Supervising undergraduate research: a collective approach utilising groupwork and peer support.

Background: Nursing education now requires graduate entry for professional registration. The challenge is to ensure that students develop independence and team working in a resource effective manner. The dissertation is one opportunity for this.

Aim: To evaluate changing from individual dissertation supervision to group peer supervision.

Methods: Group supervision was implemented for one cohort. Dissertation outcomes were compared with two previous cohorts. Student evaluative data was assessed.

Findings: Group supervision did not adversely affect dissertation outcomes (p=0.85). 88% of students reported peer supervision to be helpful, with themes being 'support and sharing', and 'progress and moving forward'.

Conclusions: Peer group support provided consistent supervision harnessing the energy and resources of the students and Faculty, without adversely affecting outcomes.