Exploring the evolving relationship between students and nurse educators in tertiary institutions in Ghana

Abstract

Background

As most nursing academics have suggested, training student nurses to be professionals with all the qualities of a good nurse requires time and attention to detail. Students in the nursing program exhibit enthusiasm and dedication to succeeding in their chosen field from the moment they are accepted into the school. This comes with varied expectations regarding teaching, learning, and relationships with educators. It is essential how teaching and learning are affected by the student-nursing-tutor interaction, which significantly impacts learning, growth, and professional development. This study explored the evolving relationship between students and educators in nursing institutions from the perspective of students.

Methods

The study used an exploratory, descriptive qualitative approach to understand the phenomenon. Participants in the final year of their training were recruited, and a focused group discussion was conducted. Thirty participants, all students, were involved in the study. Data saturation determined the sample size. All the interactions were audio-recorded and transcribed verbatim. Transcriptions were analysed using thematic analysis.

Results

The findings revealed two main themes, initial relationship and subsequent relationship, with related subthemes: uncertainty regarding the initial relationship, welcoming relationship, influencers of subsequent relationship and adaptational relationship. Students mentioned that they are admitted into nursing institutions with personal expectations and preconceived notions about educators, leading to interaction uncertainty. Some of these notions were confirmed as their expectations were unmet. It was reported that students experienced a welcoming first interaction. However, the subsequent relationship was influenced by educators’ attitudes and teaching approaches. Overall, students described the student-tutor relationship as adaptational.

Conclusion

This study provides actionable recommendations for improving nursing education practices in Ghana. Findings reiterate the impact of unhealthy student-educator relationships on learning and teaching outcomes; therefore, educators should deliberately enhance their relationships by properly socialising students into the profession and acting as role models. Educators should regularly reflect on student interactions and enhance their skills for better output.