Summary

The Educator development fundamentals framework sets out 9 core capability areas for healthcare educators.

Together, they provide a consistent approach to developing educational practice, supporting learner success, improving educational quality, and strengthening the future NHS workforce.

Purpose

This guide sets out the core skills, knowledge and behaviours needed to provide high-quality education, supervision and assessment in healthcare in England.

What the guide covers

It describes 9 areas of educator capability and provides a common framework for developing educational skills across professions and settings.

It can be used to support individual development, workforce planning, commissioning and recognition of educator roles.

Who should use the guide

It is for anyone with an educational role in healthcare, including teaching, supervision, assessment, preceptorship or mentorship.

It applies across all professions, settings and career stages.

• Educators can use it to identify areas for development, structure their educational role and demonstrate their contribution to education and training.
• Employers and providers can use it to support workforce development, recognise good practice and identify development opportunities for staff with educational responsibilities.
• Commissioners can use it to inform service specifications and performance measures that recognise the role educators play in learner development and service delivery.

The guide is designed to be used flexibly alongside existing professional standards or requirements.

9 areas of educator capability

Each area includes:

• a description of the capability area
• effective educator behaviours – the skills, knowledge and behaviours expected of the role
• excellent educator behaviours – a higher level of practice

The 9 areas can be applied in different ways depending on your role, profession and level of experience.

They are designed to support reflection, discussion, and development – not to serve as a checklist. The ordering does not reflect priority.

If you are new to an educational role, a good starting point is to review the behaviours and identify which are most relevant to your current responsibilities, rather than trying to meet the full breadth of the behaviours in an area at once.

Within each area, the behaviours most relevant to those at an early stage of their educator role are labelled with ‘new to role or early career educator’ and are also shown in bold for visual emphasis.

The ‘effective educator behaviours’ align broadly with the concept of ‘competence’ in the Skills for Health standards and frameworks, while the ‘excellent educator behaviours’ are broadly comparable to ‘capability’ under Skills for Health.

Demonstrating your practice

Educators can use a wide range of evidence to demonstrate the capabilities and behaviours and support their learning and development. This evidence can be anonymised where required.

Evidence might include:

• learner, student and trainee surveys
• placement reports or 360-degree feedback
• feedback from patients and peers
• documentation of supervision arrangements aligned to learner competence and confidence
• training needs analyses, learning programmes and schedules
• audits and examples of topics critically appraised by learners
• learning applied from near miss or critical incident analysis
• records of courses or programmes undertaken, including face-to-face, e-learning and webinars
• meeting summaries, learner progress records and learning plans
• case studies of supporting learners or trainees requiring additional support
• reverse mentoring experiences
• continuing professional development (CPD) records
• evaluative research of educator and education impact

This evidence can be shared and developed further on the Educator Workforce Programme community of practice (NHS Futures login required).

1: Supporting safe care through educational practice

This area focuses on how educators promote safe, effective care by providing evidence-based education and supervision, while balancing the needs of patients and services to support improved outcomes.

Some of these will cross over into other areas.

An effective educator

An effective educator creates safe, supportive learning environments that prioritise the wellbeing of patients, learners and staff.

New-to-role or early career educators:

• carry out in-situ risk assessments and take appropriate action to protect the health, wellbeing and safety of patients, staff and learners at all times
• acknowledge and adapt to learners’ requirements, ensuring reasonable adjustments are implemented where needed
• guide learners on incident reporting procedures and encourage them to speak up when concerns arise
• guide learners in building their capability to deliver culturally sensitive and inclusive care

Educators with further experience:

• prioritise learner orientation so they are clear about the environment, expectations and supervision arrangements
• strengthen care delivery by responding to and resolving gaps in learners’ knowledge and skills
• facilitate learners’ progression to taking responsibility for care when they have shown the required competence and when safe for the patient
• recognise service pressures while ensuring standards of care are upheld through effective education and supervision

An excellent educator

An excellent educator uses education to drive improvements in patient safety, quality and service delivery. They:

• lead and promote continuous quality improvement through education and supervision
• strengthen patient care by integrating effective educational strategies
• support learners and teams to recognise gaps in service that would benefit from education or supervision
• promote a safer environment through proactive educational practice
• involve learners in identifying and contributing to service improvements
• engage patients as partners in education and use their feedback to enhance learning and patient care.
• promote a culture that empowers learners to highlight concerns

2: Equality, diversity and inclusion

This area focuses on how educators in healthcare should develop themselves and their learners through inclusive practice, including supporting learners to understand their responsibilities under the Equality Act 2010 and, where relevant, the Public Sector Equality Duty.

