Background Although clinical supervision is recognised as key to maintaining good clinical practice and staff wellbeing (Nursing and Midwifery Council. Standards of proficiency for registered nurses. NMC; 2018), there are significant barriers to prioritising supervision amongst the competing demands of clinical practice (Masamha, Alfred, Harris, et al. J Adv Nurs. 2022;78(9):2678–2692). The COVID-19 pandemic exacerbated these challenges (Couper, Murrells, Sanders, et al. Int J Nurs Stud. 2022;127:104155) and a hospice identified the need to reinvigorate supervision. Creative approaches link closely to improved wellbeing (Cox, Brett-MacLean, Courneya. Arts Health. 2016;8(1):65–81) and enhanced expression and communication of feeling (Bolton, Howlett, Lago, et al. (eds.) Writing cures: an introductory handbook of writing in counselling and therapy. Routledge; 2004). A multidisciplinary collaboration with a team of researchers, educators and artists generated several innovations to make supervision accessible and meaningful.

Aim To develop creative clinical supervision practices which foster a culture of reflective practice and wellbeing.

Method A survey was conducted to gauge staff engagement with clinical supervision and creative processes. A number of resources were piloted including two half-day creative workshops for n=18 staff and volunteers, regular ‘Creative Clinical Supervision’ introductory sessions reaching n=107 staff and a website of resources. Creative modalities included creative writing, collage and clay modelling. Resources were developed collaboratively with hospice staff, stakeholders and an interdisciplinary team linked with a university. Feedback was gathered via discussion groups, interviews and online surveys.

Results The pilot generated consistently positive feedback: 95% of face-to-face workshop participants reported increased confidence in using creative approaches. Benefits were described as ‘team building, self-reflection, recharging batteries’, ‘grounding’, ‘restorative’, and ‘feeling valued’. Staff identified that creativity allowed them to ‘think in a different way’ and ‘help reflection of what went well or not’. The project continues with further development of the ‘Creative Clinical Supervision’ model, the establishment of regular ‘Rest and Reflection Days’ and initiatives to share learning with international colleagues.

Conclusion Creative methods offer significant opportunities for clinical staff to engage with supervision in innovative and accessible ways. There is scope for creative supervision to be used widely to help staff gain insight and perspective while taking part in activities which support wellbeing.