Review synthesizes three competency areas: preparing/developing interprofessional practice, supporting the learning process, and creating an interprofessional mentor identity¶

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? Meta-aggregation of 25 included studies generated three synthesized findings on mentoring competencies, derived from 17 categories comprising 109 findings (102 unequivocal, 7 credible). → 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 results section reports the meta-aggregation structure: "Three synthesized findings were generated from 17 categories" with 109 findings, of which 102 were U and 7 were C, distributed across the three synthesized findings.

"Three synthesized findings were generated from 17 categories (Figure 1). The categories comprised 109 findings, of which 102 were U and 7 were C (Appendix 3). The first synthesized finding included 4 categories reflected by 30 findings, the second included 9 categories reflected by 47 findings and the third included 4 categories reflected by 32 findings."

Discussion¶

Related Claims¶

• Mentoring interprofessional students in clinical practice requires specific competencies that differ from profession-specific and individual mentoring — a narrower finding that bears on this claim
• 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
• 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
• Regulatory rules restricting which professionals may sign off students' skills objectives limit interprofessional mentoring opportunities — a narrower finding that bears on this claim