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

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

doi:10.1016/j.nedt.2013.05.006

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

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

University of Southampton

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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 language	English
Pages (from-to)	637-642
Journal	Nurse Education Today
Volume	34
Issue number	4
Early online date	5 Jun 2013
DOIs	https://doi.org/10.1016/j.nedt.2013.05.006
Publication status	Published - 1 Apr 2014
Externally published	Yes

Keywords

Supervision
Group supervision
Peer dissertation support

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10.1016/j.nedt.2013.05.006

Supervising undergraduate researchAccepted author manuscript (Post-print), 356 KBLicence: CC BY-NC-ND

http://linkinghub.elsevier.com/retrieve/pii/S026069171300169X

Cite this

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title = "Supervising undergraduate research: A collective approach utilising groupwork and peer support",

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 {\textquoteleft}support and sharing{\textquoteright}, and {\textquoteleft}progress and moving forward{\textquoteright}. Conclusions - Peer group support provided consistent supervision harnessing the energy and resources of the students and Faculty, without adversely affecting outcomes.",

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T1 - Supervising undergraduate research

T2 - A collective approach utilising groupwork and peer support

AU - Baker, Mary-jane

AU - Cluett, Elizabeth

AU - Ireland, Lorraine

AU - Reading, Sheila

AU - Rourke, Susan

PY - 2014/4/1

Y1 - 2014/4/1

N2 - 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.

AB - 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.

KW - Supervision

KW - Group supervision

KW - Peer dissertation support

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DO - 10.1016/j.nedt.2013.05.006

M3 - Article

SN - 0260-6917

VL - 34

SP - 637

EP - 642

JO - Nurse Education Today

JF - Nurse Education Today

IS - 4

ER -

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

Abstract

Keywords

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