Domain: Clinical Thinking And Judgment

Educational Nurse Coordinator Self Assessment Tool

Foundational to all of the work of the Educational Nurse Coordinator is recognition of the centrality of Patients & Families Note: Shaded behaviors within the domains denote behaviors that also apply to the “Contribution” domain Role Entry/Competent Expert Mastery Comments Domain: Clinical Thinking and Judgment Ability of nurses to use their clinical knowledge to affect patient outcome. It incorporates clinical reasoning, which includes clinical decision-making, critical thinking, and a global grasp of the situation, coupled with nursing skills acquired through a process of integrating formal and experiential knowledge. Nursing Process: Assessment of Learning Needs Recognizes potential learning needs Can develop assessment tools in Independently can perform a and collect data using existing tools collaboration with others to comprehensive learning needs measure individual and group assessment of both individuals Focuses on individual learning learning needs and groups needs

Nursing Process: Analysis (Diagnosis) of Learning Needs Collaborates with others in the Recognizes the relative importance Prioritizes—immediately identification of learning needs and increasingly able to prioritize detecting most important learning needs learning needs in context of the clinical environment Differentiates between learning needs and non-learning needs Nursing Process: Planning/Designing Learning Interventions Uses existing curricula, templates, Plans and designs learning Independently and creatively and tools to carry out educational interventions in collaboration with designs curricula and learning process other leaders interventions that are evidence-based (pedagogy, Updates and revises plans not just clinical evidence) within targeting specific needs the unit/area and beyond

Functions independently in Designs educational content and planning and design of learning programs that are congruent interventions. with benchmarks of excellence in teaching/learning Nursing Process: Implementation of Teaching/Learning Implements existing Implements teaching/learning for Creatively and dynamically Educational Nurse Coordinator Self Assessment Tool teaching/learning plans within own entire unit and begins to extend presents/implements on unit unit: individuals and small groups beyond unit boundaries and beyond, consistent with broad institutional vision, Collaborates on CE development mission, values, and goals and process

Implements CE program Nursing Process: Evaluation of Learning outcomes (testing/measurement) Uses existing tools to test, measure, Evaluates outcomes in terms of Develops reliable and valid and evaluate outcomes instructional objectives and measurement tools to evaluate learning needs outcomes

Evaluates outcomes relative to unit Evaluates outcomes relative to strategic plans unit and institutional strategic plans Develops evaluation tools utilizing resources and literature Clinical Skills Acts as a role model on the unit Demonstrates proficient clinical Certification in clinical practice specialty, if applicable Demonstrates competent practice in clinical specialty Experiential Knowledge Is calculated, analytical and is Is intuitive in familiar situations Has intuitive, immediate governed by guidelines, protocols understanding of educational and procedures Solves problems reliably, utilizing needs in complex situations resources Focuses on immediate educational Utilizes skill and creativity in and learner needs for the unit Plans proactively for both finding solutions to wide range immediate and long term of educational needs, problems, Highly accountable for self educational needs and challenges development in educational role Demonstrates engaged practice and reasoning Educational Nurse Coordinator Self Assessment Tool

Role Entry/Competent Expert Mastery Comments Domain: Systems Thinking Appreciating the care environment from a perspective that recognizes the interrelationships that exist within and across health-care settings. Participates in unit and wider Recognizes the interrelationships Represents educational mission educational meetings and forums that exist across our system and work in every venue in which they practice

Articulates the organizational Incorporates organizational Institutional data and evidence mission, vision, and values mission, vision, and values in drive educational products and educational planning and processes processes

Participates in unit/area Assumes leadership in unit/area Mentors others to assume Professional Practice Model Professional Practice Model leadership roles within the Professional Practice Model

Creates and improves partnerships, functions as liaison to accomplish educational goals

Participates in the implementation Develops strategies for the Identifies areas for potential of necessary change and implementation of necessary change and routes them through communicates rationale for change change appropriate channels, eg., committee, manager, council Communicates requirements for change and assists with evaluation phase Challenges and creates systems to accomplish educational Identifies systems issues that Adapts systems to accomplish goals/ objectives that improve impact educational processes and educational goals/objectives patient care, nursing practice, learning outcomes and clinical outcomes Educational Nurse Coordinator Self Assessment Tool

