The role of mentorship in perceived competency for occupational therapists transitioning to school-based practice

The transition to school-based practice can be challenging for occupational therapy practitioners (OTPs), often leading to reduced confidence and perceived competence due to the complexity of the educational environment and limited training. While mentorship is well-documented in other healthcare professions, there is limited research on its role in supporting OTs transitioning to the school-based setting. This qualitative research study explored how intentional mentorship alters perceived competency for OTPs transitioning to school-based practice. It used a phenomenological design to examine the lived experiences of 11 school-based OTPs from five states across the United States. The data was analyzed using thematic analysis. Three themes emerged: Helped Me Take the Lead, Collaboration Breeds Success, and Foundation for Clinical Skills. The findings of the study highlighted the importance of intentional mentorship to support the development of perceived competency for OTPs transitioning to school-based practice.