An effective educator

An effective educator creates inclusive learning environments where everyone feels valued, respected and able to contribute.

New-to-role or early career educators:

• exhibit inclusive leadership by nurturing inclusive cultures, advocating for belonging, and supporting freedom to speak up initiatives
• apply the social model of disability to create accessible and inclusive learning experiences
• facilitate learners’ understanding of their equality, diversity and inclusion obligations and encourage them to apply these responsibly

Educators with further experience:

• use available data to identify inequities and modify educational and supervisory practice, incorporating equality health impact assessments as appropriate
• apply judgement in identifying and delivering appropriate adjustments to learning and assessment to meet learners’ needs
• respond promptly and effectively to concerns such as harassment, bullying, sexual safety issues, racism, and discrimination
• establish conditions that enable psychological safety, ensuring learners feel able to speak up and participate confidently
• reflect on their cultural biases and adapt their practice to ensure inclusivity
• promote the learner voice by creating opportunities for learners to contribute and influence their experiences

An excellent educator

An excellent educator leads and influences inclusive practice, creating cultures of belonging, equity and psychological safety. They:

• support colleagues and learners to understand the social model of disability by highlighting and sharing effective inclusive educational practices
• integrate good practice into learning development, incorporating codesign, curriculum decolonisation, and anti-racist and anti-discriminatory educational approaches
• apply an understanding of intersectionality to interpret and respond to learners’ varied experiences and outcomes
• advocate for and share good practice in delivering interventions that support inclusive outcomes
• provide mentorship that supports colleagues to enhance and embed inclusive educational practices
• work collaboratively with learners and communities, using data to inform codesigned interventions that address attainment gaps and health inequalities
• assess the effectiveness of equality, diversity and inclusion interventions and share outcomes to support wider learning and development

3: Creating and sustaining a positive learning environment

This area demonstrates how educators create a safe, supportive clinical environment that enables effective learning for all.

Some of these will cross over into other areas.

An effective educator

An effective educator creates inclusive, supportive learning environments where learners can develop, contribute and thrive.

New-to-role or early career educators:

• cultivate an environment that is inclusive and culturally sensitive, enabling equitable learning for all
• foster a climate of psychological safety where learners feel assured in contributing, asking questions and reflecting
• set motivating expectations that support learners to thrive and expand their professional skills

Educators with further experience:

• assess required resources for educational delivery and adjust training to reflect resource availability
• engage learners in reflecting on and providing feedback about their experience
• prepare learners to recognise and manage risks within the clinical environment
• maintain an open, approachable and accessible presence to meet learners’ needs
• engage the wider multi‑professional team in providing teaching and supervisory support
• assess learner workload for legal compliance and adjust expectations to protect learning quality wherever possible
• plan and deliver training that is inclusive and responsive to the needs of learners with disabilities or learning difficulties
• maintain an informed awareness of the Safe Learning Environment Charter and its implications for practice
• are aware of the organisational duties to provide learner support in line with funding and contractual requirements
• support learners by directing them, when needed, to suitable wellbeing services and professional expertise

An excellent educator

An excellent educator helps shape a positive learning culture across teams and organisations. They:

• support learners to participate meaningfully in educational programme design and improvement
• take active steps to build and strengthen a learning community within their department and organisation
• facilitate opportunities for learners from different professions to learn together and share expertise
• assess the effectiveness of teaching and learning and act on areas needing improvement
• support the allocation of protected time to ensure effective teaching and learning
• lead a systematic approach to wellbeing, integrating it into curriculum design, supervision and organisational culture
• champion the adoption and implementation of the Safe Learning Environment Charter priorities across their department and organisation
• clarify and demonstrate the connection between their role and the organisation’s requirements under relevant education contracts, such as the Education Quality Framework
• support learners in recognising, voicing and escalating concerns when needed

4: Teaching and facilitating learning

This area focuses on the educator’s role in facilitating learning and shaping a constructive, engaging experience for learners.

Some of these will cross over into other areas.

An effective educator

An effective educator uses their expertise to create engaging, inclusive and supportive learning experiences.

