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Nurse Educator 3
3 months ago
Current Employees:
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The Nurse Educator 3 is a Registered Nurse with System-wide Professional Development responsibilities.S/he demonstrates understanding of the theoretical basis of nursing and serves as a clinical resource and role model within his/her area of expertise.
The Nurse Educator 3 fulfills his/her organizational functions according to the Nursing Professional Development (NPD) roles of learning facilitator, change agent, mentor, leader, champion for scientific inquiry, advocate for NPD specialty, and partner for practice transitions.
The Nurse Educator 3 carries out these responsibilities in alignment with the current Nursing Professional Development Scope & Standards of Practice and utilizing the nursing process as applied to the specialty (assessment, learning needs and outcomes identification, planning, implementation, and evaluation).
Work Location:
Sylvester Comprehensive Cancer Center
Stem Cell Transplant/Cellular Therapy Inpatient, Apheresis and Bone Marrow Transplant Clinic.
CORE JOB FUNCTIONS
Caring Science
Promotes a culture of caring and compassion, Caring Science, and implementation of Caritas Processes in nursing practice; fosters teamwork and actively contributes to the successful accomplishment of the facility's goals and mission.
model, the NE 3 teaches creative problem-solving to meet the individual needs.
and requests of staff. Educates staff on Caritas Processes, supports and
promotes Caring Science in nursing practice. Serves as a role model for Caring
Science and mindful practices and promote establishment of healing
environments in all areas where nursing is practiced.
Is respectful of individual staff's spiritual beliefs and practices. Creates an environment for the staff that helps them support the patients physically and spiritually. Establishes a helping-trusting relationship with the staff. Responds to each staff member as a whole person, supporting their needs and concerns. Encourages staff to speak honestly about their feelings.
Supports the RN to be accepting and supportive of patient beliefs regarding a higher power if they believe it allows healing.
Mentors' nurses to conduct activities that meet Clinical Ladder criteria such as, developing competencies, precepting new staff, receiving appreciation or recognition letter and/or participating in a medical mission.
Learning Facilitator:
Uses the educational design process to bridge the knowledge, skills, and/or practice gaps identified through needs assessments and environmental scanning.
Adjusts information and expectations based on responses from staff, leadership, colleagues, and cultural variations while addressing and meeting the needs of any language barriers that may be present.
Teaches other staff members both incidentally and/or through formal roles such as preceptor or super-user.
Collaborates with practitioners, leaders, nurses and educators, across departments to integrate the nursing process into the plan of care for a specialized group of patients, while adhering to regulatory, accreditation, specialty standards, and related UHealth policies, procedures, and guidelines.
Change Agent:
Actively works to transform processes at various levels through inspiration, initiative, adoption, and sustainment of, and adaptation to change, using performance improvement processes.
Rapidly grasps problem situations and responds quickly and appropriately. Identifies the need for and activates emergency protocols.
Adapts to changing work demands and environment. Anticipates possible problems and assists nurse leader(s) in the development of contingency plans.
Mentor:
Advances the profession by contributing to the professional development of others and supports life-long learning as individuals develop across practice, professional and educational settings.
Serves as a system-wide role model, mentor, and/or preceptor in area of expertise. Teaches others and suggests process improvements. Provides evidence-based practice suggestions and coaches others to improve, supports changes, and recognizes contribution of others.
Contributes to the knowledge and skill of other members of the nursing staff through one or more activities such as formal or informal teaching, participation in Shared Governance groups, professional publications and/or presentations.
Leader:
Influences the interprofessional practice and learning environments, the NPD specialty, the profession of nursing, and healthcare.
Leads/guides clinical and nursing personnel in system-wide onboarding, orientation, education, ongoing competency, and role development.
Monitors own practices and assists in monitoring and evaluating others for practices related to patient and employee safety and compliance with standards and policies.
Designs education programs that align with the organization's strategic goals and promotes ongoing professional learning. Supports a culture of innovation. Ensures employees are trained on regulatory and accreditation standards, and University policy and procedures.
Administers and maintains accurate employee records related to onboarding, competencies, education, and training.
Contributes to team building through participation in unit programs and meetings.
Contributes to positive morale, using constructive and effective conflict resolution skills. Learns and utilizes the available technology for communication, documentation, and locating information regarding unusual clinical situations, diagnosis, and treatments.
Provides and demonstrates leadership by working as a role model and mentor to enhance patient care.
Assumes leadership roles representing nursing professional development as needed.
Establishes and continuously assesses the effectiveness of the internal controls within the unit and compliance with university policies and procedures.
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.
Promotes activities that meet Clinical Ladder criteria such as, an evidence-based practice/performance improvement project and/or a nursing theory-based, methodologic approach to develop a research proposal for Institutional Review Board (IRB).
Encourages nurses to engage in behaviors that support research at the organizational level or creates and implements educational curricula designed to facilitate nursing participation in research, literature review, and sharing of findings in common forums.
Promotes, encourages, facilitates, conducts and participates in research, evidence-based practice (EBP) and/or quality improvement (QI) activities.
Promotes and integrates the PD specialty to continuously improve his/her
practice.
Utilizes evidence-based practice to facilitate and promote best practice.
Advocate for NPD specialty:
Actively supports, promotes, and demonstrates nursing professional development as a nursing practice specialty.
Attains knowledge and competence that reflects current nursing practice.
Demonstrates commitment to lifelong learning and is responsible for his/her own professional development and maintenance of knowledge regarding the assigned patient population.
