Introduction

NHS England’s Educator workforce strategy (2023) and the Workforce strategy for adult social care in England (2024) emphasise the need to grow and develop the nursing and midwifery educator workforce yet we know nurses, nursing associates and midwives are reticent to become educators.

Therefore, this Nursing and midwifery educator framework supports:

1. nurses, nursing associates and midwives seeking an educator career
2. employers and education bodies to grow their educator workforces
3. action to ensure a sustainable, flexible and fit for purpose educator workforce to meet current and future education demand.

Educators need strengthened career pathways and the capacity and capability to do their jobs effectively and sustainably. To deliver this we need:

• an attractive, cohesive and flexible career framework to attract, motivate and retain educators while addressing the shortfalls and shifting demographics of the educator workforce.
• a clear framework that sets out the knowledge and skills the future educator workforce needs to support simulation and digital learning, and flexible approaches such as blended learning.

This enables support for:

• growth in pre-registration student numbers in traditional programmes and apprenticeships while recognising the increasing contribution of further education in the provision of health and social care learning programmes
• post-registration programmes within universities and practice
• current and future registered practitioners, to ensure the delivery of high-quality person-centred care

This framework will help deliver these goals through its two component parts; career stages, and principles and characteristics.

Who is this framework for?

It is for all practitioners, regardless of their specific field within nursing or within midwifery or their workplace.

The Nursing and Midwifery Council (NMC) standards of proficiency clearly outline the role of all registrants in supporting, supervising and role modelling learners. This framework sets out what practitioners need to do this. This framework sets out the characteristics, knowledge and skills that practitioners need to support learners’ development in the workplace.

It also recognises the importance of education in all roles, not just educator roles, and supports the growing desire for portfolio careers. Line managers can use the framework for development conversations with individuals and teams on education and for promoting continuing professional development (CPD).

For current and potential educators, it sets out the requirements for effective educational practice and the characteristics, knowledge and skills for those with a responsibility for the education, learning and development of others. It also supports career progression by assisting in the development of an evidence of capability portfolio.

The framework is also a valuable resource for:

• Learners: to help them understand how they should be supported.
• Education and training providers: fostering consistency in the design, delivery and quality assurance of education and professional development, minimising waste, enhancing collaboration and encouraging innovation.
• Employers and the wider system: to support CPD, so educators are effective, up to date and quality assured. It supports workforce development and planning through understanding current and future workforce education needs within local demands and context.
• People and communities: to understand the educator workforce, particularly for patient or lay representatives.

It identifies the range of educator roles and titles across the 6 career framework stages allowing employers to align job roles, titles and responsibilities across geographies and organisations. This could be particularly useful when planning joint roles.

Component 1: Career stages

This framework identifies 6stages of practice for the nursing and midwifery educator workforce, based on the NHS Career Framework levels, which can apply to both academic and professional practice settings (see Nursing and midwifery career framework stages).

However, these stages are not 6 roles or jobs within nursing and midwifery education. Individuals may have many more jobs or roles in their career and employers are not limited to the number and types of roles they wish to have in their services.

While an educator’s career is likely to start in a clinical environment, the future educator workforce will increasingly need to be more flexible in moving between practice and academic settings.

Importantly, the stages should not be viewed as linear. Someone does not need to ‘start’ at the first stage or ‘end’ at the last stage. Individuals have the potential to develop a career in education at various times of their working life, bringing a wide range of transferable knowledge and skills.

They also have the potential to work in educational and professional practice environments simultaneously and have careers that transcend organisational boundaries.

The career framework stages help:

• individuals understand how closely their professional practice aligns to a particular career stage and identify the potential learning opportunities and experiences they need to start or progress a career in education.
• individuals set appropriate development goals, track progress and work towards aligned objectives.
• employers assess and manage talent, ensure consistency and facilitate better succession planning
• national education leaders transform education services by focusing workforce development on career stages and not solely on traditional or existing roles.

Nursing and midwifery career framework stages

Stage 1

Individuals have an awareness of the importance of continuous learning and personal and professional development.

