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ScholarWorks > HHS > OT > OJOT > Vol. 14 > Iss. 1 (2026)

 

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Courtney J. Taylor, OTD, OTR/L; Ana K. Brussa, OTR, OTD; Kate G. Barlow, OTD, OTR/L

Abstract

Because of high levels of reported stress, occupational therapy (OT) students’ ability to employ interpersonal skills and professionally manage conflicts is impeded. This mixed methods pilot study investigated the impact of an Intentional Relationship Model (IRM) informed mentorship program on OT students’ perceived stress and self-efficacy for interpersonal communication. Students (N = 21) completed pre and posttests of the Self Efficacy for Therapeutic Use of Self Scale (SETUS) and the Perceived Stress Scale (PSS-10). Six monthly mentor journals (N = 6) were collected to further explore the student experience. Quantitative findings demonstrated students’ (N = 21) ability to manage stress significantly improved (p = 0.03). Qualitative themes supported the program efficacy through students' increased feelings of comfort with skill building, appreciating peer support, engaging in self-care, and incorporating effective communication strategies with the fieldwork educator. Student mentorship following a resiliency education and IRM framework may improve students’ ability to manage stress while on Level II fieldwork by providing mentor and peer support, an opportunity to problem-solve, share resources, and emphasize the importance of self-care. Several insights regarding program feasibility and usefulness were gained which inform future programming.

Comments

The authors declare that they have no competing financial, professional, or personal interest that might have influenced the performance or presentation of the work described in this manuscript.

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