Nursing students’ expectations from tutors in PBL and effects of tutors’ behaviour on nursing students

SummaryAimThis study aimed to determine what nursing students expect from tutors in PBL sessions and how tutors’ behaviour affects students.MethodIt was performed in Dokuz Eylul University School of Nursing. The study sample included 21 students. They were assigned to one of three groups. Each group included seven students. Focus group interviews were conducted in a quiet classroom. One researcher conducted interviews and the other observed the interviews and took notes. The interviews were semi-structured. Each interview lasted for 75–90 min and was audio recorded. Data obtained were transcribed verbatim soon after each interview and analyzed using a qualitative content analysis approach. Data were coded by two researchers separately and then compared. Following coding, themes and the main themes were determined.FindingsAt the end of data analyses, individual tutor characteristics were classified under seven headings: individual characteristics, asking question, expertise, giving information, group dynamics, giving feedback and evaluation.ConclusionStudents clearly report that tutors behaviour affected their motivation and success in the PBL.