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
As with the Mentor role (Nursing), is responsible for the support and assessment of all students on pre-registration nursing education programmes. Supports learning and colleagues in an interprofessional environment, making judgements about competencies of students. In addition and specific to this role, is responsible for the sign-off of students' proficiency.
As with the Mentor role (Nursing), has completed NMC approved mentor preparation programme (or equivalent). In addition for this specific role has clinical currency in field, knowledge and understanding of practice assessment and has received supervision in the role, three times.
National standards framework to support learning and assessment in practice, as for Mentors. Includes the following: Domain 1: Establishing effective working relationships (sufficient to support students' learning); Domain 2: Facilitation of students' learning (encouraging self-management of learning & maximising of individual potential); Domain 3: Assessment and accountability (in order to make judgements relating to the relevant NMC standards of proficiency); Domain 4: Evaluation of learning (to ensure that relevant NMC proficiency standards are met); Domain 5: Creating an environment for learning (where practice is valued & developed, & maximises learning opportunities); Domain 6: Support learning within a practice context; Domain 7: Apply evidence-based practice (& contribute to its development); Domain 8: Demonstrate leadership skills for education within practice setting.In addition each domain details the specific requirements for each education role. In addition each domain details the specific requirements for each education role.
For a study on the approaches to teaching and learning within healthcare qualifications in England, please visit the Downloads section above.
As for Mentors, is required to be on the same part of register as student in question, to be more knowledgeable and competent than registration level and have been prepared for role. Required to undertake an annual and triennial review process to ensure that only those who continue to meet requirements of role remain on the local register.