Nursing Professional Development Specialist (RN)

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Day - 08 Hour (United States of America)

At Stanford Health Care, we support and encourage life-long learning through professional growth and continuing education. The Center for Education and Professional Development (CEPD) offers opportunities for healthcare professionals to expand their knowledge and skills in leadership and clinical practice. The CEPD offers a variety of educational activities from livestream webinars to onsite, live offerings focused on clinical practice, leadership development, self-care/wellness, and communication.

Stanford Health Care Center for Education and Professional Development provides advanced professional learning opportunities to all SHC employees and to the surrounding healthcare community. Although the primary target audience is nursing staff at SHC, the CEPD offers educational activities suitable for multidisciplinary healthcare team members. Content areas include clinical practice, research and innovation, leadership, and professional development. In addition to offering educational activities for ANCC continuing nursing education contact hours, the CEPD offers programs with California Board of Registered Nurses continuing education contact hours and coordinates Life Support Training courses for staff and the community.

This is a Stanford Health Care job.

A Brief Overview
The Nursing Professional Development Specialist (NPDS) is a registered nurse who influences professional role competence and professional growth of learnings in a variety of settings. The NPDS supports lifelong learners in an interprofessional environment that facilitates continuous development and learning for the healthcare team. Also responsible for utilizing the Standards of NPD Practice and Professional Performance to provide the framework that delineates the expected level of professional performance as NPDS; describe the dutire that all NPDS are expected to perform competenly as the minimum guidelines for practice. The incumbent in this role uses and develops the tools, theories, skills, and knowledge of the speciality to improve the healthcare practice of learners and advance the practice of the NPD specialty. Additionally, the NPDS has expertise in multiple practice roles including; learning facilitator, change agent, mentor, leader, champion for scientific inquiry, advocate for NPD specialty, and partner for practice transitions,to support the organization in the provision of quality patient care by helping to ensure the clinical competence of nursing staff and foster the delivery of evidence-based nursing practice.

Locations
Stanford Health Care

What you will do
  • Employees must abide by all Joint Commission requirements including, but not limited to, sensitivity to cultural diversity, patient care, patients' rights and ethical treatment, safety and security of physical environments, emergency management, teamwork, respect for others, participation in ongoing education and training, communication and adherence to safety and quality programs, sustaining compliance with National Patient Safety Goals, and licensure and health screenings.
  • Employees must perform all duties and responsibilities in accordance with the C-I-CARE Standards of the Hospital. C-I-CARE is the foundation of Stanford's patient-experience and represents a framework for patient-centered interactions.
    C-I-CARE
    Executes world class practices of service and patient care in support of C-I-CARE standards.
    Uses C-I-CARE templates and the following components for all communication with patients and staff:
    CONNECT with people by calling them their proper name, or the name they prefer (Mr., Ms., Dr.)
    INTRODUCE yourself and your role
    COMMUNICATE what you are going to do, how long it will take, and how it will impact the patient
    ASK permission before entering a room, examining a patient or undertaking an activity
    RESPOND to patient's questions or requests promptly; anticipate patient needs
    EXIT courteously with an explanation of what will come next.
  • Must perform all roles and responsibilities/duties in accordance with the Service Standards of the Hospital. The roles of the NPDS include:
    1. Learning Facilitator: Uses the educational design process to brifge the knowledge, skills, and/or practice gaps identified through a needs assessment.
    2. Change Agent: Actively works to transform processes at micro, meso, and micromanagement levels through inspiration, initiative, adoption, and subtainment of and adaptation to change using project management and improvement processes.
    3. Mentor: Advances the profession by contributing to the professional development of others and supporting lige-long learning as individuals develop across practice, professional and educational settings.
    4. Leader: Influences the interprofessional practice and learning environments, the NPD specialty, the profession of nursing, and healthcare.
    5. Champion for scientific inquiry: Promotes the generation and dissemination of new knowledge and the use of evidence to advance NPD practice, guide clinical practice, and improve patient care.
    6. Advocate for NPD specialty: Actively supports, promotes, and demonstrates nursing professional developmet as a nursing practice specialty.
    7. Partner for practice transitions: Supports the transition of nurses and other healthcare team members across learning and practice environments, roles, and professional stages.
  • Responsibilities are the required duties of the NPDS including onboarding/orientation, competency management, education, professional role development, integration of research/evidence-informed practice/quality improvement, and collaborative partnerships The Nursing Professional Development Specialist collaborates with the leadership team and staff regarding patient care and staff performance issues, participates in setting standards, and maintains knowledge and skills in the areas to which assigned.
    Responsibilities filled by the NPDS include:
    1. Onboarding/orientation: Develops, coordinates, manages, facilitates, conducts, and evaluates clinical onboarding/orientation programs for nursing & other healthcare personnel.
    2. Competency management: Assesses, measures, documents and supports competency, and addresses deficiencies in staff members' competence.
    3. Education: Creates, manages, implements, coordinates, and evaluates continuing educational activities to address practice gaps for identified target audience developed to achieve specific outcomes to identified gaps in knowledge, skills, or practice.
    4. Professional Role Development: Identification and development of strategies to facilitate a continuous process of maturation through lifelong learning that allows for role transition, role integration, skill acquisition and succession planning.
    5. Research/Evidence-based Practice/Quality Improvement: Promotes and integrates science of NPD specialty to continuously improve practice. In addition, promotes research, EBP, QI in patient care settings. NPDS may conduct, encourage, participate in research, EBP, QI, including dissemination of findings.
    In addition, as a role model of professional behavior, the Nursing Professional Development Specialist is instrumental in creating a professional nursing environment within the organization contributing to the provision of optimal care and promotion of health at an invidivudal and global level by supporting learning, change, and professional role competence and growth to meet the needs of diverse units and departments.

