AIM: To explore the experiences of healthcare educators in providing support for student well-being / mental health whilst undertaking formal health professional training programs, including clinical placement and identify educator concerns, strategies and preparedness. BACKGROUND: With increasing evidence of well-being concerns within the healthcare student population and the need for resilience and well-being cultures within healthcare, much literature proposes what healthcare educators must and should do to support student well-being. A healthcare educator's role encompasses well-being support
however, little is known about the impact supporting student well-being has on the educator. DESIGN: A scoping review using the Joanna Briggs Institute Manual for Evidence synthesis methodology was undertaken. METHOD: A systematised search of CINAHL, Medline OVID, Medline EBSCO, PubMed, Embase, EmCare, PsycInfo, Cochrane review, Google scholar and TRIP databases was conducted. 719 papers were screened and 12 papers identified to meet eligibility criteria for inclusion in this review. RESULTS: Four themes were identified: educators perceive students to be under stress, educators experience role conflict when supporting student well-being, educators experience personal stress when supporting student well-being and educators identified strategies to support student well-being and their own knowledge. CONCLUSION: The review identified a significant absence of literature understanding the experiences of healthcare educators when providing student well-being support and reinforces the urgent need to explore and understand the healthcare educators experience in much greater depth. Understanding how we can best support healthcare educators will ensure they are equipped to better support students' well-being in healthcare programs and clinical placements.