Advanced Practice Educator - Full Time

Job description

Current Employees: If you are a current Staff, Faculty or Temporary employee at the University of Miami, please click here to log in to Workday to use the internal application process. To learn how to apply for a faculty or staff position, please review this tip sheet . The APP Educator is a licensed Advanced Registered Nurse Practitioner or Physician Assistant with System-wide Professional Development responsibilities. S/he demonstrates understanding of APP role at “top-of-license” and serves as a clinical resource and role model within his/her area of expertise. The APP Educator fulfills his/her organizational functions according to the Professional Development (PD) roles of learning facilitator, change agent, mentor, leader, champion for scientific inquiry, advocate for PD specialty, and partner for practice transitions. The APP Educator carries out these responsibilities in alignment with the current 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). Performs roles and responsibilities/duties in accordance with the Mission, Vision, and Goals of UHealth. The roles of the APP Educator include: CORE JOB FUNCTIONS Caring Science Promotes a culture of caring and compassion, Caring Science, and implementation of Caritas Processes® in advanced practice; fosters teamwork and actively contributes to the successful accomplishment of the facility’s goals and mission. 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 theAPP to be accepting and supportive of patient beliefs regarding a higher power if they believe it allows healing. Mentors APPs to conduct activities that meet 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. Teaches needed information for self-care and illness prevention. 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 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. Serves as Resource when needed. Initiates system-wide education projects with significant impact on patient care, expense reduction, safety and/or patient experience. 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 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. Provides in-services, continuing education, serving as resource/super-user/specialist/support, competency development, and proctor skill validation. 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 staff through one or more activities such as formal or informal teaching, participation in Shared Governance groups, professional publications and/or presentations. Supports activities that fullfil academic growth for APPs such as participating inan educational conference, poster presentation, or publication. Leader: Influences the interprofessional practice and learning environments, the PD specialty, and the role or advanced practice in healthcare. Leads/guides clinical 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. Looks for opportunities for continual improvement in patient care and the work environment. Adheres to University and unit-level policies and procedures and safeguards University assets. 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 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 PD practice, guide clinical practice and improve patient care. Facilitates collaborative partnerships. Promotes and participates in research, evidence-based practice, and quality improvement initiatives. Promotes activities such as an evidence-based practice/performance improvement project and/or a methodologic approach to develop a research proposal for Institutional Review Board (IRB). Encourages APPs to engage in behaviors that support research at the organizational level or creates and implements educational curricula designed to facilitate participation in research, literature review, and sharing of findings in common forums. Consults with and serves as a clinical resource for unit management to ensure quality patient care. 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 PD specialty: Actively supports, promotes, and demonstrates professional development as a practice specialty. Attains knowledge and competence that reflects current advanced 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 advanced practice team members across learning and practice environments, roles, and professional stages. Conducts and supports clinical 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 principles of bioethics to elevate the professional, integrating the professional practice model and relationship- based care, care delivery model into their practice. Integrates the Magnet Model components into practice. Supports and encourages activities such as, participation in advanced practice council, committees, task forces, community/recruitment event; member of professional organization; national specialty certification. Critical Thinking 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. Department Specific Functions Onboarding and Orientation a. Assesses and oversees 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 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 quality and interprofessional education. d. Collaborate 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. c. Participates in the planning, approval and evaluation of applicable continuing education programs, conferences, seminars, and workshops. d. Within collaborative partnerships may teach, coordinate, serve as liaison, and advise others concerning education and learning. Technical Competencies: Ability to apply knowledge of Adult Learning theory and practice. Proficiencies in the operation of computer equipment: Ability to compose correspondence and reports. Motor Skills: Ability to input computer data. Interpersonal Skills: Ability to relate cooperatively and constructively with others. Ability to act as a consultant and a negotiator. Mental Abilities: Ability to coordinate the sequence of operations or processes. Organize and prioritize. Analyze situations and develop alternatives. Apply logical thinking to define problems, analyze data, establish facts, and draw valid conclusions. Develop clear, concise policies, procedures, and correspondence; provide clear direction to others. Manage duties in an environment of changing priorities and frequent deadlines. Sensory Requirements: Ability to communicate with others via telephone. Ability to read written documents. Knowledge and experience: Exhibit excellent communication skills, interpersonal relations, leadership, managerial and organizational skills. This list of duties and responsibilities is not intended to be all-inclusive and may be expanded to include other duties or responsibilities as necessary. CORE QUALIFICATIONS Education: Master’s degree in relevant field, doctorate preferred. Certification and Licensing: National Advanced Practice Registered Nurse Certification (APRN) OR national board certification as a Physician Assistant. Current Physician Assistant or APRN license in the State of Florida. Experience: Minimum 5 years of relevant experience. Prior leadership experience preferred. 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. Microsoft Office). The above statements are intended to describe the general nature and primary responsibilities of this job classification. Specific duties and tasks may vary based upon departmental needs. Other duties may be assigned to the above consistent with the knowledge, skills, and abilities required for the job. This a job profile description and not all duties may be assigned to a specific position in each individual department. The University of Miami offers competitive salaries and a comprehensive benefits package including medical, dental, tuition remission and more. 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. As an academic medical center, we are proud to serve South Florida, Latin America and the Caribbean. Our physicians represent more than 100 specialties and sub-specialties, and have more than one million patient encounters each year. Our tradition of excellence has earned worldwide recognition for outstanding teaching, research and patient care. We're the challenge you've been looking for. The University of Miami is an Equal Opportunity Employer. Applicants and employees are protected from discrimination based on certain categories protected by Federal law. Job Status: Full time Employee Type: Staff