Description
SHIFT: Mixed (rotating weekends)
SCHEDULE: Full-time
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The HCA Clinical Education Service Line (CESL) is part of our strategic nursing initiative to create an organizational structure (shared services) focused specifically on clinical education. The CESL will develop and deploy consistent world-class curriculum, content, and programs across HCA's approximately 200 acute care facilities nationwide. The strategy of our center shared services implementation focuses on our amazing clinical educators dedicating their time in high value-add, top of skill efforts with our clinicians. To aid in this effort, HCA will leverage size and scale to share clinical education best practices across the enterprise and help make decisions that will positively impact our patient outcomes.
The Clinical Professional Development Educator (CPDE), with a Medical/ Surgical emphasis, is responsible for enhancing professional practice and the provision of quality patient care by providing evidence-based, quality educational programs and activities that promote professional competency for nursing, inter-professional and non-licensed clinical staff at assigned facility.
Orientation/ Onboarding: The CPDE actively collaborates in the entire orientation/onboarding process. This includes participating in the development, coordination, managing, facilitating, conducting, and evaluating on-boarding and orientation programs for nursing and other healthcare personnel.
Competency Management: The CPDE is responsible to have the expertise in competency assessment in order to participate in the development, coordination, and managing, facilitating, conducting, and evaluating competency.
Education:
Education is designed to improve professional practice and provision of quality care. To accomplish this goal the CPDS participates in designing and identifying educational activities to address practice gaps for identified target audiences, which may include licensed and non-licensed healthcare personal in alignment with HCA and division clinical education request and development processes. These activities are developed to achieve specific outcomes related to identified deficits or opportunities for improvement in knowledge, skill and practice.
Research Evidence-based Practice (EBP)/Quality Improvement (QI): The CPDE must promote and integrate the EBP in order to continuously improve practice. In addition, they promote research, EBP, and QI in patient care settings. CPDS may conduct, encourage, facilitate, and/or participate in research, EBP, and QI, including dissemination of findings.
Collaborative Partnerships: The CPDE collaborates with partners to share experience in planning and decision making to achieve the desired results. Inter-professional collaboration involves multiple healthcare personnel from different professional backgrounds collaborating to deliver the highest quality.
Professional Role Development: Professional role development involves identification and development of strategies to facilitate a continuous process of maturation through lifelong learning. This type of development allows for role transition, role integration, skill acquisition and mastery as learners advance from novice to expert in their professions and specialties.
Quality: Monitors the practices or operations with reference to laws, regulations, guidelines, or industry practices to assess compliance, risk, or exposure while communicating key performance indicators for clinical education service line within their division.
Services:
- Fosters a Service Excellence culture
- Understand nursing units results to identify opportunities to support improvement in internal or external customer satisfaction and/or patient experience.
- Inspires pride in HCA and organizational outcomes by developing a superior clinical identity and culture-of-excellence which inspires higher expectations for care in the physicians, nurses and other clinicia