They support and contribute to learner experience and development. For example, they:

• use their experience, knowledge and skills to support learners in applying their learning in context
• use technology appropriately to support learners
• act as a ‘buddy’ and a positive role model

Stage 2

Individuals have a general concept of learning and development and may have some responsibility for contributing to education within the workplace.

They assist learners by providing appropriate guidance and supervision. For example, they:

• provide constructive and motivational feedback to improve the learner’s application of learning
• help the learner reflect on their practice and experiences
• use technology appropriately to support learners
• act as an ‘assessor’, for example for the Care Certificate

Stage 3

Individuals require factual and theoretical knowledge of education and can apply that knowledge consistently within their workplace.

They work independently, and with others, under the direction of more senior educator colleagues to supervise learners and deliver learning and development in an inclusive learning environment with an agreed plan, protocol or professional parameters.

They have a breadth of knowledge and a flexible, portable skill set (including digital skills) to support learners, consider the perspectives and educational pathways of learners, and support the assessment, planning, delivery and evaluation of learning.

They may participate in research activity, adhering to good research practice guidance, and are adept at searching for evidence to inform their practice. They advocate for learner development and may lead on aspects of learning and development appropriate to their overall level of practice.

Stage 4

Individuals require a critical understanding of detailed theoretical and practical knowledge of education.

They evaluate the effectiveness of learning and development interventions and identify ways to improve the learner experience.

They deliver their work in the context of continuous change.

They can use different models for education delivery and embrace innovation, using technology enabled learning and simulation.

They use analysis and knowledge to create and manage an inclusive learning environment.

They have some leadership responsibility for the learning environment, team performance and service development. They evaluate and audit their own and others’ practice, selecting and applying valid, reliable methods, including research, surveys, audit, and feedback.

Stage 5

Individuals have a critical awareness of current challenges in education and learning.

They are innovative and have responsibility for developing and changing education practice in a complex and fast moving environment.

They recognise the impact new technology is having on ways of learning and always demonstrate expertise in their scope of practice.

They work as part of the wider education, learning and development team and act as the interface between traditional education, professional and organisational boundaries.

Their work involves leading and influencing education practice and professional development to enhance the quality of patient care.

They evaluate the effectiveness, safety and sustainability of emerging or new developments or innovations in education and incorporate evidence-based developments in educational practice. They seek evidence and implement best practice to improve outcomes and experiences for learners and educators, from the individual to the system level and beyond.

Stage 6

Individuals require highly specialised knowledge, some of which will be at the forefront of knowledge in education and learning, as their basis for original thinking and research.

They evaluate the effectiveness, safety and sustainability of emerging and new education developments or innovations and incorporate evidence-based developments in educational practice.

They seek and implement evidence for best practice to improve outcomes and experiences for learners and educators, from the individual to the system level and beyond, through sound research, evaluation, implementation science theories and methods.

They lead the transfer and mobilisation of new knowledge and ensure education and learning research relating is addressing high-priority questions, and optimising experience and outcomes.

They ensure that the value and impact of research activity is demonstrated at a system level. They transform the way learning is developed and delivered for the future, ensuring adoption of new digital innovation and leading partnerships with key stakeholders to make improvements locally, nationally and internationally.

Component 2: Principles and characteristics

The principles and characteristics can be applied to a range of settings, contexts and professional knowledge.

Educators are expected to employ andragogy and pedagogy relevant to context and across different communities of practice and settings to deliver knowledge and expertise. Settings can be academia or any environment where care is delivered and learners are supported.

Whatever the setting, individuals engaged in education are expected to have the required levels of knowledge, skills and behaviours to develop and support learners in practice.

The principles are deemed to be overarching and the ‘bed rock’ of all educator practice. They articulate the standards of conduct and behaviours expected of the educator workforce aligning to the NMC Code of Conduct (2018).

The characteristics underpinning these principles describe the attributes educators will possess or be working towards. They apply across all levels of practice, although their application will depend on an individual’s scope of practice and the context in which they work.

Principles

Adaptable and transformative

With continued change in the health and social care environment and the increasing requirement for integrated care across the system, the need for the educator workforce to work in new and transformative ways is more fundamental than ever.

