Online Group Supervision as Pedagogy: A Qualitative Inquiry of Student Mental Health Nurses’ Discourses and Participation

Figures & data

Figure 1. Focus group topic guide.

Table 1. Thematic analysis and synthesis.

1. What is the understanding and perceptions of the purpose of clinical restorative supervision?
Theme	Quote Example & Focus Group Number	Researcher Experiences, Interactions and Reflections
Unifying experiences.	“Addressing concerns we’ve got and talking about the positives as well.” (1) “Expressing feelings in a safe place.” (1) “I think it could be a point of reflecting on areas where you can improve on or that you lacked insight on.” (1) “People from the cohort discussing things is good…. Obviously they’re out on placement so know exactly what we’re going through” (2) “to reflect on our learning, practice during placement” (3)	The value of togetherness was evident in all groups, regardless of experience or understanding of CS (finding our tribe?)
An accessible way of gaining support.	“(in) smaller groups you get to know others, read people, you can say look I’m struggling here and get help.” (1) “you’re not isolated in learning…. You get to share and know other people” (2) “I wanted to share my experience but my camera and mic won’t let me” (3)	Problems with technology inhibits the experience and effectiveness of the supervision. Consider fair and equitable access.
Some misunderstandings of what CS is.	“to look at our progress on the course, if we are measuring up to expectation, discuss support that can be obtained were we are experiencing difficulty” (1)	Many varied uses of the word “supervision” (e.g. academic supervision, personal supervision given at the University to oversee student progression, practice supervisor in placement areas).
Theoretical Perspectives—Deconstruction (Derrida)
2. What were the experiences of what was helpful or challenging about online group supervisions?
Theme	Quote Example & Focus Group Number	Researcher Experiences, Interactions and Reflections
Being visible and not visible.	“It’s always difficult at the start, because we’ve not been together face to face for some time and opened up to the group. But I think we do that well.” (2) “I prefer supervision in person rather than it being on-line.” (1) “I don’t know about other people, but I don’t like it (turning on the camera).” (1) [Face to face] “you can feel the support in the room. It’s different online” (1) “you can’t see people’s faces and expressions [online]…. I don’t like turning the camera on” (3)	Safety in anonymity vs. the need for interpersonal communication Not wanting to be seen on camera, but happy to be face to face in a physical environment feels more “natural” (our reflection/paraphrasing to them from the chat and transcription text).
Carrying on the conversation.	“You feed off other people’s reactions and interactions better when it’s in person than on-line.” (1) “I don’t like the awkward silence on-line.” (3) “ a point of reflecting on areas where you can improve on or where you lacked insight” (2) “it’s easier in person, we can approach you at the end if need be (for extra support)” (1)	Some of the students told us they had formed a group that met after the supervision to continue to share their experiences, as they valued this so much.
Being valued as part of the group supervision process.	“…because like you said some people might not like to speak up in front of everyone so it gives of opportunity to may be look like, you know I’ve had a terrible week… (1) “I feel less judged” (1) “you are not forgotten” (1) “when online you don’t get the opportunity to ask all the questions you need” (1) “feel lost online” (3) “when someone steps up and breaks the ice, it’s a bit easier” (2) “it takes time and I listen to others before I truly say what I’d like to say” (1) “I don’t feel like I need it, but once I’ve had it, I do feel a lot better” (2) “I wanted to share my experience…. It was a bad experience” (3) “It was a long story, can’t type everything” (3)	Togetherness and an enhancing of relationships.
Theoretical Perspectives—Intra-activity (Barad) Performative enactments of students, with the process of online supervision resulting in different becomings.
3. What was the learning around professional issues if this was established?
Theme	Quote Example & Focus Group Number	Researcher Experiences, Interactions and Reflections
Trying to live up to the ‘good student’ role in clinical placements.	“My mentor expected so much from me… I didn’t know what was expected from me” (1) “I was a problem too …. No staff and the rest did not want to involve me” (on placement, talking about being in the office, no one around due to COVID, no one to support the students in learning experiences despite them trying to be involved) (1) “She (practice assessor) used her feelings to assess me” (2) “I was compared to previous student who had more experience in mental health” (2) “she didn’t want to read my work, everything was in there” (3)	From supervision session… taking the equipment, tried to make contact and arrange to take back but still getting in trouble for having it and not returning it sooner. A sharing of communication, miscommunication and a sense of injustice and unfair judgement. From supervision session…. two students on same placement but treated differently as one was a car driver and the other not, very different placement experiences despite trying to “do the right thing” and be included, seen as unable to participate as unable to access placement opportunities if travel issues impacted.
Placement experiences and linking this to supervision – (what’s seen, heard and engaged with).	“at the end of a couple of shifts where we all get together and discuss how the shift went and also mention a “star moment,” something that went really well during the shift that they’re proud of…. Summarise the positives and negatives and then go our separate ways” (1) “never really hear people discuss their experiences [in practice]” (1) “no I’ve not seen any supervision being discussed within my placement area”(2) “it (supervision) has been talked about on placement, I found it helpful” (1) “not protected time for supervision” (3)	Differences in first year and second year supervision. More experience of supervision, more confident to contribute and gain more from the session. “Sounds like there is not a culture of supervision in most placements, just in a few” [our reflection of the Microsoft Teams chat comments]. (1)
Theoretical Perspectives—Power/Knowledge (Foucault) Negotiating power relations, for example between student and practice assessor.
4. How can CS pedagogy and student participation be improved for student mental health nurses?  Areas identified from themes synthesis
Theme	Improvement Area	Researcher Experiences, Interactions and Reflections
Improving confidence and trust in (online) participation.	Taken from themes ‘Carrying on the Conversation’ and ‘Being Valued as Part of the Group Supervision Process.’	Increased teaching required in what CS entails. More embodied experiences required to support confidence and trust in participation. Further research indicated.
The need for familiarity in CS participation and understanding.	Taken from themes ‘Placement Experiences and linking this to supervision – what’s seen, heard and engaged with’ and ‘Being visible and not visible.’	Further research required focussed on developing familiarity in CS as a process.