Nursing students’ expectations from tutors in PBL and effects of tutors’ behaviour on nursing students

This study aimed to determine what nursing students expect from tutors in PBL sessions and how tutors’ behaviour affects students. It was performed in Dokuz Eylul University School of Nursing. The study sample included 21 students. They were assigned to one of three groups. Each group included seven...

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Bibliographic Details
Published in:Nurse education today 2008-05, Vol.28 (4), p.434-442
Main Authors: Mete, Samiye, Yildirim Sari, Hatice
Format: Article
Language:English
Subjects:
Adult
Attitude of Health Personnel
Coding
Communication
Content analysis
Cooperative Behavior
Education, Nursing, Baccalaureate - organization & administration
Educational Measurement
Expectation
Expectations
Faculty, Nursing - organization & administration
Feedback, Psychological
Focus Groups
Group Dynamics
Group Processes
Health Knowledge, Attitudes, Practice
Humans
Individual Characteristics
Interprofessional Relations
Interviews
Learning
Motivation
Nurse's Role - psychology
Nursing
Nursing education
Nursing Education Research
Nursing Methodology Research
Nursing Students
PBL
Problem based learning
Problem-Based Learning - organization & administration
Professional Competence
Qualitative Research
Student attitudes
Students, Nursing - psychology
Surveys and Questionnaires
Teacher-Student relationships
Teaching methods
Turkey
Tutor
Tutoring
Tutors
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Summary:This study aimed to determine what nursing students expect from tutors in PBL sessions and how tutors’ behaviour affects students. It was performed in Dokuz Eylul University School of Nursing. The study sample included 21 students. They were assigned to one of three groups. Each group included seven students. Focus group interviews were conducted in a quiet classroom. One researcher conducted interviews and the other observed the interviews and took notes. The interviews were semi-structured. Each interview lasted for 75–90 min and was audio recorded. Data obtained were transcribed verbatim soon after each interview and analyzed using a qualitative content analysis approach. Data were coded by two researchers separately and then compared. Following coding, themes and the main themes were determined. At the end of data analyses, individual tutor characteristics were classified under seven headings: individual characteristics, asking question, expertise, giving information, group dynamics, giving feedback and evaluation. Students clearly report that tutors behaviour affected their motivation and success in the PBL.
ISSN:0260-6917
1532-2793
DOI:10.1016/j.nedt.2007.07.008