Mamood Gousy Lorna Main Alice Neave Developing a supervision strategy for undergraduate programme of studies Mamood Gousy Lorna Main Alice Neave

Key drivers Professional regulations for Nursing, Midwifery and Paramedic Science Increasing number of undergraduate students Student evaluation and supervisor’s feedback University Teaching, Learning and Assessment Policy

Methodology Gathering students’ perception of their role; the role of their supervisor and their experience of supervision through focus group discussion. Gathering supervisors’ perception of their role; the role of students and their experience of supervision. A comprehensive review of the literature exploring supervision in undergraduate programme of studies: supervisor’s and student’s role and responsibility, good practices and challenging and potentially challenging issues. A reference group providing comments on the process and outcomes of the project.

Key outcomes To a larger extent both supervisor and student share similar views of supervision- expectation of each others role and responsibility do not differ significantly. Effective communication can be challenging and frustrating both for student and supervisor. Record keeping which maximises effective monitoring of progress and achievement can be enhanced. Students are not always adequately prepared to engage effectively with the supervision process. Supervisors should be supported to undertake their role. Universities tend not to have a standardised approach to the supervision of undergraduate research project.

Main interventions Role and responsibility of student. Role and responsibility of supervisor. Minimum standards for undergraduate project supervision. A new approach to record of project supervision.

What’s next? Evaluating the strategy. Refining the strategy Thank you.