Supplementary material – thematic analysis of domains of competence in educator competency frameworks items mapped to multiple domains are marked with *(two categories), †(three), and ‡(four) 1. teaching and facilitating learning actively engaging learners (bing-you et al. 2009) apply basic instructional skills (olivares et al. 2017) being a teacher (ahmady et al. 2020) clinical preceptor (walsh et al. 2015) clinical supervisor (kleiman and mooney 2008) clinical teaching (heflin et al. 2009) commitment to teaching (walter et al. 2018) content (of teaching and learning) (stp presidential taskforce 2013) delivery of teaching (yeates et al. 2008) direct teaching and supervision (geraci et al. 2010) †education (teaching, curriculum, assessment) (kuhn et al. 2002) educational action (görlitz et al. 2015) educational supervision and support (euract 2012) encourages self-directed learning (harris bj et al. 2012) excellence in scholarly teaching (harris bj et al. 2012) excellence in teaching practice (sawatzky et al. 2009) execution (of teaching) (molenaar et al. 2009) facilitate learning (national league for nursing 2005; knox et al. 2020) facilitate student development (walter et al. 2018) facilitate student learning (poindexter 2013) facilitate the learner`s educational goals (bing-you et al. 2009) *facilitates learning and creates effective learning environments (young et al. 2010) †facilitating (learning, professional development, assessment) (ross and stenfors-hayes 2008) facilitating learning (tucker 2017) facilitation of learning (canadian nurses association 2004; gueorguieva et al. 2016) facilitator (harden r.m. and crosby 2000) *facilitator and mentor (harden r. m. and lilley 2018) fosters effective teaching and learning relationships (young et al. 2010) foster learning in the clinical setting (olivares et al. 2017) general pedagogical knowledge (moynihan et al. 2015) goal setting and individual teaching (hsu et al. 2014) guiding personal and professional development (of learners) (academy of medical