Abstract
Introduction:
Restorative Supervision (RS) is increasingly being delivered to post qualified healthcare staff, via the growth of
the PNA role (NHS England,2023). The benefits of delivering this to pre-registration students in education have
been previously documented. The potential of RS to support student personal and professional development
has been demonstrated (Stacey et al,2017: Stacey et al,2020). The restorative function of supervision is most
valued when facilitated in an environment where humanistic principles are present (Sheppard et al,2018). This
approach may be suitable for nursing students, who manage significant emotional demands in clinical practice,
alongside additional challenges resulting from their academic studies.
The aim of this project was to support student’s health and wellbeing skills and coping strategies. A dedicated
‘Nursing Student Advocate Support (NSAS) Lead’ was appointed to deliver different modes of RS to nursing
students (including group sessions, individual 1-1’s and telephone contacts).To sustain the project in the long
term, RS training was developed and offered to HEI staff.
Methods:
The impact of the service was evaluated over the timeline of the project. Qualitative feedback from student
mentimeter surveys was used to collect anonymous data. This type of data collection can provide valuable
insights into student experiences of educational programmes (Mohyn et al., 2022).
Results:
Qualitative data from students demonstrated that RS was a positive experience for all those who engaged in
it. Five common themes emerged (anxiety, communication, competing priorities, employment, family commitments). Results suggest that RS supports a nurturing educational environment which develops student professional practice. Facilitating RS in a safe environment enables increased self-awareness and time out for student
reflection.
Conclusion:
RS was found to support growth in students’ self-efficacy, self-esteem and problem-solving skills
Restorative Supervision (RS) is increasingly being delivered to post qualified healthcare staff, via the growth of
the PNA role (NHS England,2023). The benefits of delivering this to pre-registration students in education have
been previously documented. The potential of RS to support student personal and professional development
has been demonstrated (Stacey et al,2017: Stacey et al,2020). The restorative function of supervision is most
valued when facilitated in an environment where humanistic principles are present (Sheppard et al,2018). This
approach may be suitable for nursing students, who manage significant emotional demands in clinical practice,
alongside additional challenges resulting from their academic studies.
The aim of this project was to support student’s health and wellbeing skills and coping strategies. A dedicated
‘Nursing Student Advocate Support (NSAS) Lead’ was appointed to deliver different modes of RS to nursing
students (including group sessions, individual 1-1’s and telephone contacts).To sustain the project in the long
term, RS training was developed and offered to HEI staff.
Methods:
The impact of the service was evaluated over the timeline of the project. Qualitative feedback from student
mentimeter surveys was used to collect anonymous data. This type of data collection can provide valuable
insights into student experiences of educational programmes (Mohyn et al., 2022).
Results:
Qualitative data from students demonstrated that RS was a positive experience for all those who engaged in
it. Five common themes emerged (anxiety, communication, competing priorities, employment, family commitments). Results suggest that RS supports a nurturing educational environment which develops student professional practice. Facilitating RS in a safe environment enables increased self-awareness and time out for student
reflection.
Conclusion:
RS was found to support growth in students’ self-efficacy, self-esteem and problem-solving skills
| Original language | English |
|---|---|
| Publication status | Published - 24 Apr 2024 |
| Externally published | Yes |
| Event | RCN Education Forum National Conference & Exhibition 2024: Future Insights: Enabling professional practice in health and social care nursing education - York Racecourse, York, United Kingdom Duration: 23 Apr 2024 → 24 Apr 2024 |
Conference
| Conference | RCN Education Forum National Conference & Exhibition 2024 |
|---|---|
| Country/Territory | United Kingdom |
| City | York |
| Period | 23/04/24 → 24/04/24 |