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Effects of process-oriented group supervision – a comparison of three groups of student nurses

Authors

  • Elisabeth Severinsson RPN, RNT, MNSc, DrPH,

    Professor/Director, Corresponding author
    1. Centre for Women's, Family and Child Health, Faculty of Health Sciences, Vestfold University College, Tønsberg, Norway
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  • Ingrid Johansson RNT, MSc,

    Senior Lecturer
    1. The Sahlgrenska Academy, Institute of Health and Care Sciences, University of Göteborg, Göteborg, Sweden
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  • Ingegerd Lindquist RNT, MSc

    Senior Lecturer
    1. The Sahlgrenska Academy, Institute of Health and Care Sciences, University of Göteborg, Göteborg, Sweden
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Abstract

Aim

To evaluate student nurses' perceptions of the effects of process-oriented group supervision provided during their undergraduate education.

Background

Supervision is an important ability and part of a nurse's leadership role. Student nurses need to learn competence in clinical practice.

Method

A descriptive-correlational study comparing three groups of student nurses (n = 151) who attended process-oriented group supervision during their education.

Findings

The effects of process-oriented group supervision were increased awareness of interpersonal, professional and communication skills. There was a moderate relation between the three factors. The strongest correlation was found between the factors professional and communication skills (r = 0.81). The correlations between the factors in group 3, the mandatory group, were identical.

Conclusions

By correlating the factors, we concluded that the student nurses' perceptions of the effects of process-oriented group supervision strengthened their professional identity, which may have a bearing on patient safety, nursing leadership and collaboration with the patient, her/his family members and other professionals.

Implication for nursing leadership

There is potential for improving the links between nursing leadership, supervision and patient safety.

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