Abstract:

Introduction:
Higher education institutions seek functionality, effectiveness, and efficiency. Yet, they need to demonstrate the quality of their tutoring services in order to decrease student retention, educational lag, and desertion rates. The objectives of this study were to define the perception of the level of effectiveness of university tutoring and to determine the level of satisfaction.

Material and methods:
A descriptive cross-sectional study was used. Study population included 77 undergraduate nursing students from third to fifth year from a Peruvian public university. A validated and reliable 28-item ad hoc survey was used.

Results:
Tutoring was mostly perceived as deficient (76.62%) and more than half of the study subjects were dissatisfied (58.43%), both on the tutoring action indicator referred to personal orientation. Students also report dissatisfaction due to schedule incompatibilities with the tutors, absence from scheduled sessions and topics not according to their needs.

Conclusions:
New tutoring and mentoring actions are required in public universities.

Keywords:

Tutoring, university, students, mentoring.