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.
Completed a degree in Occupational Therapy within the past 2 years.
May or may not be currently employed in the profession.
Registered member of the Aragon Professional Association of Occupational Therapists (COPTOA).
Minimum of 5 years of clinical or community-based practice in occupational therapy.
For mentors: occupational therapists who are no longer actively practicing.
For all participants: current involvement in another mentorship program or structured training initiative with overlapping objectives.
Single group
MenTOras: Peer Mentorship Program for Newly Graduated Occupational Therapists
Other interventionThe 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.
Change 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."
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)
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)
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)
Mentor-reported outcomes
Instrument: Mentor Impact Questionnaire 5-point Likert scale (1 = strongly disagree, 5 = strongly agree) on: * Mentee professional growth (emotional well-being, usefulness of mentorship) * Mentor professional development (clinical confidence, emotional readiness, engagement in the occupational therapy community) * Program satisfaction (quality of relationship, willingness to participate again) Categorical items: Yes/No/Moderate Open-ended questions on challenges, benefits, and suggestions for improvement Interpretation: Higher scores indicate greater perceived positive impact on mentees, mentor professional development, and overall satisfaction with the program.
Qualitative insights from semi-structured interviews
Objective: Explore experiences and perceptions of both mentors and mentees, including: * Professional identity development * Emotional support * Challenges and recommendations for program improvement Method: Thematic analysis of open-ended questionnaire responses and interviews to complement quantitative data
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