Clinical educator role mapping
Welcome to our new clinical educator mapping tool. The aim of the tool is to promote collaboration amongst trainers and educators in order to improve supervision in clinical practice. The tool provides introductory information about how educators, trainers and supervisors are prepared for their roles in healthcare, as well as an overview comparing approaches to teaching and learning used in curriculum across the healthcare professions. The tool allows users to search and compare roles, competency frameworks and qualifications needed to become a clinical teacher or educator as well as access an overview of approaches to teaching and learning used across the professions.
How to use the tool
To start using the tool simply select a role within a profession by ticking the relevant box at the top of the tool. You can then click to reveal information against the following domains: a summary of the role, “Role”; qualifications needed, “Qualifications”; frameworks “Competency Frameworks” and any other relevant information the role, “Other”. Up to three roles can be selected and viewed at a time. To de-select a role press the red cross symbol next to the role title.
The tool has been developed and informed by two separate studies commissioned by the Multiprofessional Faculty Development team; one which reviewed at the skills and competencies required to become an educator across the healthcare professions and another, which examined the approaches to teaching and learning used in undergraduate and postgraduate curriculum across the healthcare professions.
We welcome your feedback and suggestions
We are aware that developing a tool of this nature is challenging. While we have aimed to ensure that the information we have included is accurate and reflects current practice we welcome your comments, suggestions and recommendations for updating specific sections. We will endeavour to edit the tool based on your feedback.
Please send your comments to: firstname.lastname@example.org
Allied Health Profession
- Physiotherapy: Clinical Educator
- Occupational Therapy: Practice Placement Educator
- Podiatry: Clinical Educator
- Radiography: Practice Educator
- Paramedics: Lead Practice Placement Educator and Practice Placement Educator (PPE)
- Practitioner Psychology: Practice Supervisor
- Dietetics: Practice Educator
- Speech & Language Therapy: Clinical Educator
- Art Therapy: Practice Placement Supervisor
- Orthoptics: Clinical Tutor; Lead Clinical Tutor; Tutor Mentor
- Prosthetics & Orthotics: Practice Placement Educator
Responsible for each trainee on a Scientist Training Programme (STP) at an NHS Trust. Provides support, guidance and mentoring for the duration of the programme (in the host department and related training environments), provides induction to the precise guidelines, provides an appropriate balanced timetable, ensures trainee understands work-based on-line assessment, the e-learning portfolio, ensuring safety of patients and of trainee and facilitates trainee's clinical competence.
National School of Healthcare Science (NSHCS) expects training officers to have a Masters of Science (MSc) or equivalent qualifications in the area specialism they are employed. Although not essential, it is also desirable to have training in teaching and assessment. Host departments are responsible for providing adequately trained staff.
No national competency framework. Under Department of Health's Enabling Excellence; healthcare scientists have 'assured voluntary regulation' and not the statutory regulation that the Health and Care Professions Council (HCPC) recommends. The National School of Healthcare Science (NSHCS) states in the Learning Guides that clinical supervision should promote learning, reflective practice and support the trainee to produce action plans to address identified learning needs. Supervision must ensure that the trainee learns specific skills and competencies, helping them to develop self-sufficiency and self-awareness in the on-going acquisition of skills and knowledge. At every stage, patient safety must be paramount. Supervision will require the provision of pastoral care for some trainees. In training and developing others they must contribute to the education and training of colleagues; develop the skills, attitudes and practices of a competent teacher; ensure that junior colleagues and students are properly supervised; support colleagues who have difficulties with performance, conduct or health; share information with colleagues to protect patient safety; and provide work-based development for colleagues to enhance and improve skills and knowledge (Academy for Healthcare Science 2012 Good Scientific Practice).
For a study on the approaches to teaching and learning within healthcare qualifications in England, please visit the Downloads section above.