This study evaluates the MenTOras program, a structured peer mentorship intervention designed for newly graduated occupational therapists in Aragón, Spain. The transition from university to professional practice can be challenging, and many new occupational therapists face isolation, limited guidance, and uncertainty about their professional role. The MenTOras program connects newly graduated occupational therapists (mentees) with more experienced colleagues (mentors). Over a three-month period, mentor-mentee pairs participate in at least six structured sessions, either online or in person. These sessions are designed to support professional integration, strengthen self-confidence, promote reflective practice, and provide emotional support. The study uses a mixed-methods approach. Quantitative data are collected before the program, after completion, and six months later to assess perceived professional integration, emotional well-being, and professional confidence. In addition, qualitative interviews with a subset of participants explore their experiences in greater depth. By fostering peer support, MenTOras aims to improve the early career experience of occupational therapists and provide a model for sustainable mentoring practices within the profession.
The MenTOras project is a pilot study developed in response to the lack of structured mentorship opportunities for occupational therapists in Spain. International research highlights that mentorship improves professional integration, emotional well-being, and retention within health professions, but formal mentorship programs for occupational therapists in Spain are scarce. Study Design This is a prospective, mixed-methods, quasi-experimental pilot study without a control group, using a successive cohort design. Approximately 20 mentor-mentee pairs (40 participants in total) will be recruited. Occupational therapists who have graduated within the past two years will be eligible as mentees, while mentors must have at least five years of professional experience. All participants must be members of the Colegio Profesional de Terapeutas Ocupacionales de Aragón (COPTOA). Intervention The MenTOras program lasts about three months and consists of three phases: * Initiation: establishing rapport, setting expectations, and defining goals. * Development: structured mentoring sessions focusing on professional identity, reflective practice, and emotional support. * Closure: reflection on progress and planning next steps. Pairs will participate in at least six mentoring sessions, adapted to the mentee's needs and professional area. Mentors receive orientation and ongoing support from the research team. COPTOA will also organize additional training sessions on relevant professional topics. Outcomes and Data Collection Data will be collected at three time points: baseline (pre-program), post-program, and six-month follow-up. Quantitative measures include the mentees' perceived professional integration, emotional well-being, and professional self-confidence, as well as satisfaction with the program. Mentors will report their perceptions of mentee growth, satisfaction with the mentoring process, and their own learning. Additionally, semi-structured interviews will be conducted with a subset of participants to explore the mentoring experience, perceived benefits, and suggestions for improvement. Analysis Quantitative data will be analyzed using descriptive and inferential statistics, including repeated measures analyses. Qualitative data will be analyzed thematically using established frameworks to capture participants' experiences and recommendations. The integration of both data types will provide a comprehensive understanding of the program's feasibility, acceptability, and impact. Significance This pilot study seeks to provide evidence on the feasibility and effectiveness of a peer mentorship program for newly graduated occupational therapists in Spain. If successful, MenTOras could be expanded to other regions and serve as a model for structured mentoring programs across health professions. The findings may also inform policies aimed at improving workforce retention, professional identity, and the integration of occupational therapists into healthcare and social systems.
Study Type
INTERVENTIONAL
Allocation
NA
Purpose
OTHER
Masking
NONE
Enrollment
40
The MenTOras intervention is a structured peer mentorship program designed for newly graduated occupational therapists in Aragón, Spain. The program pairs early-career occupational therapists (mentees, graduated within the past two years) with experienced colleagues (mentors, with at least five years of practice). Over approximately three months, each mentor-mentee pair participates in at least six structured sessions (online or in person). Sessions follow three phases-initiation, development, and closure-focusing on professional identity, reflective practice, emotional support, and skill integration. Mentors receive orientation and guidance to ensure program consistency. COPTOA also offers topic-specific training to address emerging professional needs. The intervention aims to foster professional integration, enhance self-confidence, and promote well-being among new occupational therapists, while strengthening professional cohesion and retention.
Colegio Profesional de Terapeutas Ocupacionales de Aragón (COPTOA)
Zaragoza, Zaragoza, Spain
RECRUITINGChange in perceived professional integration of newly graduated occupational therapists
Definition: Newly graduated occupational therapists' perceived integration into the profession was assessed using study-specific items. Instrument: 5-point Likert scale items (1 = strongly disagree, 5 = strongly agree) Areas assessed: professional confidence, sense of belonging to the occupational therapy community, perceived usefulness of the mentoring experience Interpretation: Higher scores indicate greater perceived professional integration, including stronger role confidence, a stronger sense of belonging, and a more positive perception of the mentoring process. Example questionnaire items: "I feel confident in my role as an occupational therapist." "I feel actively part of the occupational therapy professional community." "I feel that I have someone to rely on for my professional development."
Time frame: Baseline (pre-program), immediately post-intervention (3 months), and 6-month follow-up.
Change in emotional well-being
Definition: Participants' emotional well-being was assessed before and after the mentoring program. Instrument: Study-specific Likert items rated on a 5-point scale (1 = strongly disagree, 5 = strongly agree) Includes perceived emotional stability, coping with professional challenges, and overall satisfaction with mentoring Interpretation: Higher scores indicate better emotional well-being, greater stability, and higher confidence in facing professional challenges. Example questionnaire items: "I feel emotionally prepared to face the challenges of my professional practice." "The mentoring helped me adapt better to the work environment." "How would you rate the impact of the program on your emotional well-being?" (Likert 1-5)
Time frame: Baseline, immediately post-intervention, and 6-month follow-up.
Change in professional self-confidence
Definition: Participants' confidence in their professional skills and decision-making was measured using study-specific items. Instrument: Likert-type items (1 = strongly disagree, 5 = strongly agree) Includes categorical items on self-reported improvement in professional confidence Interpretation: Higher scores indicate greater confidence in clinical decision-making and professional competence. Example questionnaire items: "I trust my ability to make appropriate clinical decisions." "Has your professional self-confidence improved after participating in the program?" (Categories: greatly improved, somewhat improved, unchanged, worsened)
Time frame: Baseline, immediately post-intervention, and 6-month follow-up.
Participant satisfaction with the mentorship program
Definition: Assessment of participants' perceived usefulness and satisfaction with the mentoring experience. Instrument: Likert-type items (1-5) measuring: * Quality of the mentor-mentee relationship * Usefulness of mentoring sessions * Overall satisfaction with the program * Open-ended questions on benefits and suggested improvements Interpretation: Higher scores reflect greater satisfaction, perceived program benefit, and willingness to participate again or recommend the program. Example questionnaire items: "The relationship with my mentee/mentor was positive." "I would like to repeat the experience." "Which aspects of the program have been most beneficial for you as a mentor?" (open-ended)
Time frame: Immediately post-intervention.
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