approach was co-designed and implemented by a research team comprised of academics, experts-by-experience, and student mental health nurses. Focus groups and an on-line survey were used to collect data, with Burnard's thematic analysis providing a framework for data analysis. SETTING/PARTICIPANTS This study took place at one UK university. Participants included nurse academics, experts-by-experience, and student nurses with experience of a values-based recruitment process. RESULTS Thematic analysis identified four themes: starting out, collaboration, rich assessment, and stakeholder gains. Whilst not without its challenges, the involvement of experts-by-experience in the recruitment of mental health nursing students was identified as delivering a robust recruitment process, encompassing academic abilities alongside the personal qualities required to make a 'good nurse'. Personal benefits for experts-by-experience, candidates, and academics were also reported. CONCLUSION This study provides insights into the impact of experts-by-experience in supporting values-based recruitment. The approach is identified as enhancing the selection process by drawing from academic and lived experience perspectives and highlights to potential candidates, at the outset of their career, the value of meaningful engagement. These findings support the Nursing Midwifery Council's position that experts-by-experience should be engaged in the recruitment and selection of student nurses.
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Affiliation(s)
- Fiona A Watson
- Department of Nursing, Midwifery and Health, Northumbria University, Coach Lane Campus, Newcastle upon Tyne NE7 7XA, United Kingdom.
| | - Michelle Glascott
- Cumbria, Northumberland, Tyne & Wear NHS Foundation Trust, Hopewood Park Hospital, Sunderland SR2 0NB, United Kingdom.
| | - Alarna Eke
- Department of Nursing, Midwifery and Health, Northumbria University, Coach Lane Campus, Newcastle upon Tyne NE7 7XA, United Kingdom
| | - Lynda Hedgecock
- Department of Nursing, Midwifery and Health, Northumbria University, Coach Lane Campus, Newcastle upon Tyne NE7 7XA, United Kingdom
| | - Michael M Kelly
- Cumbria, Northumberland, Tyne & Wear NHS Foundation Trust, Hopewood Park Hospital, Sunderland SR2 0NB, United Kingdom
| | - Phil Saint
- Department of Nursing, Midwifery and Health, Northumbria University, Coach Lane Campus, Newcastle upon Tyne NE7 7XA, United Kingdom
| | - Jack Singh
- Department of Nursing, Midwifery and Health, Northumbria University, Coach Lane Campus, Newcastle upon Tyne NE7 7XA, United Kingdom
| | - Victoria Small
- Department of Nursing, Midwifery and Health, Northumbria University, Coach Lane Campus, Newcastle upon Tyne NE7 7XA, United Kingdom
| | - Fiona Tasker
- Department of Nursing, Midwifery and Health, Northumbria University, Coach Lane Campus, Newcastle upon Tyne NE7 7XA, United Kingdom
| | - Georgia Walker
- Department of Nursing, Midwifery and Health, Northumbria University, Coach Lane Campus, Newcastle upon Tyne NE7 7XA, United Kingdom
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Anglim J, Molloy K, Dunlop PD, Albrecht SL, Lievens F, Marty A. Values assessment for personnel selection: comparing job applicants to non-applicants. EUROPEAN JOURNAL OF WORK AND ORGANIZATIONAL PSYCHOLOGY 2021. [DOI: 10.1080/1359432x.2021.2008911] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Jeromy Anglim
- School of Psychology, Deakin University, Geelong, Australia
| | - Karlyn Molloy
- School of Psychology, Deakin University, Geelong, Australia
| | | | | | - Filip Lievens
- Lee Kong Chian School of Business, Singapore Management University, Singapore
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Walker SB, Rossi DM. Personal qualities needed by undergraduate nursing students for a successful work integrated learning (WIL) experience. NURSE EDUCATION TODAY 2021; 102:104936. [PMID: 33965846 DOI: 10.1016/j.nedt.2021.104936] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Revised: 04/08/2021] [Accepted: 04/19/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND International research has shown that during work integrated learning (WIL) undergraduate nursing students may experience stress, self-doubt, and coping issues, however personal qualities these students bring to their WIL journey or those needed to succeed during WIL remain unknown. OBJECTIVE To describe the views of students midway through their Bachelor of Nursing program regarding personal qualities they bring to and need for WIL success. DESIGN This article reports on a descriptive study that used an electronic questionnaire to collect the data. SETTINGS AND PARTICIPANTS Bachelor of nursing students (n = 421), who were studying fulltime or part time equivalent, at a regional university in Queensland Australia, were invited to complete the anonymous electronic questionnaire that was developed by the research team following an extensive review of literature. Inclusion criteria required participants to have completed at least one WIL experience and be midway through their three-year Bachelor of Nursing program. METHODS Data were collected during January and February 2017. The electronic questionnaire consisted of demographic, forced choice questions, and open-ended questions. This paper presents the qualitative analysis of responses to two of the open-ended questions that focused on personal strengths and work integrated learning experiences. Data were analysed using the inductive content analysis approach. RESULTS Six personal qualities were identified including: enthusiasm to succeed, commitment to learning, self-motivation, confidence, effective communication skills, and compassion. CONCLUSIONS Pre-entry screening of applicants to bachelor level nursing programs and the delivery of learning opportunities that encourages both reflection and debriefing may assist in describing personal qualities needed to succeed in WIL.