An educator must be able to adapt their approach to learning and teaching; able to adopt different learning techniques to respect diversity, neurodiversity and other needs of learners.

Educators are required to work in professional practice or academic settings that will be constantly changing.

They will be able to adapt their methods to keep up with changing practice and respond to new ways of teaching and learning across different environments.

Educators are expected to deliver learning and training in a variety of locations or contexts, working seamlessly across the health and social care system in academic or professional practice settings. Flexibility is required in location or care setting and modes of delivery.

Commitment to excellence

Educators are reflective practitioners who are dedicated to the principle of self-development and lifelong learning and not only for themselves.

They can motivate learners to commit to their own lifelong learning.

Educators model this by challenging themselves; being open to new experiences; and demonstrating their continual acquisition of new knowledge and skills, evidence-based practice and learning from others, including learners.

They recognise the importance of constructive feedback. They display enthusiasm for supporting and developing learners to achieve their aspirations.

Digitally enabled

Educators are required to be skilled in using new technologies and their application to enhance the delivery of health and social care. This includes supporting technology-enhanced learning and, where appropriate, simulated practice learning in a range of environments.

Inclusive

Educators are expected to demonstrate cultural awareness and astuteness, promoting an understanding of the importance of providing culturally competent and person-centred care.

They understand the requirement to address inequality of opportunities and how this aligns with supporting the wider equity, diversity and inclusion agenda within learning and development. They work to ensure diverse communities are represented in the educator workforce and work in allyship to promote and grow an educator workforce that reflects the population it serves.

Professional

Educators are committed and enthusiastic.

They role model professional behaviours and attributes and develop professional values in learners, working within relevant regulatory frameworks, including the NMC education standards and NMC Code of Conduct (2018), particularly section 9 of the code. Standards include those for practice supervisors and assessors, which set out their roles and responsibilities and how they must ensure students receive high-quality learning, support and supervision during their practice placements.

Positive learning environment

Educators create a positive and safe learning environment where learners feel supported, respected and engaged, as outlined in the Safe Learning Environment Charter.

This environment is characterised by open communication, mutual trust and a culture that encourages curiosity and critical thinking. Educators foster inclusivity, provide constructive feedback and adapt their teaching methods to meet diverse learning needs, ensuring all learners can succeed and thrive.

Research

Educators should participate in best practice to develop, adopt and apply evidence-based strategies to improve quality, safety, productivity and cost-effectiveness.

They use research, assessment and audit findings to support their own practices and inform others. Educators should identify gaps in the evidence base and where it is not being applied in practice, alert relevant individuals and organisations and address gaps safely and pragmatically, potentially through further research.

Sustainable

Educators ensure current and future colleagues are aware of the importance of supporting, guiding and assisting learners as part of all roles. They also raise awareness of opportunities to work in learning and development; these could involve the coaching or mentoring or promoting work in this field.

Characteristics and underpinning knowledge and skills

Collaborative

Educators build and sustain effective networks and multidisciplinary and interdisciplinary collaborative relationships, enabling them to work across health and social care and education systems. They recognise the value of partnership working and learning from a wide range of sources and work effectively with stakeholders in fast paced and fluid environments.

Know and understand:

• what collaboration is, the different types of collaboration, how to achieve it and why it is important
• factors that negatively impact on collaboration and how these might be addressed
• the health and social care (including private, independent and voluntary organisations) and education systems in the context of their role
• local, regional, national and international networks across relevant disciplines and systems
• how to access relevant information in a timely manner

Able to:

• use different types of collaboration to achieve shared goals and collective aims
• identify and network with the right people at the right time, in the right way, across systems
• draw on interpersonal skills to establish and sustain effective relationships and create the right environment for collaboration and partnership to succeed
• break down barriers and address challenges to collaboration
• respond to change and perform time-sensitively

Credible

Educators are ‘grounded’ in contemporary professional wisdom through research and evidence, clinical practice or professional endeavours relevant to the education context.

They apply current research findings to education and practice, communicating current policies in ways that are meaningful to learners.

