Nurse Tutors Research Articles

Nursing Students and Nurse Tutors: The Influence of The Relationship on The Perception of The Tutorial Role and On the Final Outcomes of The Internship

Professionalizing internship in nursing education is an experience that can deeply impact the educational path of future nurses, both emotionally and cognitively

Assessment of Diploma Nursing Program Curriculum Implementation Using Kirkpatrick’s Approach: A Case Study at Kilimanjaro College of Health and Allied Science-Tanzania

The study conducted at Kilimanjaro College of Health and Allied Science-Tanzania, to assess Diploma nursing program curriculum implementation using Kirkpatrick’s approach. The four levels of the model used in assessment. Microteaching steps examined classroom nurse tutors behavior of curriculum implementation process. Aimed to assess how CBET implemented, as since inception in 2008 not assessed and that if, Microteaching technique adhered to in the process besides if implementers has regulatory qualities and experience to the implementation. These help to identify gaps of the implemented curriculum besides the way forward to the solution. Census used with the study. A descriptive cross-sectional design of both quantitative and qualitative methods of data collection used. Scaled Likert’s questionnaire following the model, face-to-face interview along with observation used as tools. Nurse tutors was the treatment group whereas students were the control group and tested concurrently. SPSS v20 analyzed the model; paired sample t-test tested the performance significance whereas eta- squared evaluated it. The results between pre (M=3.36, SD=2.69) and post-test [M=6.44, SD=2.64, t (305) =20.671 p< .001 indicated significant increase in performance. The eta squared statistics evaluation of 0.58 indicated a large effect size change. From the study, tutors were committed, had enough knowledge and experience with curriculum implementation. Nevertheless, they are not sufficient compared to the modules taught. Observed major and minor errors in the study, need rectification. Therefore; Kirkpatrick’s model of assessment and Microteaching skills are innovations to measure medical education competences, need campaigns. My opinion, tutors roles need promotions moreover re-defined for awareness.

Assessment of Conflict Management Skills of Nurse Tutors in Basic Schools of Nursing in Enugu State, Nigeria

Introduction: Conflicts abound in basic schools of nursing with consequences such as strained relationships among staff, collapsed agreement, poor academic performances, and disruption of planned academic activities. Conflicts can, however, be beneficial when well managed. Aim: This study aims at assessing the conflict management skills of nurse tutors in Enugu State Basic Schools of Nursing. Research Design: A prospective survey research method was adopted. Materials and Methods: Fifty nurse tutors in three Basic Schools of Nursing in Enugu State were studied from June to December, 2015. Modified Thomas Kilman's generated questionnaire was used for data collection. It has 46 items in two sections – Section A, on demographic data, consisting mainly of close-ended questions with few open-ended questions and Section B, formatted on a 6-point Likert scale of 1–6, containing questions to determine conflict management skills of nurse tutors. Convenient sampling technique was used for data collection. Data Analysis: Statistical Package for Social Sciences version 20.0 was used to analyze data. t-test and analysis of variance test were used to test the set hypotheses. Results: The mean scores for the various parameters were as follows: stress management skill (4.74 ± 0.666), social skills (5.10 ± 0.54), avoidance skills (3.99 ± 0.101), collaborative skills (4.5 ± 0.50), and competing skill (4.10 ± 0.69). Gender and cadre had no statistically significant influence on the conflict management skills of nurse tutors (P = 0.33). Conclusion: Nurse tutors in Enugu State Basic Schools of Nursing possessed good conflict management skills.

Tutor’s Clinical Knowledge, Attitude and Teaching Strategies in Nursing Schools of Mwanza Region – Tanzania

Teaching in nursing education is vital for the preparation of nurses. Nurse tutors must use multiple teaching strategies when teaching, which encourage students into active learning. Observations showed that newly graduated nurses in Tanzania lack adequate clinical competencies to care the patients. This study assessed the tutors’ clinical knowledge, attitude and teaching strategies used in nursing schools, and if influencing students’ competence. Results led to effective teaching and good nursing practice. The objectives for study were; to determine the knowledge of nurse tutors on clinical teaching, examine their attitude towards clinical teaching, assess teaching strategies used and determine the factors influencing clinical teaching. Methods: Close and open – ended questionnaires used to gather data from 19 nurse tutors, with at least 2 years teaching experience, in either Bugando, Bukumbi, Sumve or Sengerema. Results: The results showed that the participants had inadequate knowledge in clinical teaching but had a positive attitude towards patients and students. The teaching strategies were partially known and not fully applied though participants appreciated their importance. Unfortunately, none of the schools found teaching in the clinical area. Factors affecting clinical teaching were unqualified clinical staff, increased number of students, heavy theoretical part, limited time for the course, under resourced practicum sites, unmotivated tutors, conflicts among clinical nurses and tutors, students lacked commitment and unconducive clinical environment. Conclusion: Recommended a review of the clinical facilities. Nurse tutors to be empowered with clinical teaching knowledge. Nurses should be prepared to reach bachelor, master and doctoral degree levels.

