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How we’re supporting clinical educators across health and care

Lydia Lofton, Associate Director and Programme Lead, shares how the Clinical Educator National Development Programme is making a difference.

Over 800 clinical educators told us that stepping into education brings new challenges - limited time, little formal support, and the need for different skills than those used in clinical practice. In response, and aligned with the NHS Educator Workforce Strategy, this CPD-accredited programme is helping educators build confidence, leadership and practical skills that are already strengthening education across the NHS.

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Even the most skilled clinicians can feel underprepared for the challenges of education

As clinicians, we know first-hand how rewarding, and challenging, the transition into an educator role can be. Becoming an effective educator requires a different set of skills, from designing learning and supporting others to leading within complex systems. However, opportunities for training and development of educators themselves remain limited.

The Clinical Educator National Development Programme was developed by NHS Elect in response to findings from a national needs analysis survey for clinical educators, where over 800 educators across the health and care reported that they needed a dedicated programme to develop their skills and confidence. Supporting the educator workforce is a key priority for the NHS, underscored by the publication of the Educator Workforce Strategy (NHSE, 2023). Securing the future health and care workforce critically depends on developing and supporting a high-quality educator workforce.  

When we surveyed programme attendees

94%

were satisfied with the overall quality of the programme

 

90%

would recommend the programme to a colleague

Real outcomes for educators, services and systems

The key question is whether the programme is effecting meaningful change, not only for individual educators, but also at service and system level. The evidence to date is highly encouraging.

 

Real change in practice

84% of participants told us they have already changed the way they design or deliver education as a direct result of the programme.

Service-level improvements

We heard examples of participants planning to conduct training needs analyses, benchmarking against national standards, and using learner-centred instructional design to create new programmes that meet previously unmet needs.

Digital innovation

Many spoke about embracing digital technologies in their teaching, a shift that directly supports the NHS priority to move towards “digital first” in education and training.

Sharing knowledge with colleagues

Participants described cascading what they had learned, from embedding better evaluation methods to ensuring constructive alignment of learning outcomes with the learning experience provided.

System-wide impact

Some said they will map training provision across whole systems, working with HEIs to strengthen both pre and post-registration opportunities, and expanding training beyond medical staff to include nurses and AHPs. This will promote greater equity of access across professions and care settings.

I enrolled on this course to develop my theoretical knowledge and skills to deliver educational support in my role. What I took away was considerably more than this. Resources were rich and varied to help develop leadership and communication; interaction with other delegates provided the opportunity to share experiences and reflections. The course facilitators were wonderful, engaging, authentic and supportive. Thank you.


Professional Lead for Physiotherapy

What did participants value about the programme?

When we asked participants what they valued most about the programme, their answers often came back to the challenges they face as clinicians trying to balance education alongside service pressures. A few themes stood out:

  • Everything in one place: Educators told us they simply don’t have time to piece together training from different sources. Having all the key topics delivered in one coherent package, online, in short sessions, and without formal academic assessment meant the programme felt realistic and achievable alongside clinical commitments.

  • Directly relevant skills: When asked to rank modules, the top three were interpersonal communication skills, learning theories and instructional design, and leadership skills, all areas that spoke directly to the gaps and pressures educators had highlighted before joining.

  • Learning with peers: Participants valued the inter-professional nature of the cohort and the fact that colleagues came from across health and care and from different parts of the country. Sharing challenges and solutions with peers in similar positions was described as one of the most powerful aspects of the programme.

Before the programme, I struggled with how to transition from being a clinically-focused nurse to someone who could effectively educate and support learners. I had the passion for teaching but lacked formal training in educational methods, leadership frameworks, and the use of digital tools to enhance learning. The programme provided the structure and knowledge I needed to bridge that gap. It introduced me to educational tools, theories, and leadership models that gave clarity to what I had been doing instinctively. It also helped me become more confident and intentional in my approach to teaching and mentoring. The support from the team was encouraging and consistent. The resources were practical, relevant, and easy to apply in real clinical and educational settings. The facilitators created a positive learning environment that made it easy to reflect, grow, and connect with others on a similar journey. Overall, I felt supported and empowered every step of the way.


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Ready to take the next step?

If you’re a clinical educator looking for a CPD-accredited programme designed to support your development and strengthen your impact, we’d love to welcome you to our next cohort.

Find out more
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020 3925 4851
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