Educators must demonstrate they are contemporary and relevant to the setting they are working in to ensure they are best meeting the needs of learners, and acting as a role model.

Know and understand:

• the theories and principles of learning
• the theory and application of assessment methodology
• relevant and up-to-date theory and evidence linked to scope of practice
• how to develop curricula that meet professional standards and quality guidelines and the education programme’s requirements
• current health and social care and education policy to inform educational approach
• how educators work across different settings
• the importance of professionalism, role modelling and demonstrating impact, and how these link to credibility as an educator

Able to:

• undertake scholarly activities relevant to scope of practice, identify own learning needs and participate in ongoing professional self-development and continued learning
• apply current pedagogic and clinical evidence to education and professional practice when working alongside learners or supporting them to grow their knowledge and skills base, making an impact on learners’ practice and ultimately the delivery of high-quality care
• communicate theory and evidence to practise in ways that learners understand by incorporating lived examples
• develop a range of assessment tools to monitor learner achievement and provide feedback in ways that are meaningful, assisting them to review their own progress and implement development objectives
• undertake authentic assessment that aligns to professional, occupational and academic requirements
• assess and evaluate teaching and learning methods in relation to practice outcomes and learner needs
• engage in effective matrix working, recognising strength in combined skills
• work seamlessly and be visible across practice and academic settings

Critical thinker

Educators need to be critical thinkers who challenge the norm.

They can role model critical thinking and inspire others to do so and think broadly about what is required to get the best from each learner.

Know and understand:

• the key features and concepts of critical thinking and its importance to teaching and learning
• how to find and analyse relevant data, information and evidence using research skills
• how to use information and evidence to inform education practice

Able to:

• interpret, evaluate and analyse the available information and recognise and address implications for education practice
• be flexible and open-minded to different perspectives
• constructively challenge points of view by engaging in reflection and discussions that may be challenging
• adopt cognitive reasoning and use reflective processes to support evidence-based decision-making, draw conclusions and take appropriate action

Effective communicator

Educators have the communication skills that are central to effective teaching and learning environments.
These include conveying information to the learner in a way that best suits them, to communicate empathetically, actively listen, and observe and see beyond how the learner presents on the surface.
Educators engage in shared discourse, navigating, enabling and supporting open debate.

Know and understand:

• the key communication skills and attributes to be an effective communicator within a learning environment and how these are developed
• the link between effective communication and building strong and sustainable relationships
• the impact of poor and ineffective communication
• the importance of emotional intelligence in effective communication

Able to:

• use verbal, non-verbal and written skills
• be an attentive listener with empathy to understand the feelings, thoughts and beliefs of others
• adopt a holistic approach when communicating by observing, listening and responding in a professional and appropriate manner
• deliver constructive criticism and gauge verbal and non-verbal cues to appropriately support learners
• use political astuteness to read a situation, picking up on non-verbal cues, and respond appropriately
• effectively resolve conflict where possible, recognising when to escalate and refer to others

Compassionate

Educators display high levels of emotional intelligence, demonstrating self-awareness, being aware of the impact of their actions on others.

They create a positive and inclusive learning environment that fosters collaboration and recognises the diversity of learners.

Educators can build trust and rapport and identify issues learners may have; supporting emotional wellbeing and providing emotional support when required.

Know and understand:

• the theoretical concept and features of emotional intelligence and its importance in effective communication and building and sustaining relationships
• the psychological and emotional aspects of health, social care and education

Able to:

• be self-aware; conscious of their own thoughts and feelings, build and maintain personal resilience, seeking help and support when needed
• view a situation from their own perspective and compare it to that of others

Innovative

Educators embrace creativity, technology and novel approaches to enhance the learning experience for learners.

They synthesise and translate information in ways that will inspire, stimulate and motivate learners to engage in education, learning and development, and recognise the contribution of learners to the learning process.

Educators are digitally skilled, able to iteratively implement, evaluate and champion the best use of digital tools for education and health and social care delivery.

