Nursing students’ perceptions of effective problem-based learning tutors
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Nursing students’ perceptions of effective problem-based learning tutors

Nancy Matthew-Maich Professor, Department of Nursing, Mohawk College, Ontario, Canada
Lynn Martin Assistant professor, School of Nursing, McMaster University, Ontario, Canada
Cynthia Hammond Professor, Department of Nursing, Mohawk College, Ontario, Canada
Amy Palma Assistant professor, School of Nursing, McMaster University, Ontario, Canada
Maria Pavkovic Public health nurse, Alberta Health, Alberta, Canada
Darlene Sheremet Professor, Department of Nursing, Mohawk College, Ontario, Canada
Carmen Roche Professor, Department of Nursing, Mohawk College, Ontario, Canada
Aim

To explore baccalaureate nursing students' perceptions of what makes an effective tutor in problem-based learning courses, and the influence of effective teaching on students' learning and experience.

Method

Students enrolled in all four years of a baccalaureate nursing programme completed online surveys (n=511) and participated in focus groups (n=19). Data were analysed and combined using content analysis.

Findings

The data were summarised using five themes, the ‘5 Ps’ of effective teaching in problem-based learning. Nursing students perceived effective problem-based learning tutors to be prepared with knowledge and facilitation skills, person-centred, passionate, professional and able to prepare students for success in the nursing programme. Effective tutors adjusted their approaches to students throughout the four years of the nursing programme.

Conclusion

Effective teaching in problem-based learning is essential and has significant effects on nursing students' learning, motivation and experience. Important attributes, skills and strategies of effective problem-based learning tutors were identified and may be used to enhance teaching and plan professional development initiatives.

Nursing Standard. 31, 12, 48-59. doi: 10.7748/ns.2016.e10318

Correspondence

nancy.maich@mohawkcollege.ca

Peer review

This article has been subject to external double-blind peer review and checked for plagiarism using automated software

Conflict of interest

None declared

Received: 23 October 2015

Accepted: 12 February 2016