Abstract
This pilot study explored the impact of an intentional relationship model (IRM)–informed club mentorship program during Level II fieldwork and its influence on student perceived stress and interpersonal growth.
Primary Author and Speaker: Courtney J. Taylor
Additional Authors and Speakers: Ana K. Brussa, Kate Barlow
Occupational therapy students on Level II fieldwork experience stress which is exacerbated when students do not have the interpersonal skills to professionally manage conflicts, feedback, and performance difficulties. This mixed methods, concurrent transformative study piloted the feasibility of an Intentional Relationship Model (IRM) informed monthly club mentorship program and its influence on student perceived stress and interpersonal growth. A pretest, posttest design was employed using the Self Efficacy for Therapeutic Use of Self Scale (SETUSS) and the Perceived Stress Scale (PSS). Qualitative data was collected through Mentor journals. Results indicated students’ stress remained the same after completion of Level II fieldwork; however, their ability to cope with/manage stress significantly improved (p = 0.03). There was no significant difference in the SETUSS measure, and students (N=21) also rated themselves higher on their therapeutic use of self before fieldwork than after the 24-week experience on 19 out of 30 total items. These findings provide valuable information into the student experience and program efficacy. Qualitative analysis of the six mentor journals revealed three overall themes: 1) Skill building results in feeling comfortable, 2) the benefits of peer support and 3) the importance of self-care. All three themes pointed to the advantages of the mentorship program. The IRM club mentorship program provided mentor and peer support, an opportunity to problem solve, and to share resources. Students also developed an understanding of the importance of self-care and an ability cope with/manage stress. Through member checking for trustworthiness, students and mentors recommended to continue the program, make the mentor sessions mandatory, and to decrease the student workload (i.e. assignments and meetings) while on fieldwork. These results invite educators to consider an IRM informed mentorship program to improve student outcomes.
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