Criticisms of the ‘Lecture’ Method in the Teaching of Nursing Students: The Case of Nurse Tutors in Bamenda, Cameroon

Criticisms of the ‘Lecture’ Method in the Teaching of Nursing Students: The Case of Nurse Tutors in Bamenda, Cameroon

Challenges of Nurse Tutor Utilization of the Teaching Aids

Introduction: Nursing is the largest healthcare profession in Malawi with more than 11,000 registered nurses (RNs), nurse technicians and midwives (NTM) practicing in hospitals and other settings like nursing colleges nationwide. Student preparation is mostly done by nursing tutors in all the nursing colleges using numerous types of teaching aids. Methods: Descriptive exploratory design which utilized both qualitative and sequential quantitative methods was applied to Iterated Purposive Probability Sampling (IPPS) of 10 nursing colleges in Malawi. This was done to 129 students and 82 nurse tutors in two structured questionnaires, 40 nurse tutors in-depth interviews and 10 students focus groups. There were 32 variables for the teaching aids under five ranked Likert scale and the Cronbach’s Alpha was found to be 0.932 without standardisation and it was 0.952 after standard-disation. Results: Although nurse tutors show that they use manikins to teach (0.011 < p = 0.05), students seem not to agree on the utilization of the manikins during teaching both in class and at the clinical area (0.05; p = 0.05). There is also increased discrepancy between students and nurse tutors on internet utilization as the teaching aid as the Beta Coefficient value was (B = 0.202) for the nurse tutors and (B = 1.061) for the students basing on their experience. Use of patient as a teaching aid is very common in Malawi and both the nurse tutors and students agree that it is the realistic and best way in teaching and has a strong binary logistic regression with a model outcome of (OR = 1.431; 95%CI (0.890 ± 2.304); p = 0.139). Conclusion: There is a need to develop the teaching strategies that would be conducive with the current scarcity of the teaching aids. Use of patients if ethically followed remains the most effective and efficient teaching aid in developing countries.

Utilization of the Teaching Strategies among Nurse Tutors in Malawi Nursing Colleges

Background: There are numerous teaching strategies that suit the pedagogical learning, but not all can yield the desired outcome and be properly applied by nurse tutors in both classroom and clinical area. Therefore, identifying the utilization of the teaching strategy for nurse tutors is very detrimental in nursing education. Methods: Descriptive exploratory design which utilized both qualitative and sequential quantitative methods was applied to Iterated Purposive Probability Sampling (IPPS) of 10 nursing colleges in Malawi. This was done to 129 student and 82 nurse tutors in two structured questionnaires, 40 in-depth interviews and 10 focus groups. There were 56 variables for the teaching strategy under five ranked Likert scale and the Cronbach’s Alpha was found to be 0.964 without standardisation and it was 0.963 after standardisation. Results: Direct teaching strategies like the lecture method are very common although nurse tutors prefer to combine with other interactive instructions. There is statistical association of use of role play and group discussion methods and nurse tutor work experience with odds ratios of OR ≤ 1.624; CI(0.576 ± 4.579); p ≥ 0.359 and OR ≤ 1.397; CI(0.882 ± 2.306); p ≥ 0.147 respectively. The ability to use different teaching strategies competently is still very limited among nurse tutors in Malawi nursing colleges. This compromises quality of learning among nursing students in the colleges. Conclusion: Developing a new teaching strategy that could combine the different attributes in the variety of the teaching instructions can promote the quality of nursing education in Malawi.