Know and understand:

• current and emerging trends in the delivery of education, health and social care
• the changing landscape for the health and social care workforce and how this may affect the education and teaching requirements for learners
• sustainable models of healthcare, including integrated person-centred global health

Able to:

• embed digital skills, knowledge and awareness to equip learners with the skills to use the technology available to health and social care systems
• evaluate the effectiveness and sustainability of developments or innovation in education and health and social care delivery
• deliver health and social care in the context of greener sustainable practice
• respond effectively to challenges in real time and adapt educational style to meet the needs of diverse groups

Motivational leader

Educators are agents of change, using their leadership skills to effect change.

They demonstrate allyship, inclusive and compassionate leadership, are skilled in relationship management and capable of driving the education agenda forward.

Educators work to safeguard the interests of people in their care, learners and colleagues.
They are resilient, passionate about teaching, ambitious for learners and the profession, and ensure quality education and research raise the standards of care.

Know and understand:

• leadership concepts, principles for good leadership, including allyship, and education management
• change management theory
• service improvement, quality assurance and governance processes
• national standards, policies and relevant political agendas and their likely impact on education and professional practice, and potential consequences for the workforce

Able to:

• identify their own strengths and improvement areas
• act as a mentor and coach, demonstrating the importance of continuous growth and development
• engage in visionary thinking, identify opportunities for positive change and effectively lead and manage change
• build relationships and work effectively and collaboratively across professional practice, educational settings and professional and organisational boundaries
• identify and effectively resolve or manage conflict
• create a positive and inclusive working environment, where diversity is valued and respected and all team members are supported to achieve their potential and aspirations

Research informed, involved and active

Educators, irrespective of wherever they work, are actively engaged in pedagogic research or service evaluation, driving the evidence base for practice innovation, and able to translate theoretical evidence and research into practice.

They support and lead the implementation of research findings and, through their practice, inform the evidence base and knowledge exchange.

Know and understand:

• research methodology, research trends and where there are gaps or emerging topics
• pedagogic approaches, innovation and the impact on own teaching practice

Able to:

• use a triangle of evidence, research and application in their practice
• synthesise, use and generate knowledge relevant to professional practice and education
• engage in scholarly writing, publication and presentation
• engage in debate and reflection with peers to generate and apply new ideas that develop professional practice and education
• develop a culture of sharing, inquiry and self-reflection in learners, foster research aspirations, and guide and signpost learners who wish to be more involved in research, audit and the evaluation of evidence-based practice

Appendix 1: How we developed this framework and acknowledgements

NHS England commissioned Skills for Health to develop this framework, guided by an expert reference group (ERG) representing clinicians, clinical educators, academics, Royal Colleges, patient and public representatives, regional lead nurses and other professional bodies, including the Council of Deans for Health, provider organisations and Skills for Care.

We established a wider stakeholder list by inviting individuals to register their interest on a project information web page and then provide comments or feedback as part of the online survey process.

Initial desk research identified key references, resources and significant themes or issues for consideration; further references and resources continued to be identified during the project (see Appendix 3: Bibliography).

We developed first iterations of this framework based on the findings of the desk research and work with the ERG. In June 2024 we conducted wider online engagement and received 419 responses. Based on this feedback, we amended and refined the framework. The ERG approved the framework at its final meeting.

We are grateful to ERG members for their guidance, expertise and support:

