ScholarWorks > HHS > OT > OJOT > Vol. 14 > Iss. 3 (2026)
Credentials Display
Sara Stephenson OTD, OTR/L, BCPR
Rochelle Reiss, OTD, OTR
Abstract
This qualitative descriptive study explored occupational therapy doctoral capstone (OTD) mentors’ perceptions of differences between capstone and fieldwork students to inform mentor training development. Retrospective data from 157 mentors (145 occupational therapists, 12 non-OT professionals) mentoring 178 OTD students from 2020 to 2023 were analyzed using rapid analysis integrated with Kielhofner’s Qualitative Data Analysis Procedure. Mentors were selected by students through a structured process involving interviews and alignment of professional interests, contrasting with assigned FW placements. Six themes emerged: independence/student autonomy, mentoring relationship, professional skill refinement, unique experience, project development, and negative or neutral challenges. These themes highlight capstone students’ independence, collaborative mentorship dynamics, and project-based learning, distinct from FW’s focus on supervised skill acquisition. Findings were derived through iterative coding and consensus by two reviewers: the doctoral capstone coordinator and a graduate student with research training. Results underscore the need for tailored mentor training addressing autonomy, project management, and challenges like student preparedness. A summative model for mentor training modules, consolidating findings with prior literature, is proposed to enhance OTD capstone mentorship, aligning with ACOTE standards. This study offers actionable insights for OTD programs to optimize mentor preparation and student readiness for practice.
Recommended Citation
Stephenson, S., & Reiss, R. S. (2026). Perceptions of Capstone Mentors: Differentiating Capstone and Fieldwork Students in Occupational Therapy Doctoral Capstones. The Open Journal of Occupational Therapy, 14(3), 1-10. https://doi.org/10.15453/2168-6408.2490
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.