Background: Nurses often work alone in complex environments with ambiguous responsibilities and need ensured access to supervision. Online supervision has become common and has potential to support supervision in rural areas.
Aim: To explore the experiences of registered nurses (RNs) learning online to be a supervisor in professional supervision in nursing.
Design: A longitudinal qualitative design was used.
Methods: A total of six focus group discussions, with 15 RNs divided in two groups, were conducted before, during, and after the training. Data underwent qualitative content analysis.
Results: Results showed that the participants experienced learning to be a supervisor online as a personal and professional journey, and learning online was an advantage rather than a disadvantage. Initially, they focused on themselves, then on themselves within the group, and finally on themselves and the group. Both the group and the internet environment were described as safe places. Online tutoring needs to include the creation of a social presence within the group.