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
This role varies across different domains of psychology and the nature of the trainees training programme. For example, a student may have a Co-ordinating Supervisor with overall responsibility and a practice supervisor for individual placement (who might be a registered member of another profession) and a research supervisor.
The British Psychological Society requires all supervisors for the Society's own qualifications to be on the Register for Applied Psychology Practice Supervisors (RAPPS). A number of accredited training programmes also require their supervisors to be on the register, although this is not compulsory. Registration requires a psychologist to undertake approved supervisor training, through the Society's learning centre, which is another approved provider or the Society's supervisor training for those supervising on their work-based learning qualifications.
There is no national competency framework. The learning outcomes associated with the Register for Applied Psychology Practice Supervisors (RAPPS) are as follows: An understanding and application of; Outcome 1: Knowledge of context (professional, ethical and legal) within which supervision is provided and understanding of the inherent responsibility; Outcome 2: Importance of modelling the professional role, e.g. managing boundaries, confidentiality, accountability; Outcome 3: Knowledge of developmental models of learning which may have an impact on supervision; Outcome 4: Knowledge of supervision frameworks to understand and manage supervisory process; Outcome 5: Importance of a safe environment in facilitating learning and factors that affect development of supervisory relationship; Outcome 6: Skills and experience in developing and maintaining a supervisory alliance; Outcome 7: Knowledge of structure of a supervised professional experience including assessment procedures at different levels of qualification up to Chartered Status level, and changing expectations regarding the supervisor's role; Outcome 8: Skills and experience in contracting and negotiating with supervisees; Outcome 9: Transferability of professional skills into supervision and the similarities and differences; Outcome 10: Process of assessment and failure, skills and experience in evaluating supervisees; Outcome 11: Skills and experience in constructive criticism and on-going positive and critical feedback; Outcome 12: Knowledge of methods to gain information and give feedback; Outcome 13: Skills in, and experience of using a range of supervisory approaches and methods; Outcome 14: Knowledge of ethical issues in supervision and how these may affect the supervisory process, including power differentials; Outcome 15: Issues around difference and diversity in supervision; Outcome 16: On-going development of supervisory skills and the need for further reflection and supervision training; Outcome 17: Knowledge of techniques and processes to evaluate supervision, including eliciting feedback.
For a study on the approaches to teaching and learning within healthcare qualifications in England, please visit the Downloads section above.
The Register for Applied Psychology Practice Supervisors (RAPPS) has a number of learning outcomes associated with it. Eligibility to register as a Psychologist would require completion of an approved supervisor training. The training is provided through the British Psychological Society's (BPS) learning centre, through another approved provider or through the supervisor training that the BPS provides specifically for those supervising on their own work-based learning qualifications.