Mentoring interprofessional students in clinical practice requires specific competencies that differ from profession-specific and individual mentoring¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? High-quality interprofessional mentoring requires specific competence that differs from profession-specific and individual mentoring. → Juntunen 2025

Evidence¶

Juntunen 2025¶

Juntunen, J., Tuomikoski, A.‐M., Pramila‐Savukoski, S., Kaarlela, V., Keinänen, A.‐L., Kääriäinen, M., & Mikkonen, K. (2025). Healthcare professionals' experiences of required competencies in mentoring of interprofessional students in clinical practice: A systematic review of qualitative studies. Journal of Advanced Nursing, 81, 701–729. https://doi.org/10.1111/jan.16347

q2 · i? · review · r2

The review's own synthesis conclusion, drawn from meta-aggregation of 25 qualitative or mixed-methods studies of mentors' experiences, states that "High‐quality interprofessional mentoring requires specific competence that differs from profession‐specific and individual mentoring."

"Although competent mentors are essential to implementing and developing interprofessional clinical practice, some mentors find interprofessional mentoring challenging. High‐quality interprofessional mentoring requires specific competence that differs from profession‐specific and individual mentoring."

Discussion¶

Related Claims¶

• Mentors often feel unprepared and uncomfortable mentoring students from other professions — a narrower finding that bears on this claim
• Preparing for and developing interprofessional clinical practice requires engaging all stakeholders, collaboration with managers and education providers, and solving administrative and logistical constraints — a narrower finding that bears on this claim
• Review synthesizes three competency areas: preparing/developing interprofessional practice, supporting the learning process, and creating an interprofessional mentor identity — a broader claim this one bears on
• Regulatory rules restricting which professionals may sign off students' skills objectives limit interprofessional mentoring opportunities — a narrower finding that bears on this claim
• Supporting the learning process includes supporting student teamwork, shared learning, and student self-efficacy through standing back and enabling student-led learning — a narrower finding that bears on this claim
• Active and interactive teaching-learning methodologies are widely used in faculty development for IPE, favoring exchange of experiences between educators and health professionals — related
• Faculty and facilitators in IPE have difficulty identifying interprofessional learning opportunities in practice settings, requiring experienced agents to support them — related