“Providing the longer term workforce ultimately depends upon a sustainable and high-quality teaching workforce that supports education and training, each in practice and in academia” (Health Education England 2023, p. 3).

Creator: Dr Jane Wray, Senior Lecturer in Nursing on the University of Hull and Senior Clinical Nurse Advisor (National Preceptorship Scheme)

“Teacher personnel strategy¹ which was recently published in England, confirmed the urgent need for workforce investment and capability constructing in practical and academic settings. Expectations of health care are continually changing, latest information technologies are emerging, practice requirements are continually evolving, and in consequence, the role of the educator is becoming more diverse.² with developing competences and skills³. This role has change into complex and difficult to meet, especially in the course of the pandemic⁴ nevertheless, chronic labor shortages and pressures on services proceed to affect the period of time teachers can spend with students to perform this critical workforce function.

HEE has used the term “educator” as an “collective term” in England which covers a spread of roles in practice and academia including (but not limited to) those reminiscent of practice assessors, supervisors, clinical supervisors, workplace supervisors, academics, assessors academics, practice educators, designated supervisors. Covers regulated and unregulated professions¹. The titles, roles and responsibilities, and job titles of those performing these roles also vary greatly, with many educators incorporating some or all of those roles (amongst many others) as a part of a selected job. Teachers may match in higher education, clinical practice or in units shared between academia and practice, this varies by country⁵. Nevertheless, they share a commitment and responsibility to make sure patient safety and quality care by providing high-quality education, training, supervision, support, assessment and continuous staff development.

Increasing the capability and skills of this workforce is critical to the success of retention initiatives. Qualified and competent teaching staff helps in worker satisfaction, development and sustainable development. To deal with this issue, HEE has identified 7 strategic priority areas¹ (page 4);

1. Teaching staff should be a key think about integrated workforce and repair planning
2. Establishing and protecting teacher time and resources to support the implementation of Council for Integrated Care staffing plans
3. We present a profession framework for teachers of all professions
4. Supporting the event and well-being of educators
5. Supporting improvement through defined standards and principles
6. Promoting the NHS’s aspirations to enhance equality, diversity and inclusion
7. Embedding evolving and revolutionary education models

An implementation plan is because of be developed later this 12 months and further consultations are ongoing to seek out a technique to deliver these ambitious plans. Digital literacy and learning are prone to play a big role and reflect similar plans within the NHS Long Term Workforce Plan. Profession frameworks for teachers can be central to this work in the longer term, but they have to go hand in hand with formal systems that also include recognition, rewards and promotion.

Bibliography

1. Health Education England (HEE) (2023) Teacher workforce strategy. Available o Teacher Workforce Strategy | Health education in England (hee.nhs.uk)
2. Coffee JS, White BL. The role of the clinical nurse educator: A snapshot in time. J Contin Educ Nurs, 2019; 50: 228–232. https://doi-org.hull.idm.oclc.org/10.3928/00220124-20190416-09.
3. World Health Organization (WHO) (2016) Basic competencies of the nurse educator. Available at; Basic competencies of a nurse educator (who.int)
4. Enback, S. (2020). COVID-19 Insights Impact on workforce skills. Skills for health Covid-19-Survey-Workforce-Key-Insights.pdf (skillsforhealth.org.uk)
5. Veera K, Mikkonen, K, Pohjamies N et al (2022) Competencies of clinical nurses in university hospitals: a cross-sectional study. Nordic Journal of Nursing Research 42(4): 195-202.

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