Personal tutoring black nursing students: A qualitative study of the experiences of students and tutors
Year: 2024
Type: article
Abstract: 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. 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. An exploratory qualitative study using a phenomenological approach. A nursing and midwifery faculty within a large urban university in the United Kingdom. Black nursing students and personal tutors with experience of supporting Black nursing students. Data were collected through individual in-depth interviews and were analysed using thematic analysis. 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.” 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. • Black nursing students face challenges at university but can feel unsupported by their personal tutors. • Personal tutors need to consider the different experiences of Black nursing students to suitably tailor their support. • First year students from diverse cultural backgrounds may need support to help their transition to HE. • Institutions must resource culturally competent tutoring and support services for ethnically diverse students to thrive.
Source: Nurse Education Today
Institutions: King's College London, University College London
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid: $4,090
OpenAlex ID: W4405662871