Role Entry/Competent Expert Mastery Comments Domain: Advocacy Working on another’s behalf, representing the concerns of the patient/family/community, and serving as an agent in identifying and helping to resolve ethical and clinical concerns within the clinical setting. Advocates for the needs of Advocates for the collective needs Advocates for the collective individual learners and preceptors of learners, preceptors, and and/or individual needs of on the unit/area managers learners, preceptors, and managers in complex situations

Demonstrates awareness of Assists in the development of Facilitates development of developmental needs of nurses nurse’s advocacy and moral nurse’s advocacy and moral related to advocacy and moral agency through teaching, agency for patients through agency; role models this in clinical coaching, role modeling and/or teaching, coaching, role arena mentoring modeling and/or mentoring

Serves as an agent for learners and professional nursing educational issues

Role Entry/Competent Expert Mastery Comments Domain: Therapeutic Relationships/Engagement (focus on teaching:learning relationship) A constellation of nursing activities that are responsive to the uniqueness of the patient and family and that create a compassionate and therapeutic environment with the aim of promoting comfort and preventing suffering. Demonstrates empathy to individual Assumes leadership role and learners through orientation and works with others to maintain a beyond supportive environment for learning Invites/inspires others to Incorporates evidence regarding the demonstrate caring practice transition and integration of Values individual talents, and engages others to utilize employees into the new strengths, and skills of all staff, their talents and skills in the environment new and experienced development of others

Functions as an approachable, Models caring practice with patient, and accepting ambassador multidisciplinary team Educational Nurse Coordinator Self Assessment Tool for new employees

Establishes honest, fair, and consistent relationships with colleagues and staff

Role Entry/Competent Expert Mastery Comments Domain: Collaboration/Communication, and Professional Relationships Working with others in a way that promotes and encourages each person’s contributions. It involves inter- and intra-disciplinary work with colleagues and ability to negotiate and resolve conflict. Demonstrates effective Demonstrates exemplary communication skills, both written communication skills and role and verbal models inter- and intra- disciplinary collegiality Develops accountability for timely two way communication

Functions as team player Collaborates with learners, Facilitates collaboration among preceptors, educators, and learners, preceptors, educators, managers/directors to ensure that and managers/directors to instructional &/or educational ensure that instructional &/or processes are congruent with educational processes are standards of excellence congruent with standards of Models positive, constructive, excellence confidential, professional relationships Promotes positive, constructive, confidential, professional relationships in others

Collaborate with the manager and Collaborates with schools of Collaborates with outside unit leadership team to ensure nursing and other departments to agencies and professional mutual benefits for educational ensure mutual benefits for organizations to ensure mutual purposes educational purposes benefits for educational purposes Collaborate with recruitment and Educational Nurse Coordinator Self Assessment Tool retention initiatives with regard to growing and strengthening the nursing workforce

Assesses learning environment and Creates and supports a learning Creates and supports a learning factors that may interfere with the environment that is characterized environment that is teaching:learning process by safe discourse, constructive characterized by safe discourse, feedback, conflict resolution, and constructive feedback, conflict first party communication resolution, and first party communication at the system level

Role Entry/Competent Expert Mastery Comments Domain: Facilitator of Learning and Professional Development The competency in facilitating patient, family, and staff learning. This includes supporting a learning environment characterized by safe discourse, mentoring, and team development. Teaching, along with patient and family learning, is embedded in care. Demonstrates basic computer skills Demonstrates computer skills in Demonstrates advanced related to the practice area in the relation to teaching: learning computer skills work environment, including environments Microsoft Office

Utilizes electronic learning Demonstrates proficiency in the Collaborates in the design of management systems to carry out utilization of the electronic computer based educational educational programs learning management systems programs

Applies competency based Applies competency based Provides leadership and approaches to nursing education approaches to nursing education direction for the implementation and development: orientation, and development: + curricula that of competency based annual requirements, regulatory support lifelong learning, evidence approaches to nursing education requirements and policy/procedures based practice, and professional and development accountability

Understands the three domains of Develops instructional objectives Creates, designs, and carries out learning (cognitive, psychomotor, in the cognitive and psychomotor affective learning in teaching and affective) utilized in the domains learning situations development of instructional Educational Nurse Coordinator Self Assessment Tool objectives