In addition, new-to-role or early career educators:

• demonstrate current and credible knowledge and skills within their area(s) of practice
• provide direct guidance in clinical work when required to support safe and effective practice
• plan teaching sessions that are tailored to the learner’s stage, goals and experience
• encourage and guide learners to become confident, self-directed learners

Educators with further experience:

• use flexible teaching, supervision and assessment strategies to support learners with varying needs
• reflect on learner feedback to refine and strengthen educational approaches
• apply varied and context-appropriate teaching approaches and interventions in clinical practice
• enable access to a broad range of learning experiences
• apply inclusive approaches to teaching that support varied learning preferences and ensure fair participation
• facilitate the development of reflective practice as part of the learner’s ongoing growth
• encourage and support learners to make positive contributions to clinical practice and innovation within their level of competence
• integrate appropriate technology-enhanced learning tools, including simulation, into teaching practice
• promote engagement with formal learning opportunities (for example, royal college courses, study days)

An excellent educator

An excellent educator is recognised for educational leadership, innovation and the development of others. They:

• exhibit exceptional subject expertise and practical competence in relevant practice areas
• demonstrate the ability to interpret and use educator frameworks to inform their practice
• work with the department and provider to identify, arrange and evaluate a diverse range of learning opportunities, such as simulation, supervised practice, interprofessional learning and structured courses
• actively contribute to building and strengthening a learning community across the department or organisation
• create and promote opportunities for learners to participate in inter‑professional learning with colleagues from other disciplines
• develop and deliver structured learning opportunities for colleagues within the workplace
• demonstrate an understanding of the ways in which intersecting identities influence learner experiences and outcomes
• identify and evaluate teaching and assessment methods suited to learners with international educational backgrounds

5: Enhancing learning through effective assessment

Area 5 highlights how educators should approach assessments with consistent delivery of fair, unbiased and meaningful feedback.

Some of these will cross over into other areas.

An effective educator

An effective educator uses assessment and feedback to support learner growth, progression and achievement.

New-to-role or early career educators:

• undertake regular observation of learner performance and offer feedback that is sensitive, respectful, and responsive to each learner’s context
• apply workplace-based assessments effectively, ensuring appropriate use of both formative and summative methods
• plan, oversee, and review assessment activities to ensure their effectiveness
• offer focused, constructive feedback aimed at strengthening elements of learner performance

Educators with further experience:

• select and apply suitable clinical assessment methods that allow learners to evidence achievement of required standards
• show evidence of up-to-date expertise within their subject area
• prepare learners to engage appropriately and constructively in 360-degree appraisal processes
• support learners in building effective reflective practice skills
• engage with learners in a structured and appropriate manner to prepare them for external assessments

An excellent educator

An excellent educator demonstrates advanced educational practice across professional boundaries. They use assessment, feedback and supervision to support fair learner progression, strengthen patient safety and improve service outcomes. They:

• exhibit outstanding and current subject expertise within relevant areas of practice
• demonstrate the ability to interpret and apply appropriate frameworks, including the Education Quality Framework and NHS England educator workforce planning tool (these can be found on the NHS England education and training webpages)
• participate in educational initiatives outside the immediate educator role; for example, programme recruitment, exam setting, curriculum planning
• engage with departmental and provider teams to maintain access to a broad spectrum of learning and assessment opportunities
• explore and apply assessment strategies that support the needs of learners who were originally educated outside the UK

6: Supporting and monitoring educational progress

This area focuses on the guidance, and support educators should provide to learners as they progress through their training and work towards their intended career goals.

Some of these will cross over into other areas.

An effective educator

An effective educator works in partnership with learners to support their progression, achievement and professional development.

New-to-role or early career educators:

• collaboratively establish an educational plan with the learner at the beginning of the training period
• use routine, timetabled meetings to monitor and document ongoing learner development
• maintain appropriate documentation of learner development

Educators with further experience:

• ensure the learner participates in the processes that underpin their learning and development
• articulate the curriculum expectations appropriate to the professional area and level of training
• make effective use of an educational portfolio and promote its appropriate use by learners, such as through an e-portfolio.
• support seamless learner progression through consistent supervision and well-structured educational handover
• respond efficiently and effectively to emerging concerns when learner progress does not align with requirements
• identify and access appropriate support resources for learners requiring additional help
• understand and operate effectively within the educational governance structures that relate to supporting learners
• provide clear evidence and rationale for decisions and interventions concerning learner progress or underperformance

An excellent educator

An excellent educator supports learners to progress through clear planning, regular review and timely intervention. They contribute to robust progress monitoring, support career development, and help improve educational systems across teams and organisations. They:

• proactively seek opportunities to provide formal support and career development activities for learners, recognising the influence of cultural factors
• contribute to the design and quality assurance of progress monitoring schemes across the department or organisation
• contribute to external activities focused on assisting learners facing challenges and those planning their career pathways

7: Promoting personal and professional development

This area highlights how educators guide learners to progress in both their personal and professional development.

Some of these will cross over into other areas.

An effective educator

Effective educators provide high-quality support, guidance and development opportunities for learners.