• Professor Brian Webster-Henderson (chair), Deputy Vice Chancellor, Professor of Nursing, University of Cumbria
• Dr Nicola Ashby, Associate Professor and UK Deputy Chief Nurse, Royal College of Midwives
• Kiran Bali, Patient and Public representative, People’s Advisory Forum, NHS England
• Andrea Boland, Deputy Director of Nursing, Health and Education Sub Directorate, Deputy Director of Workforce, Training and Education, NHS England
• Karen Bonner, Chief Nurse, Buckinghamshire Healthcare NHS Trust
• Christian Brailsford, Regional Head of Nursing, Workforce Training and Education, NHS England
• Professor David Clarke, Head, Royal College of Nursing, Prince of Wales Cadet Scheme
• Fiona Gibb, Director Professional Midwifery, Royal College of Midwives
• Lucy Gillespie, National Professional Lead (Nursing), Skills for Care
• Kerry Guile, Consultant Nurse, Royal Free London NHS Trust
• Jean Hayles, Deputy Regional Head of Nursing, Midwifery and Public Health, Workforce, Training and Education, NHS England
• Ed Hughes, CEO, Council of Deans for Health
• Lisa Jesson, Deputy Lead Midwife, NHS England
• Professor Jackie Kelly, Dean of School for Health and Social Work, University of Hertfordshire
• Jose Loreto, Associate Chief Nurse, Buckinghamshire Healthcare NHS Trust
• Professor Dame Jill Macleod Clark, Emeritus Professor, University of Southampton
• Professor Jayne Marshall, School Director for Education, University of Leicester
• Dr Nita Muir, Head of Scholl of Nursing and Allied Health, University of Chichester
• Lisa Stephens, Head of Midwifery and Deputy Divisional Director of Quality and Nursing, Gloucester Hospitals NHS Foundation Trust
• Kathryn Tolfree, Chair, Clinical Nurse Education Network UK
• Gail Wilson, Senior Nurse for Nursing, Midwifery and Social Care, NHS England South West Region

We are also grateful to the 419 people who gave feedback on the online draft of this framework.

Appendix 2: Indicative academic qualifications; alignment to Advance HE fellowship and careers

This appendix gives a sense of the learning and development requirements for educators to grow and develop their careers.

Tables A2.1 set out indicative academic qualifications for the 6 stages of practice. They do not read across to Agenda for Change pay bands or university pay frameworks. These are managed locally by employers.

Whether in a higher education or clinical setting, increasing awareness and understanding of the role of the Nursing and Midwifery Council (NMC) in nursing, midwifery and nursing associate education is critical to educator practice.

NMC sets the proficiency standards and competences for nurses, nursing associates and midwives, which shape the content and design of education programmes for these staff groups. NMC validated qualifications for registered nurses, nursing associates or midwives also apply to educator roles.

The 6 stages of practice also align to the Advance HE Fellowship categories. Advance HE, a sector-wide organisation supporting the transformation of higher education, recognises through its fellowship scheme the diverse roles of those who teach and support learning in a range of settings, from associate fellow to principal fellow (2024).

We recognise there are a variety of educational routes and career pathways. The many differing roles and job titles for educators may also not align to the stages, particularly where organisations have evolved and expanded roles and teams in different ways.

A mature education context will increasingly reflect partnership approaches between universities and health and care organisations, which enable joint appointments, portfolio careers and innovative collaboration.

Tables A2.1: Indicative academic qualifications by stage

Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

Stage 6

Appendix 3: Bibliography

AdvanceHE (2023). Professional standards framework for teaching and supporting learning in higher education.

Avery M, Westwood G, Richardson A (2022). Enablers and barriers to progressing a clinical academic career in nursing, midwifery and allied health professions: A cross-sectional survey. Journal of Clinical Nursing 31(3–4): 406–416.

Bence AF, Coetzee SK, Klopper HC, Ellis SM (2022). The association between the practice environment and selected nurse educator outcomes in public nursing education institutions: A cross-sectional study. Nurse Education in Practice 58: 103261.

Brown T, Sorrell J (2017). Challenges of novice nurse educator’s transition from practice to classroom. Teaching and Learning in Nursing 12(3): 207–211.

Bulman C, Forde-Johnson C, Griffiths A, et al (2016). The development of peer reflective supervision amongst nurse educator colleagues: An action research project. Nurse Education Today 45: 148–155.

Council of Deans of Health and NHS (2023). Allied health professions educator career framework.

Davis SG, Davis E, Kintz K, Opsahl A (2022). Nurse educator perceptions of workplace collegiality. Nurse Educator 47(5): 288–292.

Dzurec L (2022). Storytelling and workplace bullying as deterrents to evidence-based innovation in teaching: nurse educators’ lived experiences. Nurse Education Perspectives 43(1): 5–10.

Ephraim N (2021). Mentoring in nursing education: an essential element in the retention of new nurse faculty. Journal of Professional Nursing 37(2): 306–319.

