Levels of helping: a framework to assist tutors in providing tutorial support at the level students want and need

Provision of tutorial support for students is an integral part of the nurse tutorʹs role, Birchenall (1994) going so far as to state `a teacher must always find time for a student who needs supportʹ (p 1). the current changes in nurse education, and the stresses which both tutors and students record, it is worth considering what the boundaries of that support are and what are the most effective ways of delivering it. In reality, there appear to be mixed messages about whether support is solely educational or may also have a pastoral component, and tutors often experience confusion about whether a personal problem is affecting work or vice versa. rrent debate about the desirability of clinical supervision (Butterworth & Faugier 1992, Faugier & Butterworth 1994, Kohner 1994) may, while attempting to clarify the situation, succeed in asking teachers to re-examine their role. A framework for helping is offered which might help remove some of that confusion. It is also hoped that this article will reopen the debate about the legitimate role of the personal tutor, and cause managers to consider whether adequate time and attention is given to supporting tutors in this demanding role.