Graduation Year
2024
Document Type
Capstone Project
Project Type
Qualitative Study
Degree Name
Master of Science in Occupational Therapy
Program
Occupational Therapy
Program Chair
Gina Tucker-Roghi
Faculty Advisor
Kristin Bray Jones
Abstract
Background. Formal mentorship is a well researched phenomenon, commonly used in healthcare professions, that offer a range of benefits for both mentors and mentees. Those who engage in formal mentoring programs often find that their evidence-based practice skills and quality of patient care improves. Within early-career stages of the occupational therapy profession, mentoring programs promote professional development and allow for a supported clinical experience. There is limited research on how engaging in formal mentoring programs impacts early-career occupational therapists (OTs) and their transition to practice. Purpose. The purpose of this study was to understand early-career OTs' unique lived experiences in formal mentoring programs and how their experience influenced their transition to practice. Methods. In this phenomenological study, mentees were interviewed about their experiences in formal mentorship programs. The interviews were analyzed using thematic analysis as described by Braun and Clarke (Braun & Clarke, 2018). Results. Four themes emerged from the data analysis: Expectations and Critiques, Pivotal for Early-Career Transition, Practice Expertise, and Emotional Support and Confidence Building. Mentees reported benefits from participating in format mentorship programs which included the development of personal and professional skills, confidence building, and emotional support. Mentees also reported a desire for more structure and consistency within their programs. Conclusion. This study supports current evidence regarding the benefits of formal mentorship programs and the effects on early-career OTs’ transition to practice.
IRB Number
11122