Implementing the Multiple Mini-Interview for Value-Based Undergraduate Nursing Admissions: Qualitative Study

Abstract Background Nursing is a profession founded on core values such as empathy, integrity, and effective communication, which are essential for delivering high-quality care. Academic competence alone does not guarantee professional suitability, and admissions processes based solely on cognitive criteria may overlook applicants whose personal attributes align more closely with the demands of nursing practice. Values-based selection approaches, such as the multiple mini-interview, provide a structured and consistent method for assessing non-cognitive attributes. This study draws on the experiences and reflections of admissions committee members to evaluate the suitability of the multiple mini-interview for undergraduate nursing admissions. Methods A qualitative descriptive design within an action research framework was employed. Data were collected through a semi-structured focus group interview with eight admissions committee members, all of whom had participated in two multiple mini-interview admission rounds. Data were analyzed using thematic analysis. Results Three main themes emerged: perceived strengths, highlighting the multiple mini-interviews’ structured and equitable nature; assessment complexities, including time constraints, evaluator fatigue, and challenges in assessing personal values; and learning through practice and iterative improvement, reflecting how repeated implementation enhanced evaluator confidence and consistency. Conclusion The multiple mini-interview is a promising method for assessing key non-cognitive attributes in undergraduate nursing admissions; its structured format and clear evaluation processes support fairness and reliability, suggesting its potential to enhance values-based selection practices.