Personal Tutor Role in Professional Education - Student Tutor Relationship

Discussion of the third aspect of findings from the unpublished research –

Williams M, 1999, ‘Exploring the Role of the Personal Tutor in Nurse Education, Department of Education, University of Surrey, unpublished.

At the crux of the support for the student by the personal tutor lies in a good student tutor relationship. This importance had been highlighted in the earlier blogs regarding ‘allocation of personal tutor’ and ‘qualities of the personal tutor’. Now we look at what are the contributions of the tutors and students in developing and maintaining a good productive and beneficial relationship.

While many students did not make any comments regarding their contribution, of those who did many were unsure of what they contributed or expressed that they did not contribute anything towards the relationship. Similarly there are some tutors who do not have any expectations of students except maybe to have fun and pass. This is contrary to the basis of any relationship, as both individuals need to contribute. Bramley (1977) suggests of reciprocity, Wedemeyer (1977), Baath (1979), Tough (1979), Perraton (1981), Rumble (1989) all suggest the need for two-way communication and Dallos (1984) talks of mutual understanding and acceptance. Similarly Stephenson (1984) and Morgan & Knox (1987) (cited by Newton and Smith 1998) emphasis that mutual respect is necessary for a good interpersonal relationship. Earnshaw (1995) goes on to state that a relationship is best maintained through equal contribution by both the tutor and the student, where both were aware of each other’s strengths and weaknesses.

From the responses of the tutors and students, it can be surmised that students and tutors do not discuss their expectations of and contributions to the relationship at the onset. This makes it difficult to establish a good working relationship with all the attributes they have catalogued within this questionnaire. This can be one of the reasons for the ‘personality clash’ identified by both as a reason for wanting to change personal tutor.

The major contributions specified by students who have responded are being professional, accept criticism, value and respect the tutor, be honest, open and trustworthy as well as provide feedback on clinical placements and course, giving an insight into students’ problems and needs. There is some match with the expectations of the tutors. They expect the student to be trustworthy, honest, motivated and enthusiastic.

Tutors have also identified that students should use their personal tutor to make sense of the curriculum and consult them on need basis. As identified earlier, this meets with Charnock’s (1993) suggestion that the personal tutor smooths the way for students to understand the changes occurring within nurse education and the health care system. This is very much in keeping with Quinn’s (1995) opinion that the personal tutor should be used as a resource. While the tutors expect to be kept informed of any circumstances that will influence their work, they do not wish to be used as counsellors, as students should become self-sufficient and be able to manage own problems with support. The rationale for this attitude can be explored further in the later blog on quality of communication. 

The findings here are easy to apply in any student tutor relationship and not just that of a personal tutor – student relationship. There is a need to make explicit the expectations and set ground rules which will define the relationship.