Supporting the learning process includes supporting student teamwork, shared learning, and student self-efficacy through standing back and enabling student-led learning¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The second synthesized finding comprises mentors' competencies in supporting students to work as a team, supporting shared learning among students, and supporting students' and teams' self-efficacy by standing back and encouraging autonomy. → 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

Within the second synthesized finding, mentors described supporting self-efficacy: "Self‐efficacy requires student‐led learning, where the role of the mentor is seen more as a guide, role model or helper rather than a teacher."

"Self‐efficacy requires student‐led learning, where the role of the mentor is seen more as a guide, role model or helper rather than a teacher (Dyar et al., 2019)."

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
• Peer tutoring benefits extend to the tutors themselves, including confidence, autonomy, leadership, teamwork, and empowerment — related