Nursing Professional Development Specialist (RN), Emergency Services Adult

Nursing Professional Development Specialist I

Join our team of dedicated professionals and transform your nursing practice! Stanford Nurses are recognized as bold leaders, compassionate healers, educators, and mentors, providing the highest standards of excellence in care while generating long-term impressions that continue to set SHC apart as the best place to work and thrive. Stanford Nursing offers a wide array of career advancement opportunities, access to the latest technologies and health care innovations, and boasts a workplace culture that encourages personal growth and work-life balance, while honoring its commitment to delivering evidence-based and patient-centered care.

The Stanford Adult Emergency Department is a Level 1 Trauma Center, a designated Comprehensive Stroke Center, Stemi receiving facility, and is Level III Geriatric Accredited. This brand-new state of the art department is designed to enhance every aspect of a patient-centered care experience. As a three-time Lantern Award winning department, the latest medical technologies have been implemented. The treatment spaces consisting of 66 beds and an 11 bed Clinical Decision unit with over 250 patients seen daily. Our emergency department prides itself on compassionate and excellent care working with a diverse population. The Stanford Hospital Adult Emergency Department in Palo Alto is the only Level 1 Trauma Center between San Francisco and the South Bay. It serves the San Mateo and Santa Clara County communities and is a transfer center for facilities across and beyond the state of California that need the specialized expertise that Stanford Medicine offers. The Emergency Department is dedicated to rapid interventions and has designations as a Comprehensive Stroke Center and Chest Pain Center.

The Nursing Professional Development Specialist I (NPDP I) is a registered nurse with NPD practice judgment and expertise who influences professional role competence and growth of learners in a variety of settings with the desired outcome of improved population health. The NPDP I supports learners in interprofessional practice and learning environments to facilitate continuous development and learning for the healthcare team. The NPDP I is responsible for utilizing the Scope and Standards of NPD Practice and Professional Performance to provide the framework that delineates the expected level of professional performance as an NPD practitioner; describes the duties that all NPD practitioners are expected to perform competently as the minimum guidelines for practice.

Additionally, the NPDP I assumes seven key roles including a learning facilitator, change agent, mentor, leader, champion for 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 compassionate, evidence-based nursing practice.

What you will do

• Learning Facilitator: Uses the educational design process and adult learning principles to bridge the knowledge, skills, and/or practice gaps identified through learning needs assessment and evaluation of outcomes.
• Change Agent: Actively works to transform processes at micro, meso, and macro systems. The NPDS uses change management strategies and theories to drive desired outcomes.
• Mentor: Advances the profession of nursing and the NPD specialty by contributing to the professional development of others and supporting ongoing professional learning as individuals develop across practice, professional and educational settings.
• Leader: Influences the interprofessional practice and learning environments, the NPD specialty, the profession of nursing, and healthcare.
• Champion for inquiry: Promotes a spirit of inquiry, the generation and dissemination of new knowledge, and the use of evidence to advance NPD practice, guide clinical practice, and improve the quality of care for the healthcare consumer/partner.
• Advocate for NPD specialty: Actively supports, promotes, and demonstrates nursing professional development as a nursing practice specialty.
• Partner for practice transitions: Supports the transition of nurses and other healthcare team members across practice and learning environments, roles, and professional stages.

Responsibilities filled by the NPDS I include:

• Onboarding/orientation: Develops, coordinates, manages, facilitates, conducts, and evaluates onboarding and orientation programs for nursing & other healthcare personnel.
• Competency management: Assesses, measures, documents, and supports competency, and addresses deficiencies in staff members and team competence.
• Education: Uses educational design process to plan, implement, and evaluate educational initiatives to address practice gaps for identified target audiences to achieve specific outcomes related to identified deficits or opportunities for improvement in knowledge, skill, and/or practice. Uses knowledge and skills to evaluate how educational initiatives enhance the professional development of nurses and other healthcare personnel. Supports the provision of continuing nursing education and collaborates with other professions to design, manage, implement, coordinate, and evaluate interprofessional continuing education.
• Professional Role Development: Assists others in their professional role development, practice role transitions, and succession planning. NPDS I may coach others, and coordinate, facilitate conduct, and evaluation activities that promote professional role development and role transition.
• Collaborative Partnerships: Teaches, coordinates, serves as liaison, and/or advises nurses and other learners concerning education and learning. NPDS I enters intro collaborative partnerships both within and external to the organization.
• Inquiry: Promotes and integrates the science of NPD specialty to continuously improve practice and promote inquiry in patient care settings. NPDS I may conduct, evaluate, encourage, consume, facilitate, and/or participate in the inquiry, including dissemination of findings
• In addition, as a role model of professional behavior, the Nursing Professional Development Specialist I is instrumental in creating a professional nursing environment within the organization contributing to the provision of optimal care and promotion of health at an individual 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 I practice include learning, change, and professional role competence and growth. The NPDS I contributes to the provision of optimal care and promotion of health at an individual and global level.
• 1. Learning: Supports the acquisition of knowledge, skills, abilities, and attitudes upon which to base practice.
• 2. Change: Supports the adaptation of new behaviors and processes in practice.
• 3. Professional role competence and growth: Supports performance that meets defined criteria based on specialty areas, content, and model of practice in addition to advancement through Benner's stages of clinical development or progression.

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 Practitioner 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 meet requirements of external regulatory and accrediting organizations.
• Ability to evaluate and document the academic performance and clinical competency of staff, identifying staff 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 a learning facilitator, change agent, mentor, leader, champion of scientific inquiry, advocate for NPD specialty, and partner for practice transitions.
• Ability to demonstrate SHC 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

Education Qualifications

• Bachelor's degree in Nursing from an accredited university -or-
• Master's degree in Nursing and equivalent coursework in curriculum development, adult learning needs assessment, and learning outcome measurement from an accredited college or university, required

Experience Qualifications

• 4 years of progressively responsible nursing experience, including 1 year as nurse educator or equivalent elsewhere

Licenses and Certifications

• California Registered Nurse (RN) license
• American Heart Association Basic Life Support (BLS)
• Advanced Cardiac Life Support (ACLS) certification issued by the American Heart