Individual face-to-face tutorials: the value in nurse education

Abstract

The individual, face-to-face tutorial is one means by which academic support can be provided to students in higher education. This mode of tutorial support has been deemed effective but it can be considered labour-intensive, which is a concern in the UK with the recession currently impacting on higher education institutions. Nevertheless, with increasing student fees come higher student expectations. With all UK pre-registration nursing study programmes at degree level and with the emphasis on widening access, students may require additional academic support to ensure success. This study aimed to examine the value of individual, face-to-face tutorials for academic support in nurse education. A descriptive and exploratory design was used, mixing qualitative and quantitative methods. The survey approach employed a web-based, self-completion questionnaire, which was distributed to lecturers and pre-registration student nurses in a UK university. Following analysis of the questionnaire results, students were invited to attend a group interview. Findings highlighted the importance of individual, face-to-face tutorials with qualitative data supplying detailed accounts regarding their value.

Academic identities and their deployment within tutorials

“…If the student has opportunities to express their understanding during the tutorial, then it becomes a formative assessment activity and the tutor may provide feedback to support student learning (Anderson (2005). In a previous study of tutorials within a nursing degree programme, the student nurses valued supervision, feedback, and guidance, especially on academic writing (Nathan, 2015). Conversely, tutors may use the tutorial to give an individual lecture, with less impact on learning (Biggs, 2003;Leung & Kember, 2003;Rocca;.…”

Support of students by academics in a nursing foundation programme at a university in the Western Cape

“…Academics are advisors and should assist students by providing computer literacy and basic sciences classes, and encouraging students to attend all tutorials and the campus orientation, as it will be of great benefit to them. According to Nathan ( 2015 :162), academic support is vital in higher education, and tutorials are a form of such academic support. Although adult-centred learning can be considered as self-directed, guidance is required to meet the academic achievement of higher education students.…”