Introduction

Supervision of degree theses is a central activity in Higher Education. Writing a Bachelor thesis (BT) is often described as a challenging process for undergraduate nursing students. Previous research on academic supervision has primarily focused on individual aspects at the master’s and doctoral levels rather than nursing teachers’ experiences of BT supervision.

Objective

This study explores nursing teachers’ experiences of Bachelor thesis group supervision in nursing education.

Methods

Semi-structured interviews were conducted with nursing teachers from four universities in the middle of Sweden. The data were analysed using reflexive thematic analysis.

Results

The overall theme of the analysis is Different ways of organising and structuring supervision, supported by two subthemes: Finding and developing one’s role as a supervisor and Promoting students’ academic learning. Supervisors shape their roles through guidelines, syllabi, insights from colleagues, co-supervision, and personal experience. Supervisors feel a strong sense of personal responsibility and co-responsibility for their students’ progress. Flexibility is necessary, as not everything can be standardised.

Conclusion

The findings underscore the complexity of the supervisory role and the need for clear organisational frameworks, while flexibility and personal adaptation are key to supporting students effectively. The development of pedagogical supervisory skills is an ongoing process, and organisational support plays a critical role in ensuring supervisors can feel satisfaction and continue to develop in their roles.