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| The ‘values journey’ of nursing and midwifery students selected using multiple mini interviews; Year One findings Callwood, A.; Bolger, S.; Allan, H.T. (2018). The ‘values journey’ of nursing and midwifery students selected using multiple mini interviews; Year One findings. Journal of Advanced Nursing 74(5): 1139-1149. https://dx.doi.org/10.1111/jan.13514
In: Journal of Advanced Nursing. Wiley-Blackwell: Hoboken. ISSN 0309-2402; e-ISSN 1365-2648
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| Abstract |
To explore how adult, child and mental health nursing and midwifery students, selected using multiple mini interviews, describe their ‘values journey’ following exposure to the clinical practice environment. BackgroundValues based recruitment (VBR) incorporates assessment of healthcare students’ personal values using approaches like multiple mini interviews. Students’ experience of adjustment to their values during their programme is conceptualized as a ‘values journey’. The impact of VBR in alleviating erosion of personal values remains unclear. DesignA cross-professional longitudinal cohort study was commenced at one university in England in 2016 with data collection points at the end of years one, two and three. Non-probability consecutive sampling resulted in 42 healthcare students (8 adult, 8 child and 9 mental health nursing and 17 midwifery students) taking part. MethodsSix semi-structured focus groups were conducted at the end of participants’ Year One (DC1). Data analysis incorporated inductive and deductive approaches in a hybrid synthesis. FindingsParticipants described a ‘values journey’ where their values, particularly communication, courage and wanting to make a difference, were both challenged and retained. Participants personal journeys also acknowledged the: ‘courage it takes to use values’; ‘reality of values in practice’ and ‘need for self-reflection on values’. ConclusionA ‘values journey’ may begin early in a healthcare student's education programme. This is important to recognize so that appropriate interventions designed to support students in higher education and clinical practice can be implemented. The values incorporated in VBR should be continually evaluated for fitness for purpose. |
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