Appreciation of the research supervisory relationship by postgraduate nursing students

Abstract

Introduction: The quality of the relationship between postgraduate students and their supervisors often determines the progress of the students. Background: Successful supervision according to students is associated with the expertise of the supervisors in research and the academic discipline and their willingness to share their knowledge and skills with their students. On the other hand supervisors expect their students to be knowledgeable in research methods and to be able to work to a large extent independently. Contradictory expectation of supervisors and postgraduate students can cause delays in the progress of students.

Factors that Master of Nursing students associate with study progress in higher education institutions in Gauteng province

“…In this study, the supervisory-researcher community support had a high mean composite score indicating that Master of Nursing students perceived greater supervisory-researcher community support. This notion was supported by Van Wyk et al ( 2016 :16) and Kaakinen et al ( 2016 :22) who asserted that supervisory-research support in the form of peer-support received increased opportunities for learning thus promoting study progress.…”

“…Taking into consideration the individual item level of the supervisory-researcher support, being treated with respect by supervisors was valued by most respondents. This notion was supported by Van Wyk et al ( 2016 :26) who reiterated that the existence of trust between the postgraduate student and the supervisor had a positive influence on the Master of Nursing students’ study progress. This feel-good factor can positively influence study progress.…”

A Qualitative Study of Occupational Therapists’ Understanding of Spirituality in South Africa

“…In each group, a nominated scribe wrote down the group's conclusions. The participants were encouraged to actively engage in conversation to share their experiences (Hammond, 1998;Trajkovski et al, 2013;van Wyk et al, 2016). Groups had approximately 20 min to discuss the topic.…”

Cohort Supervision: Towards a Sustainable Model for Distance Learning

“…The critical success factors relating to the supervisors include the following: a supervisor's own knowledge [26], availability and willingness to help [29], work load and the pressures of the academic environment [15,22], and the quality of feedback given in formal supervision meetings which require advance preparation [20]. The importance of feedback is also emphasised in [18] whereby, moreover, the harmony between (co)supervisors has an effect on the supervisor-supervisee relationship.…”