Service User Involvement: Assessing the interpersonal skills of PreRegistration Mental Health Nurses

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Service User Involvement Assessing the
interpersonal skills of Pre-Registration Mental
Health Nurses

• Sue Linsley Jon Perry
• Faculty of Health Social Work
• University of Plymouth

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What we did

• This was an evaluative study focusing on an
  interpersonal skills module taught to second
  year mental health students

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The novel features of this module

• The involvement of service users in assessment
• The use of video taped interviews of standardised
  patients

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The involvement of service users

• Mental health service users provide a unique
  perspective on mental health difficulty
• There is an increasing awareness of the need to
  validate and use this expertise
• There is much policy guidance and advice on the
  teaching of inter-personal skills and user
  involvement in teaching and assessment (Workforce
  action team 2001, DoH 2002, UKCC 1999, SCMH
  2001).

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Service user feedback

• Feedback from patients has been shown to make a
  statistically demonstrable difference in personal
  skills in GP training, (Greco et al 2001).

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Assessment

• Took the form of a collaborative conversation
  with a standardised patient.
• The conversation was of 20 minutes duration and
  was video-taped .
• The standardised patients completed feedback
  forms immediately after their role play, before
  they were debriefed.
• (All standardised patients had received prior
  training were given a scenario on which to base
  the character role played)

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Assessment

• Practitioners had a range of clinical experience
  and the service users had all experienced severe
  mental health problems.
• All the users had received prior training
  were familiar with the marking documentation
  before the assessment panel was convened

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Assessment

• Detailed feedback incorporating all the comments
  from the panel and the final mark was then
  given to the students.
• The assessment process was then evaluated using
  the nominal group technique

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Study Methodology

• This study used nominal group technique to
  examine the student experience of the module and
  assessment of inter-personal skills.

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Nominal Group Technique

• This is a consensus method, which aims to
  determine the extent to which a group agrees
  about an issue/variety of issues.
• It overcomes the disadvantages of group
  domination by one individual or coalitions
  representing vested interests within the group

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Results

• NGT results and questionnaire development

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Good items Role Play

• Good to use a stranger (to do the role play).
• Pressure (of assessment) was good, job is
  pressurizing.
• Exam important should not be changed good that it
  was practical.

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Change items Role Play

• Collaborative conversation not consistent with
  packing in three interventions (assessment
  requires demonstration of too many
  interventions).
• Situation was fake, felt uncomfortable due to
  people behind screen.
• Tutors should not role play assessment.
• Less emphasis on intervention, longer assessment.
• Nerves affected a true performance.

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Good items Course content

• Exercises were good enabled us to understand what
  the patient may be feeling
• Given me confidence and more self awareness as to
  how I am as a person
• Good to practice with videos
• Felt it was preparing me for job
• Toolkit very useful
• Whole module was fun enjoyable and I loved it

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Change items Course content

• Learning models and starting to get our heads
  round them and then it moved on, better in blocks

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Good items User involvement

• Feedback from service users, actors etc. very
  helpful

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Change Items User involvement

• User involvement the marking scheme influences
  marking (negatively)

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• THE END

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