Aim To explore the lived experience of utilising peer group supervision in practice for community health nurses. Background Community health nursing is an autonomous and challenging role where quality clinical supervision has benefits for the registered nurse. The structured New Zealand Coaching and Mentoring model of peer group supervision provides the foundation for this research. Design An interpretative hermeneutic study explored the experience of peer group supervision in a regional health service in Australia. Method Qualitative in-depth interviews were conducted with all levels of nursing staff to gain an understanding of their experience of peer group supervision. Results Data interpretation through hermeneutic analysis revealed the value and professional sustenance gained by participants. Identified game changers include adherence to rules and the influence of group dynamics. These areas were found to impact the quality of supervision. Conclusions This research provides different perspectives of peer group supervision that shares the experience of staff immersed in the process. Peer group supervision yields benefits for community health nurses, however the research has implications for practice. Implications for nursing management Nurse managers require information when making key decisions regarding workplace implementation. Effective supervision is only possible when balance between benefits and game changers are achieved.

This systematic review will identify, appraise, and synthesise the best available qualitative studies exploring nurses' experiences of peer group supervision. The review purpose draws from the synthesised evidence recommendations to enhance policy and implementation of peer group supervision in practice. Clinical Supervision is increasing in acceptance as a means of professional and best practice support in nursing. Peer group supervision is a non-hierarchical, leaderless model of clinical supervision delivery and is an option for implementation by nursing management when prioritising staff support with limited resources. This systematic review will provide a synthesis of the qualitative literature regarding the nursing peer group supervision experience. Understanding the experience of peer group supervision from those participating may provide constructive insights regarding implementation of this practice to benefit both nurse and patient driven outcomes. Included are peer reviewed journals focused on nurses' experiences of participating in peer group supervision. Participants are registered nurses of any designation. Qualitative articles, written in English and relating to any area of nursing practice and/or speciality are included. The standards of the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) Statement were used to guide the review. Two investigators independently screened titles, abstracts and selected full text studies describing the experience of peer group supervision. Pre-designed data extraction tools were utilised, and the review followed the Joanna Briggs Institute qualitative meta-aggregation approach with a hermeneutic interpretive analysis. Results identified seven studies that met the inclusion criteria. A total of 52 findings that described the experiences of nursing peer group supervision are synthesised into eight categories. Four overarching synthesised findings resulted: 1. facilitating professional growth 2. trusting the group 3. professional learning experience and 4. shared experiences. Benefits such as sharing of experiences whilst receiving feedback and support were identified. Challenges identified related to group processes. The paucity of international research into nursing peer group supervision poses challenges for nurse decision makers. Significantly, this review provides insight into the value of peer group supervision for nurses regardless of clinical context and setting. The ability to share and reflect with nursing peers enhances both personal and professional aspects of practice. The worth of the peer group supervision model varied across studies however the outcomes provided important insights into facilitating professional growth, enabling a space to share experiences and reflect, and to build teams where trust and respect develops in groups.

Background: Healthcare is a dynamic environment for nurses, with early career nurses (ECNs) needing to adapt and learn while also meeting care demands. Effective support systems, mentorship, and continuous professional development are vital in facilitating their transition while navigating competing demands. The aim of this study is to interpret and understand the meaning of ECNs’ professional experiences four years after completing their bachelor’s degree in Australia. Method: A qualitative descriptive design using a hermeneutic phenomenological approach was used as part of a longitudinal study. Follow-up semi-structured interviews were conducted among twenty-five ECNs between 2022 and 2024 using purposive sampling to recruit ECNs who had graduated four years ago. Thematic analysis was used to analyse data while adhering to the consolidated criteria for reporting qualitative research (COREQ) guidelines. Results: Four themes emerged among participants, which encompassed professional growth and unwavering commitment, ongoing professional adaptability, feeling stuck with limited choices, and continual learning amid career challenges and personal life demands. Conclusions: Change is needed to ensure professional learning becomes a shared responsibility among policy makers and healthcare leaders and to ensure that professional learning leads to more nurses taking up further study, thus increasing the safety and quality of care delivered in the healthcare environment.

Background/Objectives: The nursing profession is experiencing a global shortage of nurses. Early-Career Nurses (ECNs) assist in addressing the shortage; however, a significant number are leaving their workplaces and the profession. The aim of the review is to explore the factors that impact early-career nurses thriving at work, including their motivation and intention to stay in employment and the profession. Methods: A scoping review was conducted following the Joanna Briggs Institute (JBI) methodology. The objectives, analysis, and inclusion and exclusion criteria were informed by PRISMA for Scoping Reviews (PRISMA-ScR) to ensure accurate and complete reporting of findings. The target population were ECNs who are in the first five years of practice. Databases including CINAHL, PubMed, PsycINFO, Scopus, and Web of Science were searched to identify the literature on ECN thriving between 1985 and 2025. Titles, abstracts, and full texts of the identified studies were screened by two independent reviewers, and thematic analysis was undertaken to analyse the data. Results: A total of 190 studies was initially identified, and after screening and review, a total of 16 articles met the inclusion criteria and explored factors related to thriving and retention. Key themes identified within the literature that contribute to ECNs thriving at work encompass the work environment, work–life balance, and education, where generational differences may also create unique nuances between ECNs. Conclusions: ECNs encounter many challenges in the early stages of their nursing career. Organisational support may be responsive and provide conducive work environments that nurture growth, career development, and thriving for ECNs. However, future research is needed to further confirm drivers of thriving, along with understanding the impact of targeted interventions to better support ECN thriving and retention. Future search will include stakeholders to validate the findings.