School of Health Sciences, University of Surrey, Guildford, Surrey, UK.
School of Health and Education, Centre for Critical Research in Nursing and Midwifery, Middlesex University, London, UK.
J Adv Nurs. 2018 May;74(5):1139-1149. doi: 10.1111/jan.13514. Epub 2018 Jan 24.
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.
Values 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.
A 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.
Six 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.
Participants 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'.
A '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.
探讨通过多次迷你面试选择的成人、儿童和精神健康护理以及助产学专业学生，在接触临床实践环境后，如何描述他们的“价值观之旅”。
基于价值观的招聘（VBR）采用多次迷你面试等方法评估医疗保健学生的个人价值观。学生在其课程中对其价值观进行调整的体验被概念化为“价值观之旅”。VBR 缓解个人价值观侵蚀的影响仍不清楚。
2016 年，英国一所大学开始进行一项跨专业纵向队列研究，数据收集点在第一年、第二年和第三年结束时。非概率连续抽样导致 42 名医疗保健学生（8 名成人、8 名儿童和 9 名精神健康护理以及 17 名助产士学生）参与。
在参与者第一年结束时（DC1）进行了 6 次半结构化焦点小组。数据分析采用了混合综合法中的归纳和演绎方法。
参与者描述了一个“价值观之旅”，他们的价值观，特别是沟通、勇气和想要有所作为，既受到了挑战，也得到了保留。参与者的个人旅程还承认了：“使用价值观需要勇气”、“价值观在实践中的现实”以及“对价值观进行自我反思的必要性”。
“价值观之旅”可能在医疗保健学生的教育计划早期开始。认识到这一点很重要，以便可以实施旨在支持高等教育和临床实践中学生的适当干预措施。VBR 中纳入的价值观应持续评估其适用性。
