Providing restorative supervision to healthcare professionals working in higher education: a descriptive qualitative study.

Why you should read this article: • To recognise that healthcare professionals working in higher education can feel emotionally depleted • To reflect on the benefits of restorative supervision for academic staff recruited from clinical practice • To understand how restorative supervision for clinical educators can contribute to a more resilient future workforce. Background: Restorative supervision gives healthcare professionals time and space to reflect on the emotional and psychological impact of their work on themselves. There are parallels between clinical settings and higher education institutions (HEIs) in terms of the emotional and psychological impact of work on staff. Aim: To explore whether restorative supervision can improve the mental well-being of healthcare professionals working in academic roles in HEIs. Method: Fifteen healthcare professionals working in academic roles at one HEI in England participated. They received monthly one-to-one restorative supervision sessions for six months. Two months later, they attended a 90-minute focus group discussion; the discussion was recorded and the data thematically analysed. Findings: Healthcare professionals working in academic roles can feel emotionally depleted. Moving from a clinical to an academic role can reduce their self-confidence and sense of belonging. They tend to neglect self-care to focus on supporting others. Participants valued the restorative supervision sessions as giving them time and a safe space to think about themselves and their needs. They reported an increased sense of self-worth and felt their well-being at work could have positive effects on students. Conclusion: Restorative supervision actively encourages reflection and self-care. In higher education, it can support the well-being of clinical educators and therefore contribute to shaping more resilient future practitioners. [ABSTRACT FROM AUTHOR]