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Escorting Students into Responsibility and Autonomy (ESRA): A Model for Supervising Degree Projects.

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The ESRA model promotes student autonomy and responsibility in degree projects by focusing on reasoning and communication skills. This structured approach supports students effectively while fostering essential skills for future nursing professionals.

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Area of Science:

  • Nursing Education
  • Academic Support Models

Background:

  • Existing models for degree project support often rely on rote memorization and supervisor mimicry.
  • There is a need for a generalizable model emphasizing reasoning and communication skills.

Purpose of the Study:

  • To propose a structured model to enhance student responsibility and autonomy in degree projects.
  • To provide supervisors with a tool for maintaining high support levels while fostering independence.

Main Methods:

  • A step-by-step protocol based on a partnership and contractual style was developed.
  • The ESRA (Escorting the Students into Responsibility and Autonomy) model utilizes alternating abstract and concrete writing.
  • The model is content-agnostic, applicable to diverse degree projects.

Main Results:

  • The ESRA model fosters high student engagement and assumption of responsibility.
  • It provides a feasible structure for student empowerment and autonomy.
  • The model facilitates constructive student-supervisor interaction to achieve learning outcomes.

Conclusions:

  • The ESRA model equips a new generation of nurses with adaptive skills for the 21st century.
  • It supports the core mission of health promotion in the nursing profession.
  • This model is suitable for achieving desired learning outcomes through collaborative supervision.