Abstract
Background - Nursing education now requires graduate entry for professional registration. The challenge is to ensure that students develop independence and team working in a resource effective manner. The dissertation is one opportunity for this.
Aim - To evaluate changing from individual dissertation supervision to group peer supervision.
Methods - Group supervision was implemented for one cohort. Dissertation outcomes were compared with two previous cohorts. Student evaluative data was assessed.
Findings - Group supervision did not adversely affect dissertation outcomes (p = 0.85). 88% of students reported peer supervision to be helpful, with themes being ‘support and sharing’, and ‘progress and moving forward’.
Conclusions - Peer group support provided consistent supervision harnessing the energy and resources of the students and Faculty, without adversely affecting outcomes.
Aim - To evaluate changing from individual dissertation supervision to group peer supervision.
Methods - Group supervision was implemented for one cohort. Dissertation outcomes were compared with two previous cohorts. Student evaluative data was assessed.
Findings - Group supervision did not adversely affect dissertation outcomes (p = 0.85). 88% of students reported peer supervision to be helpful, with themes being ‘support and sharing’, and ‘progress and moving forward’.
Conclusions - Peer group support provided consistent supervision harnessing the energy and resources of the students and Faculty, without adversely affecting outcomes.
| Original language | English |
|---|---|
| Pages (from-to) | 637-642 |
| Journal | Nurse Education Today |
| Volume | 34 |
| Issue number | 4 |
| Early online date | 5 Jun 2013 |
| DOIs | |
| Publication status | Published - 1 Apr 2014 |
| Externally published | Yes |
Keywords
- Supervision
- Group supervision
- Peer dissertation support