LAUSR

ABSTRACT Studies have reported differing concepts of the role of the personal tutor (PT) in nurse education. Theoretical frameworks were used to critically examine the complex field of nurse education and the PT role within the Higher Education (HE) setting and a pilot project undertaken to explore student nurses' perceptions and experience of the role. Using a qualitative design, a phenomenological approach was taken where three, year 3 undergraduate student nurses were recruited purposively and undertook a self-interview in a place and at a time if their choice within a 2 weeks timescale. Findings revealed seven key themes: building relationships, availability, student journey, achieving potential and success, pastoral support, academic support and clinical practice. The findings strongly reflect an expectation that the PT should be the focus of support for pastoral, academic and clinical support based on the formation of a professional relationship throughout the course with a potentially negative impact on student progression and success if the relationship is weak or breaks down. Further study is recommended involving both students and academic staff/PTs to explore the concept of the professional relationship in more depth as an emergent key theme. Furthermore, self-interview as a novel methodology has exciting implications for future research practice within this field.