    The primary outcomes of NPDS practice include learning, change, and professional role competence and growth. The NPDS contributes to the provision of optima care and promotion of health at an invidivudal and global level.
    1. Learning: Supports the acquisition of knowledge, skills, abilities, and attitudes upon which to based practice.
    2. Change: Supports the adaptation of new behaviors and proceses in practice.
    3. Professional role competence and growth: Supports performance that meets defined criteria based on specialty ares, contect and model of practice in addition to advancement through Benner's stages of clinical development or progression.

Education Qualifications
  • BACHELOR'S DEGREE IN NURSING FROM AN ACCREDITED UNIVERSITY.
  • MASTERS IN NURSING AND EQUIVALENT COURSEWORK IN CURRICULUM DEVELOPMENT, ADULT LEARNING THEORY, LEARNING NEEDS ASSESSMENT, AND LEARNING OUTCOME MEASUREMENT FROM AN ACCREDITED COLLEGE OR UNIVERSITY.
  • Incumbents hired into this position after September 1, 2019, must posses a BSN and be enrolled in an accredited Masters of Science (MSN) in Nursing Education program or Masters in Nursing and receive the Master's degree within two (2) years of job acceptance.

Experience Qualifications
  • FOUR (4) YEARS OF PROGRESSIVELY RESPONSIBLE NURSING EXPERIENCE, INCLUDING ONE YEAR AS A
    NURSE EDUCATOR OR EQUIVALENT ELSEWHERE.
  • (Candidates without the required one year of Nurse Educator experience may be hired initially in that classification and subsequently be promoted to Nursing Professional Development Specialist when a business need exists and this requirement is met. Promotion is not automatic, but is in the sole discretion of management).

Required Knowledge, Skills and Abilities
  • Ability to apply a professional nursing code of ethics and professional guidelines to clinical practice.
  • Ability to apply Scope and Standards of Practice for Nursing Professional Development Specialist to role functions.
  • Ability to be a resource for all employees assigned area of specialization.
  • Ability to plan, implement, evaluate and revise professional development and continuing education programs for nursing staff at the unit and organization-wide levels.
  • Ability to design curricula and programs that reflect sound education principles, incorporate evidence-based practice, meet measurable outcomes, and that meet requirements of external regulatory and accrediting organizations.
  • Ability to evaluate and document the academic performance and clinical competency of staff, identifying staff's and unit's needs, strengths, limitations and opportunities.
  • Ability to plan educational programs for staff with various levels of ability given available resources.
  • Ability to function as an educator, leader, consultant, facilitator, change agent, and researcher.
  • Ability to demonstrate LPCH leadership competencies.
  • Knowledge of adult instructional methods and theories, learning concepts and evaluation.
  • Knowledge of the current theories, principles, practices and standards of as well as emerging technologies, techniques, issues, and approaches in the nursing profession, particularly those applicable to the area of assignment/expertise, the culture of nursing and the health care system, as well as the responsibility and accountability for the outcome of practice.
  • Knowledge of laws, rules and regulations; standards and guidelines of certifying and accrediting bodies; hospital and department/unit standards, protocols, policies and procedures governing the provision of nursing care applicable to the area of assignment.
  • Knowledge of medical terminology; principles and practices of health promotion, risk reduction, illness and disease prevention and management; medications and drugs, common dosages, their physical and physiological effects, and possible adverse reactions, as related to assigned area.
  • Knowledge of medical and professional nursing ethics and patient privacy rights.
  • Knowledge of computer systems and software used

Licenses and Certifications
  • RN - Registered Nurse - State Licensure And/Or Compact State Licensure required
  • BLS - Basic Life Support required
  • NPD - Nursing Prof Development required within 1 1/2 Yrs

These principles apply to ALL employees:

SHC Commitment to Providing an Exceptional Patient & Family Experience

Stanford Health Care sets a high standard for delivering value and an exceptional experience for our patients and families. Candidates for employment and existing employees must adopt and execute C-I-CARE standards for all of patients, families and towards each other. C-I-CARE is the foundation of Stanford's patient-experience and represents a framework for patient-centered interactions. Simply put, we do what it takes to enable and empower patients and families to focus on health, healing and recovery.

You will do this by executing against our three experience pillars, from the patient and family's perspective:

  • Know Me: Anticipate my needs and status to deliver effective care
  • Show Me the Way: Guide and prompt my actions to arrive at better outcomes and better health
  • Coordinate for Me: Own the complexity of my care through coordination

Equal Opportunity Employer Stanford Health Care (SHC) strongly values diversity and is committed to equal opportunity and non-discrimination in all of its policies and practices, including the area of employment. Accordingly, SHC does not discriminate against any person on the basis of race, color, sex, sexual orientation or gender identity and/or expression, religion, age, national or ethnic origin, political beliefs, marital status, medical condition, genetic information, veteran status, or disability, or the perception of any of the above. People of all genders, members of all racial and ethnic groups, people with disabilities, and veterans are encouraged to apply. Qualified applicants with criminal convictions will be considered after an individualized assessment of the conviction and the job requirements.