Abstract
The aim of this study was to describe nurses' experiences of factors enhancing professional development trough process-oriented group supervision, one year after completed nursing education. The objective of process-oriented group supervision in nursing care is to support students' development of their ability to manage complex care situations. The attitude of the supervisor and the students' willingness to reflect on themselves have been described as playing key roles in process-oriented group supervision during nursing education. The link to nursing science has also been described as significant by several researchers, but some supervisors are not using nursing science as a foundation in group supervision for nurses. The analysis was completed using a qualitative content analysis method based on interviews with 18 nurses resulting in the general theme “Process oriented pedagogy” which is presented in three categories: Supervisor's character, Pedagogical strategy and Reflective communication. The findings suggest that the supervisor's personal qualities in combination with an inspiring structure are important to promote the participants' reflective communication during the group supervision sessions. Reflective communication supports the students' development towards a deeper professional knowledge. Further research should focus on the use of nursing science as a foundation in clinical process-oriented group supervision.