Supervising research is an important but often undervalued activity. It has traditionally been a bit of a ‘hit‐or‐miss’ affair, depending to a large extent on the calibre of the student, who has to have a great deal of enthusiasm and commitment to drive the project and overcome the whims of the supervisor and the vagaries of funding. With limited availability of expertise and resources, considerable variation in institutional practices and little empirical evidence from which to draw guidance, there is a pressing need for some guiding principles for research supervision. This chapter draws upon a recent position paper (Thompson et al 2005) referring to a consultation document, Improving standards in postgraduate research degree programmes (Higher Education Funding Council for England 2003), which proposed a framework of minimum threshold standards and good practice guidelines for postgraduate research degree programmes in the UK.

Many nurses undertaking research do so as part of a higher degree programme. Success or failure to a large extent depends on the quality and experience of supervision that research students receive. Neophyte researchers can learn a great deal from an experienced research supervisor, especially in relation to designing and conducting a project. Indeed, trying to ensure that research students complete their programme of study and improving the quality of their experience of the research process often hinges on the supervisor, who has a responsibility for providing guidance to the student and fostering an environment in which research is seen as a creative and exciting activity. However, although supervising research can be a rewarding experience which improves with experience, it can also be laborious or stressful; therefore, it is important for both the student and supervisor to develop an informed and shared understanding of the supervision process. This is particularly pressing with increased competition for research awards, an emphasis on completion times and submission rates, and limited availability of resources and expertise in supervision.

The relationship that develops between the student and supervisor, which is in essence one that combines formal instruction and interpersonal support, is lengthy and demanding intellectually, and potentially emotionally, of both parties. The expectations, roles and responsibilities of both should be clarified early in the partnership, which should operate in an atmosphere of respect, commitment, collegiality and maturity (Thompson et al 2005).

The early stage of supervision is vital to establishing mutual understanding and rapport, factors that contribute to the quality of the relationship and to the likelihood of successful completion. The research student and supervisor should negotiate and agree what is expected from each. This will require clarification of the student’s interests and may include refining the research topic, taking into account feasibility in terms of resources and facilities. It will also require drawing up draft time frames, diagnosing the student’s knowledge and identifying training needs.

In establishing a rapport, several issues should be considered. For example, are there relevant personal circumstances that might make the supervision or completion of the research thesis difficult? What is the time frame for the study and writing up? With joint supervision, what will be the roles and responsibilities of each supervisor? What access does the student have to facilities and resources?

The student should expect to be provided with at least a desk, a computer and access to a library and appropriate databases. A programme of research training that includes the use of information technology, project management, literature searching, database management, statistical and qualitative data analysis, personal effectiveness, communication skills (written, oral, listening), networking and team‐working, and career development should be available. This should be determined by a training needs analysis and reviewed to ensure that it is meeting the needs of the student. The student should be encouraged to attend seminars, conferences and discussion forums and participate in presentations, teaching and demonstrations, maintaining a portfolio of these activities.

Regular face‐to‐face meetings between the student and supervisor should be arranged and each meeting carefully planned and structured to make efficient and effective use of time so that both parties benefit. Each meeting should review plans and progress, making notes to check perceptions of decisions made, recall previous discussions, inquire into progress towards goals and exchange pertinent information. The content of meetings should include an exchange of written lists of queries or areas to be discussed prior to the scheduled time as well as a discussion and submission of regular progress reports. The student and supervisor may wish to keep a diary or record notes about each supervision session, such as on the topics covered, problems that may have arisen, decisions made and time estimates discussed. Feedback is important and involves summarising, evaluating, advising, motivating and facilitating understanding, and can be given in formal or informal meetings. Telephone, fax or email communication can be a particularly important mode of interaction, especially with part‐time students, but these should not be regarded as a complete substitute for face‐to‐face meetings.

Either the student or supervisor should be responsible for keeping a record of the meetings and what was agreed, such as plans, timescales and deadlines, and this should be filed and easily accessible to all relevant and interested parties such as postgraduate admission tutors. Such documents are invaluable for the process of monitoring progress and this is increasingly expected of universities. It is important that mapping of the task ahead occurs. This involves setting out what a research degree is and what is expected in terms of originality (Phillips & Pugh 2000) and contribution to knowledge and scholarship. These meetings provide important opportunities for exploring ideas, thinking the project through, agreeing the prerequisites the student should bring and preparing the research.