Supervising undergraduate research: A collective approach utilising groupwork and peer support

Mary-jane Baker, Elizabeth Cluett, Lorraine Ireland, Sheila Reading, Susan Rourke

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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.
Original languageEnglish
Pages (from-to)637-642
JournalNurse Education Today
Volume34
Issue number4
Early online date5 Jun 2013
DOIs
Publication statusPublished - 1 Apr 2014
Externally publishedYes

Keywords

  • Supervision
  • Group supervision
  • Peer dissertation support

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