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Affiliation(s)
- Sandra B Walker
- School of Nursing Midwifery and Social Sciences, Central Queensland University, Bruce Highway, Rockhampton 4702, Queensland, Australia.
| | - Dolene M Rossi
- School of Nursing Midwifery and Social Sciences, Central Queensland University, Bruce Highway, Rockhampton 4702, Queensland, Australia
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Unwin P, Rooney J. The 'nuts and bolts' of including service users and carers in the recruitment of health and social work students in an English university-An interdisciplinary critique. Health Expect 2020; 23:1523-1532. [PMID: 32989865 PMCID: PMC7752188 DOI: 10.1111/hex.13137] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2020] [Revised: 09/06/2020] [Accepted: 09/11/2020] [Indexed: 11/29/2022] Open
Abstract
Background The literature regarding inclusion of service users and carers (SUACs) in the recruitment processes for future health and social work professionals has primarily presented such inclusion as positive for all. This study is novel in its exploration of the detail of SUACs' involvement and in its reach across a whole university department of health and social care disciplines. Objective To examine the detail of ways in which SUACs were actually involved in student selection and whether they have any real influence on recruitment decisions. Method This co‐produced study took place in an English university. A qualitative, semi‐structured interviewing approach was undertaken with 12 staff across social work, nursing, occupational therapy, physiotherapy, paramedicine and physician associate disciplines. Thematic analysis was employed independently with both researchers agreeing resultant themes. Findings A range of recruitment activities which included SUACs were found, evidencing both full and partial involvement in decision making. Nine themes emerged—The quality of SUACs' inclusion; Understanding reasons for including SUACs; SUACs being more knowledgeable than academic staff; SUACs influencing final decisions; The high expectations of candidates by SUACs; SUACs' need for training; Marketization and scepticism; and Logistics and the presumption of ableism. Conclusions Transparent protocols are essential if SUACs are to be equitably included in student recruitment processes. A shared model of SUACs' inclusion should be attainable across disciplines, even if the ‘nuts and bolts’ of recruitment processes vary. Patient or Public Contribution This work was co‐produced with a SUACs' group from conception and design through to fieldwork and write‐up.
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Davis RK, Grobbel C, Mallette C, Poly-Droulard L. Social justice as an expression of caring through holistic admissions in a nursing program: A proposed conceptual model. Nurs Forum 2020; 55:723-729. [PMID: 32720314 DOI: 10.1111/nuf.12489] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
AIM This paper presents HAR as an expression of caring to create social justice within nursing and achieve a workforce that is representative of those being served. BACKGROUND The lack of diversity within the health professions has been expressly linked in the literature to health disparities among underrepresented and marginalized groups. RECOMMENDATIONS Recognizing the value of diversity within healthcare has been the impetus for some health profession programs to use holistic admissions review (HAR) in the assessment and evaluation of applicant suitability. While current HAR recommendations in nursing broaden the lens on which criteria should be used to determine applicant suitability beyond standard academic metrics, existing models do not examine applicants' caring capacity. CONCLUSION Given caring is the essence of nursing, the authors offer a guiding framework to supplement the American Association of Colleges of Nursing criteria for HAR and a model by which nursing applicants are evaluated on their capacity to care.
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Affiliation(s)
- Rodnita K Davis
- School of Nursing, Notre Dame of Maryland University, Baltimore, Maryland
| | - Claudia Grobbel
- School of Nursing, Oakland University, Rochester Hills, Michigan
| | - Claire Mallette
- Faculty of Health, Nursing and Environmental Studies, York University, Toronto, Ontario, Canada
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Groothuizen JE, Callwood A, Allan HT. The 'values journey' of nursing and midwifery students selected using multiple mini interviews: Evaluations from a longitudinal study. Nurs Inq 2019; 26:e12307. [PMID: 31240793 DOI: 10.1111/nin.12307] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2019] [Revised: 05/17/2019] [Accepted: 05/18/2019] [Indexed: 11/29/2022]
Abstract
Values-based practice is deemed essential for healthcare provision worldwide. In England, values-based recruitment methods, such as multiple mini interviews (MMIs), are employed to ensure that healthcare students' personal values align with the values of the National Health Service (NHS), which focus on compassion and patient-centeredness. However, values cannot be seen as static constructs. They can be positively and negatively influenced by learning and socialisation. We have conceptualised students' perceptions of their values over the duration of their education programme as a 'values journey'. The aim of this hermeneutic longitudinal focus group study was to explore the 'values journey' of student nurses and midwives, recruited through MMIs, across the 3 years of their education programme. The study commenced in 2016, with 42 nursing and midwifery students, originally recruited onto their programmes through multiple mini interviews. At the third and final point of data collection, 25 participants remained. Findings indicate that students' confidence, courage and sense of accountability increased over the 3 years. However, their values were also shaped by time constraints, emotional experiences and racial discrimination. We argue that adequate psychological support is necessary as healthcare students embark on and progress through their values journey, and propose a framework for this.
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Affiliation(s)
| | - Alison Callwood
- School of Health Sciences, University of Surrey, Guildford, UK
| | - Helen Therese Allan
- Centre for Critical Research in Nursing and Midwifery, School of Health and Education, Middlesex University, London, UK
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