Descriptive Phenomenological Study on Students’ Experience: The Implementation of the New Mixed Tutoring Approach in the Bachelor of Science in Nursing Program at the Rimini Campus

Abstract

BACKGROUND: In the Bachelor of Nursing program, clinical training is a fundamental component of student education. The Emilia-Romagna Region’s Dossier 174/2009 highlights its importance, with a specific focus on the tutor’s role. The literature identifies two predominant tutorial models: the academic tutor and the clinical tutor. In April 2023, at the Rimini Campus, a project was launched to implement a mixed tutorial model, integrating both roles to enhance the educational experience. Aim: To explore the experiences of first-year nursing students during their clinical placement within the mixed tutorial model at the Rimini Campus.

METHODS: a descriptive phenomenological approach was adopted, involving semi-structured interviews conducted with a sample of students. The interviews explored perceived support, integration of theory and practice, and encountered challenges.

RESULTS: Findings highlight the key role of the academic tutor, who not only provides emotional and professional support but also fosters the development of clinical competencies and students’ confidence.

CONCLUSIONS: the mixed tutorial model promotes structured learning and continuous feedback. However, the fragmentation of academic tutor support may compromise educational coherence. Limited coordination between academic and clinical tutors hindered the integration of theory and practice. Therefore, enhanced coordination and continuous support are necessary to improve the learning process.