Challenges of Nurse Tutors’ Classroom and Clinical Performance When Teaching

Introduction: Nursing is a dual profession that involves teaching both in class and at the clinical area. Nurse tutors meet a lot of challenges in their profession through their cognitive, affective and psychomotor nursing performance. The aim of this paper is to determine the challenges of nurse tutor clinical affective, cognitive and psychomotor performance in Malawi. Methods: Mixed methods design was employed. Quantitatively, 129 students and 82 nurse tutors randomly selected were involved for the five ranked Likert Scale questionnaire, and 42 nurse tutors were involved in in-depth. While 8 focus group discussions were conducted in 8 nursing colleges. Descriptive and inferential statistics were used quantitatively for predictive variable of nurse tutor work experience and student study experience to compare with the dependent variables from the 39 cognitive, affective and psychomotor attributes. Results: Both nurse tutors and students are not impressed with nurse tutors cognitive, affective and psychomotor performance during teaching. There is inadequate clinical orientation to students [OR ≤ 0.302; 95%CI (0.096 ± 2.955); p ≥ 0.042] and inadequate funding from college administration [OR ≤ 1.013; 95%CI (0.271 ± 3.793); p ≥ 0.985] as a result it creates much pressure on teaching. Conclusion: There is a need to develop an effective teaching strategy that would be conducive and easy to use for the limited resource environments in Malawi.

Valorization of the Nurse's Tutor Characteristics: Enhancing the Teaching Learning Process

The nurse tutor is so relevant in the teaching learning process that we carried out a research with the aim to identify the valorization of the nurse's tutor characteristics with the use of the Portuguese version of the Clinical Instructor Ranking Scale. This study was placed within the paradigm of quantitative research and we obtained 513 filled out questionnaires from nurses, nursing students and nursing teachers from several institutions. We pointed out differences of opinion among the groups and inside each group about the valorization of the nurse's tutor characteristics.

Developing the Foundation Degree in Dental Nursing

The Foundation Degree in Dental Nursing has been developed by the University of Bedfordshire in conjunction with Barnfield College Luton. Angie McBain, Lead Dental Nurse Tutor at Barnfield College, explains the thinking behind, and development of, this innovative new qualification.

A questionnaire survey of students’ perceptions of nurse tutor teaching in a clinical skills learning programme

Changes in medical education and in the environments in which students learn have brought about new ways of learning in undergraduate medical curricula. Amongst these have been the establishment of courses in clinical skills learning to address concerns of deficient skills amongst newly qualified doctors. Curriculum reform at Liverpool, UK, included extensive and early learning of clinical skills. Nurse tutors provide full-time teaching support in a single Clinical Skills Resource Centre. They work alongside medically qualified tutors in delivering a clinical skills learning programme. This study aimed to explore students’ opinion of nurses teaching clinical skills and to compare that to their opinion of teaching by medically qualified clinicians. A questionnaire survey was used to gain the views of 206 first-year medical students. Overall, students were strongly supportive in their opinion of nurse tutors. Some small statistically significant differences are probably of little or no educational significance. This role for nurses stresses the importance of interprofessional teachers in undergraduate healthcare education.

Regional Examination for Nurse Registration, Commonwealth Caribbean.

In 1990, a Regional Examination for Nurse Registration was approved by the Conference of Ministers Responsible for Health in the Commonwealth Caribbean. The examination allows for standardization and improvement of nursing education, as well as reciprocity and ease-of-movement for Registered Nurses among the countries of the region. A Planning Committee and a Blueprint Committee were established to develop the examination process. Committee membership included the Principal/Chief Nursing Officers, Nurse Tutors, and General Nursing Council representatives of each country, as well as educators from the two universities of the region. The accepted model, based on mutually agreed competencies for the Registered Nurse to practice in the region, forms the basis for the elaboration of the blueprint and the administrative manuals. The treatment of test items, assembling and conducting the examinations, which consist of four papers, as well as scoring the examination results, and notifying students of the results, are the responsibility of each General Nursing Council. The 13 General Nursing Councils with responsibility for Schools of Nursing meet annually as a regional committee to prepare the examinations, using a different country for each meeting; countries are rotated alphabetically. There is no permanent site for the administration of the examination. Membership to the regional committee, known as the Regional General Nursing Councils (RGNCs), is for 3 years. This staggering of membership allows for continuity.

Case 19: nurse education. Nurse tutor who leaked examination answers to students.

Cases emanating from the education setting or involving nurse educationalists are fairly rare in professional conduct situations. The following case involved a qualified nurse tutor called Joe who leaked the answers of the nursing entrance test to prospective nurse students.

Letter

I am researching the issues of implementing a ‘no lifting’ policy and would specifically like information from those working in orthopaedic areas as to how they manage heavily dependent clients, including frail elderly people: what equipment they use/have purchased, and any identified training needs. Lesley Kenny, Nurse Tutor, University College Chester, Leighton Hospital Site, Crewe CW1 4QJ.

