Preparing for and developing interprofessional clinical practice requires engaging all stakeholders, collaboration with managers and education providers, and solving administrative and logistical constraints¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Mentors experienced that preparing and developing interprofessional clinical practice requires engaging students, mentors and stakeholders, support from managers and education providers, and solutions to administrative, structural and logistical constraints. → 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 · r3

First synthesized finding category on identifying the need for collaboration and support: mentors "expressed the importance of managers' support" and collaboration with education providers as crucial for success of interprofessional mentoring.

"Mentors expressed the importance of managers' support (Jacobsen et al., 2009; Jakobsen et al., 2017; Missen et al., 2012; Toth‐Pal et al., 2020) and collaboration with education providers (Missen et al., 2012; Toth‐Pal et al., 2020) as crucial for the success of interprofessional mentoring."

Discussion¶

Related Claims¶

• Mentoring interprofessional students in clinical practice requires specific competencies that differ from profession-specific and individual mentoring — a broader claim this one bears on
• 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
• Mentors often feel unprepared and uncomfortable mentoring students from other professions — related
• Regulatory rules restricting which professionals may sign off students' skills objectives limit interprofessional mentoring opportunities — a narrower finding that bears on this claim
• Faculty and facilitators in IPE have difficulty identifying interprofessional learning opportunities in practice settings, requiring experienced agents to support them — related
• Developing and delivering an integrated CBL/CEL/COIL planetary health course yielded three key lessons on flexibility, structural reform, and equitable partnerships — related