"One Page Profiles!" - could they support the personal tutor relationship?

Evans (2012) refers to the fact that if quality support is offered to students then it can improve retention rates, and support a student’s transition into higher education. The personal tutor role within higher education has developed from its paternalistic origins (Dobinson –Harrington, 2006). The personal tutor for pre-registration nursing students is expected to encompass support around clinical placements, the offering of pastoral care, as well as academic support (Gidman, 2001). Dobinson-Harrington (2006) found that students valued access to their tutors, felt it a trusting relationship, and got a feeling of equality; in contrast the things they felt didn’t work was when tutors were deemed to be inaccessible. Personal tutors mirrored some of these views; wanting to sustain access for students, offering pastoral support and encouraging empathy being important to them (Dobinson-Harrington, 2006), but also identifying that boundaries were needed, and wished for some understanding of work load which therefore impacted on their accessibility, (Dobinson-Harrington, 2006). The use of “One page profiles”, (Sanderson, 2014, p19); can offer a simple and concise way of communicating important information, identifying strengths and attributes, as well as identifying support techniques, (Sanderson, 2014). Bailey (2014) identified that one page profiles offer information richness which can be used to help frame conversations and support the delivery of care. When considering this in relation to the development of the personal tutor role then it can enable both tutor and tutee to identify what information is important to them. Overall these points seem to support the view given by Stephen et al (2008) who identified that what students and staff wanted in relation to personal tutoring was for contacts to be meaningful. With an increasing demand for nurses to show that they are knowledgeable, confident and able to work independently with an increasingly complex patient population then the ability to maximise their learning experiences and ensure appropriate support continues to be seen as a crucial element, (Davies, 2008). Recognising that where students/future nurses feel cared for and valued then they are more likely to transfer this experience into their role as professional care providers, (Dobinson-Harrington, 2006).