Fritz E (2018). Transition from clinical to educator roles in nursing: an integrative review. Journal for Nurses in Professional Development 34(2): 67–77.

Gray M, Baker M, De Leo A (2023). What do we know about midwives’ transition from clinical practice to higher education teaching roles? A scoping review. Nurse Education in Practice 67.

Hawkins S, Fogg N, Wilson C, Browne J (2022). Establishing a tutoring and academic support center: collaborating with nurse educator students. Journal of Professional Nursing 39: 19–25.

Health Education England (2020). Professional development framework for educators.

Henshall C, Kozlowska O, Walthall H, et al (2021). Interventions and strategies aimed at clinical academic pathway development for nurses in the United Kingdom: A systematised review of the literature. Journal of Clinical Nursing 30(11–12): 1502–1518.

Hoeksel R, Eddy LL, Dekker L, Doutrich D (2019). Becoming a transformative nurse educator: finding safety and authenticity. International Journal of Nursing Education Scholarship 16(1): 20180073.

Kim-Godwin YS, Matthias AD, Dieckman LP (2022). Graduate nurse educator students’ perceptions of the use of narrative pedagogy in online learning: a pilot study. Nursing Education Perspectives 44(4): 241–243.

Lanada JA, Forde-Johnston C (2021). Reducing variations in clinical nurse educator roles: a service improvement project standardising roles and career pathways. British Journal of Nursing 30(12): 747.

Laurencelle FL, Scanlan JM, Liners Brett A (2016). The meaning of being a nurse educator and nurse educators’ attraction to academia: A phenomenological study. Nurse Education Today 39: 135–140.

Lee SL, Rees CE, O’Brien BC, Palermo C (2022). Identities and roles through clinician-educator transitions: A systematic narrative review. Nurse Education Today 118.

Monsivais DB, Robbins LK (2020). Better together: Faculty development for quality improvement in the nurse educator role. Teaching and Learning in Nursing 15(1): 7–8.

Negrin KA, Slaughter SE, Dahlke S, Olson J (2022). The experiences of nurse educators in establishing a teaching practice in the care of older persons: a focused ethnography study. Journal of Professional Nursing 40: 1–12.

Nguyen NB, Forbes H, Mohebbi M, Duke M (2017). Development and validation of an instrument to measure nurse educator perceived confidence in clinical teaching. Nursing and Health Sciences 19(4): 498–508.

NHS (2017). Multi-professional framework for advanced practice in England.

NHS (2021). Making research matter: Chief Nursing Officer for England’s strategic plan for research.

NHS (2023). Educator workforce strategy.

NHS England (2024). Multi-professional practice-based research capabilities.

Nuryani SNA, Arnyana IBP, Parwati NN, et al (2022). Benefits and challenges of clinical nurse educator roles: a qualitative exploratory study. Macedonian Journal of Medical Sciences 10(G); 38–44.

Oermann MH, Reynolds SS, Granger BB (2022). Using an implementation science framework to advance the science of nursing education. Journal of Professional Nursing 39: 139–145.

Polancich S, Steadman L, Moneyham L, Poe T (2021). Unexpected COVID-19 opportunity: applied experience for the nurse educator student. Journal of Nursing Education 60(11): 642–645.

Ross B, Reid Kerrigan M (2020). Addressing the faculty shortage through connections: stories of becoming a nurse educator. Journal of Nursing Education 59(10): 545–550.

Smith RM, Gray JE, Homer CSE (2023). Common content, delivery modes and outcome measures for faculty development programs in nursing and midwifery: A scoping review. Nurse Education in Practice 79: 103648.

Stanley MJ, Martin C (2021). Guiding elements for success in the nurse educator role. Nurse Education Perspectives 42(6): E86–E88.

Straughair C, Allan J, Conner T, et al (2023). Educators’ perceptions of their experiences of transnational education in nursing: A grounded theory study. Nurse Education in Practice 70: 103649.

Thornton K (2018). Australian hospital-based nurse educators’ perceptions of their role. (2022). The Journal of Continuing Education in Nursing 49(6): 274–281.