Nurse tutors are not out of their depth

Nurse tutors are not out of their depth

The teaching/learning preferences of student nurses in the Republic of Ireland; background issues and a study

Teaching and learning in all forms of education is being increasingly reviewed in a climate of educational accountability. The literature generally displays a certain irrationality about nurse education; on the one hand teachers are espousing student-centred ideologies while on the other hand, students are expressing preferences for teacher-structured approaches. The research on nurse education generally concludes that the roles of teacher and student operate around a mechanistic view of man with the teacher being viewed as the font of all knowledge and the students the passive recipients of that which was given. This paper reports on related background issues, and a study of the teaching/ learning preferences of student nurses from general, psychiatric, sick children's and mental handicap nursing. Whilst students reflected preferences for more teacher-structured strategies, significant differences were identified between the preferences of the four groups of student nurses. It is concluded that any insistence on a doctrinaire approach to teaching and learning would be unnecessarily restrictive to the whole process of nurse education. Nurse tutors therefore need to reflect on what they do, particularly that which influences the relationship between the students and what they learn. It is then the responsibility of nurse tutors to act on what they have learned about that relationship and their part in it.

Challenging stereotypes.

Journal of Clinical NursingVolume 3, Issue 6 p. 327-328 Challenging stereotypes HELEN ALLAN RGN, BSC Soc. RNT, N28M, HELEN ALLAN RGN, BSC Soc. RNT, N28M Nurse Tutor, Bloomsbury & Islington College of Nursing and Midwifery, 1–4 North Crescent, Chenies Mews. London WC1E7ER. UKSearch for more papers by this authorKATHY CANTY-DIGGINS RGN, RM, ENB 870, 225M, KATHY CANTY-DIGGINS RGN, RM, ENB 870, 225M Sister, Outpatient Department, Elizabeth Garrett Anderson Hospital and Soho Hospitals for Women, London, UKSearch for more papers by this authorBALBIR GILL RGN, KNB 225, 901, N28M, BALBIR GILL RGN, KNB 225, 901, N28M Stuff Nurse, OPD, EGA and Soho Hospitals for Women, London, UKSearch for more papers by this author HELEN ALLAN RGN, BSC Soc. RNT, N28M, HELEN ALLAN RGN, BSC Soc. RNT, N28M Nurse Tutor, Bloomsbury & Islington College of Nursing and Midwifery, 1–4 North Crescent, Chenies Mews. London WC1E7ER. UKSearch for more papers by this authorKATHY CANTY-DIGGINS RGN, RM, ENB 870, 225M, KATHY CANTY-DIGGINS RGN, RM, ENB 870, 225M Sister, Outpatient Department, Elizabeth Garrett Anderson Hospital and Soho Hospitals for Women, London, UKSearch for more papers by this authorBALBIR GILL RGN, KNB 225, 901, N28M, BALBIR GILL RGN, KNB 225, 901, N28M Stuff Nurse, OPD, EGA and Soho Hospitals for Women, London, UKSearch for more papers by this author First published: November 1994 https://doi.org/10.1111/j.1365-2702.1994.tb00408.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume3, Issue6November 1994Pages 327-328 RelatedInformation

Nurse tutors angry at loss of autonomy.

Nurse tutors are furious that students dismissed from courses are being reinstated on appeal by university bosses with little knowlege of nursing, a United Kingdom Central Council conference in Cardiff was . told last week.

Merger means anxiety for tutors.

Nurse tutors could be 'thrown on the scrap heap' when two London colleges of nursing merge, the RCN has warned.

Learning from experience: Nurse tutors' and student nurses' perceptions of experiential learning in nurse education: Some initial findings

Experiential learning and experiential learning methods have been widely described in the literature as aids to learning about nursing. This paper describes a descriptive study of nurse tutors' and student nurses' perceptions of experiential learning. Two research methods were used: in-depth semi-structured interviews of 12 nurse tutors and 12 student nurses, followed by a questionnaire survey of a total population of nurse tutors in Wales, U.K. ( n = 184) and a 100% stratified sample of student nurses in Wales ( n = 325). The questionnaire items were devised out of the interview data. This report offers a description of how the study was conducted and some of the findings. Notably, student nurses tended to perceive experiential learning in terms of learning in the clinical setting whilst tutors referred more to experiential learning as a classroom activity. Other findings are described and discussed.