Enhancing Occupational Therapy Practice through a Mentorship Program: A Qualitative Study.
Background: Occupational therapy entry-level education is filled with opportunities for experiential learning. Post-professionally, few opportunities exist for participation in structured mentored experiences. Mentoring in health care professions is not new; it has resurged over the past 15 years, d...
| Publicado en: | Open Journal of Occupational Therapy (OJOT) Vol. 13; no. 3; pp. 1 - 16 |
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| Autores principales: | , , , |
| Formato: | research Journal Article |
| Publicado: |
Open Journal of Occupational Therapy
Summer2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=187304885&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 187304885 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 21686408 HDL1 jtl: Open Journal of Occupational Therapy (OJOT) issn: 21686408 maglogo: N pubinfo: dt: Summer2025 vid: 13 iid: 3 pid: 94241 pub: Open Journal of Occupational Therapy place: Kalamazoo, Michigan artinfo: ui: 187304885 187304885 187304885 10.15453/2168-6408.2360 187304885 ppf: 1 ppct: 15 formats: fmt: @attributes: type: P tig: atl: Enhancing Occupational Therapy Practice through a Mentorship Program: A Qualitative Study. aug: au: King, Natalie S. Gee, Bryan M. Schoen, Sarah A. Ochsenbein, Mim affil: Rocky Mountain University of Health Professions - USA sug: subj: Occupational Therapy Practice Mentorship Health Personnel Education Education, Continuing Professional Development Outcomes of Education Attitude of Health Personnel Program Evaluation Human Qualitative Studies Descriptive Statistics Data Analysis Software Program Development Program Implementation Thematic Analysis Quantitative Studies Surveys Male Female Adult Middle Age Focus Groups Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: Background: Occupational therapy entry-level education is filled with opportunities for experiential learning. Post-professionally, few opportunities exist for participation in structured mentored experiences. Mentoring in health care professions is not new; it has resurged over the past 15 years, documenting the nature of mentorship for practicing clinicians, the design of programs to promote advancement, and the effectiveness of these programs. Level I Mentorship by the STAR Institute uses a small group format and entails a blend of live and online instruction, fostering discussion and reflection rooted in on-site learning experiences. This qualitative study aims to understand participants' perceptions of STAR Institutes' Level I Mentorship and its impact on their clinical practice. Methods: This qualitative study explored data from eight participants who took part in a focus group. Results: By employing ATLAS.ti Web for qualitative data analysis, involving three raters, and implementing strategies to ensure the reliability of the findings, a multitude of categories and themes emerged, including (a) instructional methodology, (b) professional development, (c) treatment implementation, and (d) assessment implementation. Conclusion: The STAR Level I Mentorship Program and its instructional content played a pivotal role in aiding clinicians in developing and validating their comprehension of the subject matter. Moreover, it served as a resource for their professional development, equipping them with tools to navigate both opportunities and challenges in their clinical practice. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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