Nursing students' perceptions of effective problem-based learning tutors.

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.

Student perceptions of effective nurse educators in clinical practice.

AIM: To explore baccalaureate nursing student perceptions of what makes an effective nurse educator in the clinical practice setting and the influence of effective teaching on student experiences. METHOD: Online surveys (n=511) and focus groups (n=7) were completed by nursing students enrolled in all four years of the baccalaureate programme. Data were analysed using content analysis. FINDINGS: Participants indicated that effective teachers foster positive experiences, motivation, meaningful learning and success. They were perceived to be prepared, person-centred, professional, passionate and positive, and to prepare students for success using active strategies. They adjusted to meet individual students' needs at each level of the programme. CONCLUSION: Important characteristics and factors in effective clinical teaching were identified. These may be used to develop effective clinical teaching initiatives.