Introduction
Healthcare professionals are currently experiencing unprecedented stress due to factors such as persistent global instability, political, health and financial stressors. Mentors and mentees in clinical and educational settings face compounding pressures - mentors are tasked with supporting others while managing their own well-being, and mentees navigate a rapidly evolving healthcare environment often without formal education or support regarding stress management. During American Interprofessional Health Collaborative (AIHC) Interprofessional mentor group meetings, a consistent theme emerged—both mentors and mentees would benefit from structured education on managing stress as a proactive strategy to address burnout, wellbeing and, ultimately, teamwork and patient safety.
Methods
A needs-assessment survey was developed and distributed to AIHC mentoring group members. Survey design was informed by a literature review of stress in healthcare mentorship and input from a simulation educator within the AIHC group who had previously delivered localized stress management sessions. The survey aimed to identify common stressors, perceived gaps in stress education, and preferences for interprofessional delivery of such content. A virtual educational session was then delivered tailored to this needs assessment, and structured qualitative and quantitative feedback sought.
Results
Survey responses rate was 91%. Less than half respondents had received formal education on stress management and around 2/3 respondents were only slightly or moderately confident they could manage their own stress. 73% respondents noticed stress in their mentees often or sometimes. Top stressors for mentees identified included workload and other life responsibilities. Mentors identified they prioritized training related to identification of stress in mentees, addressing barriers to stress management, and that related to identification of resources to support mentees. Attendees of the bespoke pilot interprofessional stress management session—delivered virtually and synchronously—reported high satisfaction, citing the value of real-time interaction, and shred vulnerability.
Conclusions
This initiative demonstrates the feasibility and perceived benefit of offering interprofessional education focused on stress management for both mentors and mentees. Results support expanding these offerings to broader audiences and integrating stress management training into mentor programs as a core competency. The talk aligns with Summit Theme 3: Building the Evidence Base for Interprofessional Practice and Education, and contributes directly to the Quadruple Aim by promoting wellness within the healthcare team. Our findings provide actionable insights for educators and leaders seeking to create sustainable, high-value mentorship ecosystems grounded in well-being.
