Introduction / Rationale: Occupational therapy degree-level apprenticeships, which combines work and study, are currently unique to England, United Kingdom. As part of the learning pathway, occupational therapy apprentices have a work-based mentor in their organisation who supports them throughout their educational journey, including consolidating university learning to practice. However, no studies have yet explored or described the diverse and collective experiences of work-based mentors for occupational therapy degree-level apprentices.
Objectives: This study explored the experiences of occupational therapy work-based mentors for degree-level apprentices in an area of England, United Kingdom.
Methods / Approach: Phenomenographic methodology guided the data collection through individual semi-structured interviews with six occupational therapy work-based mentors. Audio recordings were transcribed verbatim, and categories were derived from the data following analysis, using an iterative seven-step guided method and quality checking via an external auditor.
Results / Practice Implications: Three categories emerged from the work-based mentor's interviews: (1) Mentoring motives and habits, (2) Finding a balance, and (3) Transformation. Despite differences in work settings, occupational therapy work-based mentors have varied mentoring experiences but share common mentoring conceptions.
Conclusion / Contribution to the occupational therapy profession: Understanding the experiences of occupational therapy work-based mentors can enhance awareness of mentoring processes and the support needed for both mentors and apprentices, during and beyond academic studies. Further research is needed across all occupational therapy practice sectors to understand not only degree-level apprentices’ experiences, but also those of work-based mentors, in this still relatively novel pathway of learning.