Introduction: Clinical practice is an essential component of occupational therapy education,
supporting the development of professional competencies and practical skills. This study
examined students’ and mentors’ perspectives on students’ preparedness for clinical practice
and key mentor competencies. Methods: A quantitative design was used. A structured
questionnaire was completed by 136 occupational therapy students or recent graduates and 61
clinical mentors. Data were analysed using descriptive statistics and the Mann–Whitney U
test. Results: Both groups agreed that, under mentor supervision, students participate
effectively in the occupational therapy process and establish professional relationships. A
statistically significant difference was found only in the perceived importance of mentors’
knowledge transfer, rated higher by students. Discussion: The findings indicate general
agreement between students and mentors, with minor differences related to perceptions of the
mentoring role and pedagogical competencies. Conclusion: High-quality clinical practice
requires well-prepared students and mentors with strong professional, mentoring, and
pedagogical skills.
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