Topol E (2019). The Topal Review: Preparing the healthcare workforce to deliver the digital future.

Trusson D, Rowley E (2021). A qualitative study exploring experiences and challenges of combining clinical academic training with family life. BMC Medical Education 21: 432.

Trusson D, Rowley E, Bramley L (2019). A mixed-methods study of challenges and benefits of clinical academic careers for nurses, midwives and allied health professionals. BMJ Open.

Tufano V, Dolan DM, Willson P (2021). A systematic review: instruments to measure educator retention concepts. Nursing Education Perspectives 42(3): 157–161.

Wenner TA, Cooper Hakim A, Shoening AM (2020). The work-role transition of part-time clinical faculty: seeking to validate the nurse educator transition model. Nurse Educator 45(2): 102–105.

Westphal J, Marnocha S, Chapin T (2016). A pilot study to explore nurse educator workforce issues. Nursing Education Perspectives 37(3): 171–173.

World Health Organization (2016). Nurse educator core competencies.

van Wyngaarden, Leech R, Coetzee L (2019). Challenges nurse educators experience with development of student nurses’ clinical reasoning skills. Nurse Education in Practice 40: 102623.

Viveiros J, Schuler M, Chung J, D’Esmond L (2021). A cohort model of mentoring as facilitator to the transition to an academic nurse faculty position following completion of a PhD. Nursing Education Perspectives 42(5): 315–317.

Yousiph T, Patterson C, Moxham L (2023). Exploring the benefits and challenges of being a consumer educator in nursing education: a scoping review. Journal of Psychiatric and Mental Health Nursing 30(4): 679–698.

Appendix 4: National occupational standards that support this framework

National occupational standards are developed to describe the level of competent performance of a function; therefore, the national occupational standards should be interpreted as applying within the context in which an individual works.

Organisations can use those listed below to shape descriptions of relevant jobs and roles.

Managers and individuals can use the knowledge statements and national occupational standards to identify the education and training an educator requires to undertake their role successfully.

Planning:

• Plan and prepare specific learning and development opportunities
• Plan and deliver learning
• Plan and prepare learning and development programmes

Developing:

• Develop effective relationships with individuals
• Develop your knowledge, skills and competence to meet the requirements of your work
• Develop and sustain collaborative relationships with departments and other organisations
• Develop and sustain working relationships with colleagues and stakeholders
• Reflect on, develop and maintain own skills and practice in learning and development
• Synthesise new knowledge into the development of your practice
• Develop and apply understanding of theory and effective practice in adult learning
• Develop and prepare resources
• Develop and prepare resources for learning and development
• Undertake digital skills learning and development activities

Supporting and communicating:

• Foster people’s equality, diversity and rights
• Ensure compliance with legal, regulatory, ethical and social requirements:
• Assist learners to review their own progress and implement their development objectives
• Engage and support learners
• Build and maintain relationships with learners to ensure a learner-centred approach
• Assess learner achievement
• Engage and support learners in the learning and development process
• Support learners to achieve their learning goals and objectives
• Identify individual learning and development
• Facilitate individual learning and development
• Enable other individuals to reflect on their own values, priorities, interests and effectiveness
• Enable learners to identify, reflect and use their learning to enhance their future personal development
• Assist learners to assess risk and make informed choices in the management of their health and wellbeing
• Advocate with and on behalf of learners so that their interests are represented
• Communicate effectively in a healthcare environment

Leading and improving:

• Manage yourself to achieve your work and personal objectives
• Manage personal development and reflect on current practice
• Make use of supervision
• Manage learning and development in groups
• Evaluate and improve learning and development provision
• Identify collective learning and development needs
• Identify and evaluate opportunities for innovation and improvement
• Manage conflicts at work
• Peer training and mentoring
• Provide supervision to other individuals
• Support and challenge teams and agencies on specific aspects of their practice
• Critically appraise clinical information and evidence
• Conduct investigations in selected research and development topics
• Interpret research findings and implement them in practice
• Evaluate and report on the application of research and development findings within practice
• Internally monitor and maintain the quality of assessment

Publication reference: PRN01673