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Supervising undergraduate research: a collective approach utilising groupwork and peer support
Mary-Jane Baker1, Elizabeth Cluett1, Lorraine Ireland1
1Faculty of Health Sciences (67), Univeristy of Southampton Highfield, University Road, Southampton, England SO17 1BJ, United Kingdom.
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.
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