Abstract
This paper describes the articulation of a model of interprofessional mentorship derived from qualitative interviews with students and health and social care professionals who support students in practice settings. The findings describe three core components within the data: the facilitation of interprofessional learning; supervision of students and assessment of their learning. These components interact with the aim of developing interprofessional capability in students. It is suggested that the articulation of this model has the potential to inform future practice and development around interprofessional mentorship.
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