An exploration of the professional relationship between Nurse Academic Personal Tutors and Student Nurse Tutees, using the critical lens of Lefebvre and Bourdieu in undergraduate nurse education in higher education

Holder, Helen (2023) An exploration of the professional relationship between Nurse Academic Personal Tutors and Student Nurse Tutees, using the critical lens of Lefebvre and Bourdieu in undergraduate nurse education in higher education. Doctoral thesis, Birmingham City University.

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Abstract

The role of the Personal Tutor (PT) in undergraduate nurse education (UNE) is important, with a key focus on student support, progress monitoring and professional learning. Changes in Higher Education (HE) in England over the last 40 years, characterised by the neoliberalisation of universities and increasing student numbers have led to many challenges for nurse academic personal tutors (NAPT) and student nurse (SN) tutees, including inconsistencies within this relationship. The overall aim of this study was therefore to critically explore and understand the NAPT’s and SN`s perceptions of the professional relationship in personal tutoring. A qualitative research approach was taken whereby 6 NAPT and 6 SN participants undertook a Self-Interview during the COVID-19 global pandemic from January to April 2021. Data was processed by responsive listening and typed narrative capturing noises, pauses and silence and was analysed using the critical lens of Lefebvre`s Rhythmanalysis and Bourdieu`s field of power. The analysis involved the creation of two Think Tables to facilitate plugging the theoretical concepts into the data and presentation of the findings. Rhythmanalysis of the data revealed the dominance of fast pace, repetitive linear rhythms created by the schedules of the undergraduate nursing course, including the apparent erosion of the NAPT role to that of a submissive neoliberal technician. Findings also illuminated arrhythmic tension in the balance of power and investment in the professional relationship between the key players. However, complex moments of creative heterodox personal tutoring practice were captured as a professional pulse in the interchange between maintaining professional boundaries and acts of caring, compassion and kindness bound together as Professional Love, with the slowing of time to build and maintain professional relationships. In addition, the value of role modelling as a latent form of dressage and educational practice was a key contribution to this study. The arrhythmic impact of the sudden shift to online tutorials on the professional relationship during this time was also highlighted in relation to space, time and Dwelling in the personal tutorial. The study findings offer implications for personal tutoring practice including reconceptualising NAPT guidance and policies in the context of this role, the SN and neoliberal university. Findings also offer implications for research practice in the context of a Lefebvrian Pedagogy and the development of Self-Interview as a research method.

Item Type: Thesis (Doctoral)
Dates:
Date
Event
30 September 2022
Submitted
19 April 2023
Accepted
Uncontrolled Keywords: Professional relationship, personal tutor, Lefebvre, Rhythmanalysis, Bourdieu, undergraduate nurse education
Subjects: CAH02 - subjects allied to medicine > CAH02-04 - nursing and midwifery > CAH02-04-01 - nursing (non-specific)
CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions: Doctoral Research College > Doctoral Theses Collection
Faculty of Health, Education and Life Sciences > College of Education and Social Work
Depositing User: Jaycie Carter
Date Deposited: 24 May 2023 10:45
Last Modified: 24 May 2023 10:45
URI: https://www.open-access.bcu.ac.uk/id/eprint/14404

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