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.
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.