Student nurse perceptions and experience of the personal tutor on an undergraduate nursing course – a pilot project

ABSTRACT

Studies have reported differing concepts of the role of the personal tutor (PT) in nurse education. Theoretical frameworks were used to critically examine the complex field of nurse education and the PT role within the Higher Education (HE) setting and a pilot project undertaken to explore student nurses' perceptions and experience of the role. Using a qualitative design, a phenomenological approach was taken where three, year 3 undergraduate student nurses were recruited purposively and undertook a self-interview in a place and at a time if their choice within a 2 weeks timescale. Findings revealed seven key themes: building relationships, availability, student journey, achieving potential and success, pastoral support, academic support and clinical practice. The findings strongly reflect an expectation that the PT should be the focus of support for pastoral, academic and clinical support based on the formation of a professional relationship throughout the course with a potentially negative impact on student progression and success if the relationship is weak or breaks down. Further study is recommended involving both students and academic staff/PTs to explore the concept of the professional relationship in more depth as an emergent key theme. Furthermore, self-interview as a novel methodology has exciting implications for future research practice within this field.

KEYWORDS:

• Personal tutor
• undergraduate nurse education
• theoretical frameworks
• self-interview
• student support
• professional relationships

Additional information

Notes on contributors

Helen Holder

Helen Holder is a duel professional nurse and educator with a demonstrated history of clinical practice in a variety of nursing roles in the acute adult sector (NHS) and as an experienced lecturer/senior lecturer in adult nursing working in higher education.