ViPER - Introducing a service to deliver restorative supervision for nursing students, to improve retention and raise the quality of student experiences.
Abstract ID 239: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