New-to-role or early career educators:

• act as a constructive and inspiring role model for learners in clinical and educational practice
• adapt communication strategies appropriately to support learner development and demonstrate effective supervisory conversational skills with culturally diverse learners
• establish and uphold clear boundaries, with dedicated time prioritised for supporting learners

Educators with further experience:

• support learners in developing reflective habits that enhance their personal and professional growth.
• employ diverse strategies and techniques to promote effective personal and professional development
• recognise situations requiring referral and direct learners to the appropriate support services, including occupational health, counselling, careers guidance, and Freedom to Speak Up
• prepare learners to engage confidently and constructively in 360-degree review processes
• explore how cultural influences may affect a learner’s career development and progression and take appropriate steps to equip them for advancement
• foster a psychologically safe space that enables learners to reflect openly and engage in meaningful developmental conversations

An excellent educator

Excellent educators go further by demonstrating educational leadership, creating inclusive and psychologically safe learning environments, and contributing to the wider advancement of education and workforce development. They:

• show exceptional expertise and proficiency in a relevant area of practice
• apply established educator frameworks appropriately within their teaching and supervisory practice
• promote a culture of clinical leadership and exemplify its principles in day-to-day practice
• participate in wider educational initiatives and developments outside the supervisory role
• collaborate with the department or education provider to secure diverse learning opportunities, including simulation facilities and structured courses

8: Continuing professional development as an educator

This area addresses the development of healthcare educators themselves, emphasising the skills and techniques that strengthen their effectiveness, resilience, and progression within educational practice.

Some of these will cross over into other areas.

An effective educator

An effective educator is committed to maintaining and developing their practice.

New-to-role or early career educators:

• maintain up-to-date subject knowledge and skills within relevant areas of practice
• evaluate and reflect on their own practice as an educator to support ongoing improvement
• actively draw on learner feedback to enhance personal knowledge, skills, and professional behaviours

Educators with further experience:

• use both formal and informal feedback to guide meaningful improvements in educational practice
• ensure their professional practice remains compliant with relevant specialty standards and regulatory expectations
• participate in continuous equality, diversity and inclusion learning and examine personal biases to enhance inclusive practice
• proactively gather feedback from colleagues, including through 360-degree review processes and peer observation
• demonstrate responsibility for personal wellbeing by taking proactive and informed action

An excellent educator

An excellent educator demonstrates educational leadership through continuous learning and improvement. They:

• demonstrate a proactive approach to improving educational practice through ongoing critical self-reflection
• participate in a range of educational development activities, including both formal qualifications and informal learning opportunities
• critically reflect on completed training and development activities to inform ongoing professional growth
• engage with regulatory revalidation processes to demonstrate continuous professional development (CPD) and critically reflect on their practice as an educator
• support wider educational functions beyond individual teaching, contributing to areas such as programme recruitment, assessment, and curriculum design
• actively build and contribute to networks that support learners and enhance their own role as an educator

9: Digital skills and capabilities within education and learning

This area highlights the skills and tools educators should use to support inclusive, accessible and engaging learning experiences, while recognising technology is changing rapidly and development needs will be more individualised than stated.

An effective educator

An effective educator uses digital tools confidently to support learning and learner development.

New-to-role or early career educators:

• ensure all learners feel confident using digital tools and recognise individuals’ different levels of digital literacy
• are confident in using and uploading activities to virtual learning environments, for example Moodle
• deliver virtual classrooms confidently using platforms such as Teams and Zoom

Educators with further experience:

• use Microsoft Office packages such as Word, PowerPoint and Excel
• select appropriate digital tools to enhance engagement, accessibility and learning outcomes
• communicate with learners using digital platforms, for example email, messaging and virtual meetings
• ensure digital learning is inclusive for disabled and neurodivergent learners
• maintain confidentiality, data protection and information governance standards
• build psychologically safe and engaging online learning environments
• reflect on digital skills and seek opportunities to develop further

An excellent educator

An excellent educator uses digital technologies strategically to enhance learning, accessibility and learner outcomes. They:

• design and deliver simulation training using virtual reality technology and simulation models, adapting activity to learner capability
• are confident in using data from learning management systems, for example Oracle Moodle
• use digital data, for example learning analytics or feedback tools, to understand learner progress
• apply data insights to improve teaching, supervision and learner support
• curate reliable online resources to support learning
• keep up to date with emerging technologies and digital education practices
• demonstrate awareness of digital transformation programmes

Help us improve

Join the Educator Workforce Programme community of practice (NHS Futures login required), share your experiences of using this guide and help us improve future versions.

Publication reference: PRN01644_vii