The use of the nominal group technique as an evaluative tool in the teaching and summative assessment of the inter-personal skills of student mental health nurses

Nurse Education Today

Volumn 26, Issue 4, 2006, Pages 346-353

  Perry, Jonathan ^a   Linsley, Sue ^a  

^a UNIVERSITY OF PLYMOUTH   (United Kingdom)

Author keywords

Interpersonal skills; Mental health nursing; Nominal group technique; Service user involvement; Students

Indexed keywords

ADULT; ARTICLE; ATTITUDE TO HEALTH; CLINICAL COMPETENCE; CURRICULUM; EDUCATION; FEMALE; GROUP PROCESS; HUMAN; LEADERSHIP; MALE; METHODOLOGY; MIDDLE AGED; NURSING EDUCATION; NURSING STUDENT; ORGANIZATION AND MANAGEMENT; PSYCHIATRIC NURSING; PUBLIC RELATIONS; QUALITATIVE RESEARCH; QUALITY CONTROL; UNITED KINGDOM;

ADULT; BENCHMARKING; CLINICAL COMPETENCE; CURRICULUM; EDUCATION, NURSING, BACCALAUREATE; FEMALE; GREAT BRITAIN; GROUP PROCESSES; HEALTH KNOWLEDGE, ATTITUDES, PRACTICE; HUMANS; INTERPROFESSIONAL RELATIONS; LEADERSHIP; MALE; MIDDLE AGED; NURSING EDUCATION RESEARCH; PSYCHIATRIC NURSING; QUALITATIVE RESEARCH; STUDENTS, NURSING;

EID: 33645927653     PISSN: 02606917     EISSN: 15322793     Source Type: Journal    
DOI: 10.1016/j.nedt.2005.11.004     Document Type: Article

References (42)