Demonstrates an advanced level of competency in the area of practice.Partner for practice transitions:
Supports the transition of nurses and other healthcare team members across learning and practice environments, roles, and professional stages.
Conducts and supports clinical and nursing personnel in onboarding, orientation, education, ongoing competency, Transition to Practice, and role development.
Professional Role Development
Assesses and develops clinical skills activities within established clinical and preceptorship models. Identifies and develops strategies to facilitate a continuous process of maturation through lifelong learning.
Analyzes the role transition, role integration, and skill acquisition & mastery as learners advance from novice to expert in their professions and specialties.
Coordinates programming to facilitate professional role development and practice role transitions, e.g. residencies, fellowships.Communication
Complies with regulatory training guidelines (i.e. HIPAA). Teaches best practices for transition of patient care.
Educates staff on meeting diverse communication needs of patients with Limited English Proficiency (LEP).
Professional Practice Evaluation
Evaluates own professional development in relation to professional practice standards and guidelines, relevant statues, rules, and regulations.
Provides focused constructive feedback and guidance with loving kindness to peers in a manner that provides growth and maintains self-esteem.
Participates in shared governance, following the ANA Code of Ethics to elevate the professional, integrating the professional practice model and relationship- based care, care delivery model into their practice.
Supports and encourages activities that meet Clinical Ladder criteria such as, participation in nursing councils, committees, task forces, community/recruitment event; member of professional nursing organization; national specialty certification.
Encourages staff to examine and question treatment to determine if they are within best practices. Uses sound judgement, decision making criteria, and available resources for drawing conclusions and taking required action. Applies evidence-based practices, approaches and solves problems with a global perspective using creativity and flexibility.
CORE QUALIFICATIONS
Education:
Bachelor's Degree in nursing from an accredited university required.
Master's degree in nursing or related field.
Certification and Licensing:
- Valid Florida Registered Nurse License, ACLS, BLS certification from the American Heart Association required.
- Current, unencumbered Florida Registered Nurse license.
- BMTCN or OCN Certifications required
- BLS Instructor preferred.
- Specialty certification /Board Certification Nursing Professional Development required within 1 year of hire.
Experience:
- Minimum 4 years of progressively responsible nursing experience, including one year as a Nurse Educator or equivalent.
- Minimum 2 years of BMT/Stem Cell Transplant experience
Knowledge, Skills and Attitudes:
- Ability to lead, motivate, develop and train others.
- Ability to work independently and/or in a collaborative environment.
- Ability to exercise sound judgment in making critical decisions.
- Ability to communicate effectively in both oral and written form.
- Ability to maintain effective interpersonal relationships.
- Ability to utilize available technology platforms (with moderate to advanced computer literacy skills, e.g.
Department Specific Functions
Onboarding and Orientation
a.
Assesses and evaluates the process of hiring, orienting, socializing, and integrating an employee to the organization with a focus on retention and growth.
b.Designs/Plans, facilitates, and evaluates orientation of licensed and unlicensed healthcare personnel during onboarding and when changes in roles, responsibilities, and practice settings occur.
c. Develops, coordinates, manages, facilitates, conducts, and evaluates onboarding and orientation programs for licensed and unlicensed healthcare personnel.Education/Competency Management
a.
Assesses, designs, coordinates/conducts/facilitates and evaluates educational programs for nursing and clinical staff based on environmental scanning results:
identified practice gaps, regulatory/accreditation, specialty standards, PI reports, mission/values, policies, procedures, guidelines, and learning needs.
b.
Develops and evaluates activities to achieve specific outcomes related to identified deficits or opportunities for improvement in knowledge, skills, or practice.
c.Creates a learning environment by collaborating with practitioners, leaders, nurses, educators, providers, patient care staff, and unit management in providing continuing nursing education, quality education, and interprofessional education.
d.Collaborates with the educators to develop an education plan for patient care staff to ensure proper use and maintenance of equipment and supplies.
e. Supports ongoing assessment and evaluation of the skills, knowledge, abilities, and judgement of licensed and non-licensed healthcare personnel.f. Measures, documents, and supports competency, and addresses competency deficits in staff members and teams.
Collaborative Partnerships
- Initiates collaborative partnerships and promotes and participates in research, evidence-based practice, and quality improvement initiatives.
- Appraises professional knowledge by partnering with individuals, groups, and/or organizations to share expertise in planning and decision-making to achieve common goals.
- Collaborative partnerships may include interprofessional groups within the organization, academic/practice partnerships, and community partnerships.
- Participates in the planning, approval and evaluation of applicable continuing education programs, conferences, seminars, and workshops.
- Within collaborative partnerships may teach, coordinate, serve as liaison, and advise others concerning education and learning.
UHealth-University of Miami Health System, South Florida's only university-based health system, provides leading-edge patient care powered by the ground breaking research and medical education at the Miller School of Medicine.
Patient safety is a top priority.
As a result, during the Influenza ("the flu") season (September through April), the University Of Miami Miller School Of Medicine requires all employees who provide ongoing services to patients, work in a location (all Hospitals and clinics) where patient care is provided, or work in patient care or clinical care areas, to have an annual influenza vaccination.
Failure to meet this requirement will result in rescinding or termination of employment.The University of Miami is an Equal Opportunity Employer - Females/Minorities/Protected Veterans/Individuals with Disabilities are encouraged to apply. Applicants and employees are protected from discrimination based on certain categories protected by Federal law. Click here for additional information.
Job Status:
Full time
Employee Type:
Staff
Pay Grade:
H15
