Introduction: The provision of healthcare in modern health systems is increasingly complex. Healthcare educators are essential to prepare and empower the next generation of nurses. Most healthcare educators are highly skilled clinicians. Yet, a lack of standardised pedagogical preparation can negatively impact education quality, student confidence, student competence and patient outcomes. This scoping review explores interventions that are used to prepare healthcare educators to teach within clinical and simulated environments.



Methods: A scoping review of peer-reviewed English-language articles in the databases MEDLINE, EMBASE, CINHAL, ProQuest, and Cochrane was conducted between 2003 and February 2025. Articles were eligible for inclusion if they explored preparatory interventions to support healthcare professionals to deliver clinical education. Articles exploring medical laboratory-based education were excluded. Data extraction was performed independently by two authors with findings synthesised thematically. Conflicts were resolved by consensus.



Results: A total of 3,619 articles were retrieved, with 3,443 articles undergoing title and abstract screening following the removal of duplicates. Forty articles progressed to full text screening, with 11 studies meeting the inclusion criteria. Results were grouped according to educational outcomes: (1) knowledge, (2) skills, (3) confidence, (4) competence, and (5) self-efficacy. Innovative education strategies such as faculty development and mixed learning approaches can equip healthcare educators with pedagogical knowledge, skills, confidence, competence, and self-efficacy needed to enhance education quality.



Conclusion: Tailored interventions can improve the educational/pedagogical preparation of healthcare educators in simulated and clinical settings. Strengthening preparation will empower a healthcare educator and contribute to a skilled and confident workforce.