1. Ashmore R., and Banks D. Student nurses perceptions of their interpersonal skills: a re-examination of burnard and morrison's findings. Int. J. Nurs. Stud. 34 (1997) 335-345
2. Ashmore R., and Banks D. Student nurses' use of their interpersonal skills within clinical role-plays. Nurse Education Today 24 (2004) 20-29
3. Aspegren K. Bme guide. 2. Teaching and learning communication skills in medicine a review with quality grading of articles. Medical Teacher 21 (1999) 56370
4. Barker P. The tidal model: developing an empowering person-centered approach to recovery within psychiatric and mental health nursing. J. Psychiat. Mental Health Nurs. 8 (2001) 233-240
5. Booth K., Maguire P.M., Butterworth T., and Hillier V.F. Perceived professional support and the use of blocking behaviours by hospice nurses. J. Adv. Nurs. 24 (1996) 522-527
6. Bowl R. Legislating for user involvement in the united kingdom: mental health services and the nhs and community care act 1990. Int. J. Soc. Psychiat. 42 (1996) 165-180
7. Bray. J. Psychiat. Mental Health Nurs. 6 (1999) 297-305
8. Burnard P. Counselling Skills for Health Professionals (1999), Stanley Thornes, Cheltenham
9. Campbell S.M., Braspenning J., Hutchinson A., and Marshall M.N. Improving the quality of health care: research methods used in developing and applying quality indicators in primary care. Br. Med. J. 326 7393 (2003) 816-819
10. Carney O., McIntosh J., and Worth A. The use of the nominal group technique in research with community nurses. J. Adv. Nurs. 23 (1996) 1024-1029
11. Chant S., Jenkinson T., and Randle J. Communication skills: some problems in nursing education and practice. J. Clin. Nurs. 11 (2002) 12-21
12. Chant S., Jenkinson T., Randle J., Russell G., and Webb C. Communication skills training in healthcare: a review of the literature. Nurse Education Today 22 (2002) 189-202
13. Chapple M., and Murphy R. The nominal group technique: extending the evaluation of students' teaching and learning experiences. Assessment Eval. Higher Education 21 (1996) 147-159
14. Cutcliffe J., and Cassedy P. The development of empathy in students on a short, skills based counselling course: a pilot study. Nurse Education Today 19 (1999) 250-257
15. Delbecq A.L., and Van de Ven A.H. Nominal versus interacting group processes for committee decision-making effectiveness. Acad. Manage. J. 14 (1971) 203-212
16. Forrest S., Masters H., and Brown N. Mental health service user involvement in nurse education: exploring the issues. J. Psychiat. Mental Health Nurs. 7 (2000) 51-57
17. Franks V., Watts M., and Fabricius J. Interpersonal learning in groups - an investigation. J. Adv. Nurs. 20 (1994) 1162-1169
18. Fuller I., Gaskin S., and Scott I. Student perceptions of geography and environmental science fieldwork in the light of restricted access to the field, caused by foot and mouth disease in the UK in 2001. J. Geogr. Higher Educ. 27 (2003) 79-102
19. Gaskin S. A guide to nominal group technique (ngt) in focus-group research. J. Geogr. Higher Educ. 27 (2003) 342-347
20. Gaskin S., and Hall R. Exploring london: a novel induction exercise for the new undergraduate authors. J. Geogr. Higher Educ. 26 (2002) 197-208
21. Gilmartin J. Student characteristics and subculture trends in interpersonal skills workshops. Int. Nurs. Rev. 49 (2002) 178-187
22. Grant A., Berlin A., and Freeman G.K. The impact of a student learning journal: a two-stage evaluation using the nominal group technique. Medical Teacher 25 (2003) 659-661
23. Greco M., Brownlea A., and McGovern J. Impact of patient feedback on the interpersonal skills of general practice registrars: results of a longitudinal study. Medical Education 35 (2001) 748-756
24. Greco M., Spike N., Powell R., and Brownlea A. Assessing communication skills of gp registrars: a comparison of patient and gp examiner ratings. Medical Education 36 (2002) 366-376
25. Hobgood C.D., Riviello R.J., Jouriles N., and Hamilton G. Assessment of communication and interpersonal skills competencies. Acad. Emerg. Med. 9 11 (2002) 1257-1269
26. Jones J., and Hunter D. Qualitative research: consensus methods for medical and health services research. BMJ 311 7001 (1995) 376-380
27. Lloyd-Jones G., Fowell S., and Bligh J.G. The use of the nominal group technique as an evaluative tool in medical undergraduate education. Medical Education 33 (1999) 8-13
28. Lomax P., and McLeman P. The uses and abuses of nominal group technique in polytechnic course-evaluation. Stud. High. Educ. 9 (1984) 183-190
29. Martin G.W. Ritual action and its effect on the role of the nurse as advocate. J. Adv. Nurs. 27 (1998) 189-194
30. Masters H., Forrest S., and Harley A. Involving mental health service users and carers in curriculum development: moving beyond 'classroom' involvement. J. Psychiat. Mental Health Nurs. 9 (2002) 309-316
31. McKinley R.K., Fraser R.C., van der Vleuten C., and Hastings A.M. Formative assessment of the consultation performance of medical students in the setting of general practice using a modified version of the leicester assessment package. Medical Education 34 (2000) 573-579
32. Menzies Lyth I. The Functioning of Social Systems as a Defence against Anxiety (1988), The Tavistock Institute of Human Relations, London
33. O'neill A., and McCall J.M. Objectively assessing nursing practices: a curricular development. Nurse Education Today 16 2 (1996) 121-126
34. Platzer H., Blake D., and Ashford D. Barriers to learning from reflection: a study of the use of groupwork with post-registration nurses. J. Adv. Nurs. 31 (2000) 1001-1008
35. Repper J. Adjusting the focus of mental health nursing: incorporating service users' experiences of recovery. J. Mental Health 9 (2000) 575-587
36. Ricketts T. General satisfaction and satisfaction with nursing communication on an adult psychiatric ward. J. Adv. Nurs. 24 (1996) 479-487
37. Roberts C., Wass V., Jones R., Sarangi S., and Gillett A. A discourse analysis study of 'good' and 'poor' communication in an osce: a proposed new framework for teaching students. Medical Education 37 (2003) 192-201
38. Rosenthal R., and Jacobson L. Pygmalion in the Classroom: Teacher Expectation and Pupils' Intellectual Development (1992), Irvington publishers, New York
39. Thomson A.N. Reliability of consumer assessment of communication-skills in a postgraduate family-practice examination. Medical Education 28 (1994) 146-150
40. Vella K., Goldfrad C., Rowan K., Bion J., and Black N. Use of consensus development to establish national research priorities in critical care. Br. Med. J. 320 7240 (2000) 976-980
41. Vessey J.A., and Huss K. Using standardized patients in advanced practice nursing education. J. Prof. Nurs. 18 (2002) 29-35
42. Wood J., and Wilson-Barnett J. The influence of user involvement in the learning of mental health nursing students. NT Res. 4 (1999) 257-270