Abstract
Many student nurses require additional support to undertake university level education. Lecturers are well placed to deliver learning support, which may enrich attainment with assignments. Yet fairness in how support is offered, for example if it is accessible and enables learning abilities, may impact on its utility. This study examined these aspects, exploring capabilities of learning support provided by lecturers. Capabilities are a feature of a social justice theory and involve having opportunities that shape abilities, to achieve, or strive for outcomes people value. Hence, identifying capabilities of learning support may enlighten what develops equity in how students are able to utilise lecturers' support and develop their abilities to learn. A phenomenological-hermeneutic research approach was adopted, employing focus groups to explore lived experiences of learning support provided by lecturers. Capabilities were located within the social contacts of students and lecturers, identified as themes; 'collaborative relationships', 'making space for learning', and 'modelling'. Findings were consolidated illustrating lecturers' interaction with students' enhanced capabilities in how students could utilise support, to progress learning abilities. It is hoped these insights develop understanding in what might have utility when lecturers aid learning and show a relevancy of social justice when students are assisted within university.
Highlights
Learning support plays a pivotal role at university, whereby intellectual and emotional aid enhances student learning abilities
Capabilities are a feature of social justice theory and involve having opportunities that shape abilities, to achieve, or strive for outcomes people value
Den Brok et al (2010) add that when academic relationships enrich and not obstruct potential abilities, it endorses social justice for students become more active in their own education
Summary
Learning support plays a pivotal role at university, whereby intellectual and emotional aid enhances student learning abilities. Learning support can improve achievement (Ooms et al 2013), studies exploring equity and attainment, lean towards predisposing factors, for example, secondary education of students and social class (Schneider and Preckel, 2017) This has illuminated inequalities but perhaps underexplores how university staff, are supportive in aiding learning; an important factor, owing to the diverse abilities and characteristics of students entering nursing education (Loftin et al 2013). Support is conceivably diverse to accomplish, or work towards abilities that enables learning; for example, fostering critical thinking, besides growing technical knowledge on locating literature and writing assignments This requires comprehensive systems so students understand what is available, how to access, and the purpose of support. In this context, learning support involves student socialisation; nursing principles, notably person centeredness, might be learnt, not merely by acquiring support, but via interpersonal interactions of faculty members in how assistance is offered and if support is tailored to student needs (Chen, 2015)
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