Exploring student's perceptions and experience of personal tutors

Braine, ME ORCID: https://orcid.org/0000-0002-3785-6166 and Parnell, J 2011, 'Exploring student's perceptions and experience of personal tutors' , Nurse Education Today, 31 (8) , pp. 904-910.

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There are a variety of arrangements to support pre-registration nursing students whilst they engage with the theoretical and practical elements of their course; these includes academic supervisor and a personal tutor. The personal tutor system is recognized as an effective method of ensuring that each student has access to a wide range of support services and that the individual's academic progress and personal development are monitored by a skilled member of academic staff ( Harrison, 1990 ). However, there is a dearth of studies relating to the role of the personal tutor in nurse education from the students' perspective. This study set out to explore the pre-registration students nurse's experience of personal tutoring at one School of Nursing and Midwifery in a Higher Education Institution (HEI) in the UK. Focus groups and a semi-structured questionnaire were used to collect data from pre-registration nursing participants. Data analysed revealed both positive and negative experiences; most rated their advice and support good with many positive aspects to their personal tutoring expressed however many felt the need for more contact time, more support academically and whilst on clinical placements, and more structured support with their personal development planning. This paper also describes how the study was conducted, the importance that students place on the role, and the need for further research and areas for improvement.

Item Type: Article
Schools: Schools > School of Health and Society
Journal or Publication Title: Nurse Education Today
Publisher: Elsevier
Refereed: Yes
ISSN: 0260-6917
Related URLs:
Funders: Non funded research
Depositing User: Dr Mary E. Braine
Date Deposited: 11 Jun 2015 13:08
Last Modified: 27 Aug 2021 20:09
URI: https://usir.salford.ac.uk/id/eprint/29380

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