Shelley McLetchie-Holder , Victoria Showunmi , Sara Bragg
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引用次数: 0
Abstract
Background
Personal tutoring at university is designed to provide effective pastoral care to students. Given the increasing diversity of the student body, it is important that personal tutors can support the needs of all students. There is limited research to date which has focused on the personal tutoring needs of Black nursing students.
Aims
To understand Black nursing students' perceptions and experiences of receiving personal tutor support at university and identify factors which hinder and facilitate the provision of effective personal tutoring to Black nursing students.
Design
An exploratory qualitative study using a phenomenological approach.
Setting
A nursing and midwifery faculty within a large urban university in the United Kingdom.
Participants
Black nursing students and personal tutors with experience of supporting Black nursing students.
Methods
Data were collected through individual in-depth interviews and were analysed using thematic analysis.
Results
Although some student participants reported positive experiences, others undergoing family difficulties or having academic issues were disappointed with the support provided by their tutor. Four main themes were developed from the data: 1) Insufficient support from personal tutor: “I could have had more help”; 2) Cultural Competency: “Just get to know us”; 3) Sense of belonging: “No one looks like me” and 4) Resilience: “And still I rise.”
Conclusions
Black nursing students face many challenges at university as a minoritised group and value a supportive and emotional connection with their tutors. Personal tutors want institutions to provide them with more time and specialised training to provide appropriate support to students from different cultural backgrounds.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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