Supports nurse engagement with Applies developmental principles Constructs targeted programs to their role as articulated in the (Novice to Expert) to the design meet the developmental needs Professional Development and implementation of educational of nurses at all levels Framework programming

Identifies opportunities for staff to Creates opportunities for staff to enhance their professional growth enhance their professional within the unit/area growth within and beyond the unit/area

Mentors others in educational processes

Contributes to the available knowledge/evidence in relation to education of practicing nurses Professional Development (self) Assesses own learning needs Sets goals on an ongoing basis to Exhibits evidence of life-long pertaining to educator role and sets enhance development in the nurse learning and ongoing self developmental goals in a self educator role development directed manner

Actively seeks out opportunities for Beginning evidence of advancing Evidence of advancing own educator role development professional identity: professional identity: . Membership in professional . Active participation in organization professional organization, . Familiarity with literature in ie: NNSDO, specialty education &/or clinical . Certification in education specialty . Formal education (e.g.: certificate, MSN, etc) Presents educational content at unit/ . Publishing articles in orientation programs on the Presents at educational programs professional nursing unit/area within the unit/area and institution literature . Presentation at regional or Educational Nurse Coordinator Self Assessment Tool

national meetings

Role Entry/Competent Expert Mastery Comments Domain: Response (responsiveness; sensitivity) to Diversity: The sensitivity to recognize appreciate, and incorporate differences in the provision of care. Differences may include, but are not limited to, individuality, culture, spiritual beliefs, gender, gender expression, sexual orientation, race, ethnicity, family configuration, lifestyle, socioeconomic status, age, values, etc. Identifies individual learning styles Modifies and utilizes a variety of Utilizes creative and variable and learner needs teaching methods to meet instructional methodologies identified learner needs and that address specific individual learning styles or programmatic needs and learning styles

Identifies learning barriers based on Creatively removes or minimizes Designs “barrier-free” differences barriers educational interventions and programming

Recognizes and values an Participates in the promotion of an Models and teaches environment that embraces environment that embraces responsiveness to diversity diversity in the workplace diversity in the workplace Challenges the status quo to assure the actualization of diversity in the workplace

Role Entry/Competent Expert Mastery Comments Domain: Advancing Practice An ongoing process of questioning and evaluating practice, providing informed practice, and creating practice changes or innovation through research utilization and experiential learning. Evidence based practice Applies current literature/research Incorporates pertinent nursing, Participates in evidence based to problems in the practice area patient care, &/or educational research in education to research into educational programs enhance educational outcomes and materials and patient care

Innovation Educational Nurse Coordinator Self Assessment Tool

Identifies areas for creative Takes on leadership role in Independently seeks out improvement in education and relation to opportunities to influence seeks out resources and avenues to innovations/improvements in evidence based nursing practice address them educational initiatives through the educational process

Clinical Inquiry & Research Reads evidence based articles and Implements change in educational Conducts evaluation research to current literature related to programs based on application of determine the effectiveness of education and specialty current research findings educational programs that meet desired clinical outcomes

Incorporates research into program Participates in research (e.g.: and materials evaluation research, specialty research, etc.) and shares findings in larger forums Performance Improvement (Programmatic) Identifies an area for performance Applies performance improvement Applies performance improvement and seeks (e.g.: PDCA, Lean Process, etc.) improvement methodologies guidance/assistance to improve principles in the process of (PDCA) to continuously process (e.g.: unit orientation continuously enhancing enhance programmatic program, preceptor program, etc.) educational programming impact and contribution to strategic aims

Role Entry/Competent Expert Mastery Comments Domain: Contribution—(See behaviors throughout the document shaded in grey—these behaviors reflect the Contribution domain)

See shaded behaviors imbedded in See shaded behaviors imbedded in See shaded behaviors other domains other domains imbedded in other domains

Role Entry/Competent Expert Mastery Comments Domain: Coordination (of Education)

Coordinates educational resources Collaborates with others to Smoothly manages rapidly Educational Nurse Coordinator Self Assessment Tool and schedule to optimize the coordinate educational activities changing situations; can learning experience (e.g.: consistent anticipate and intervene to preceptor, clinical/didactic content, promote optimal educational opportunity to acquire essential programs and outcomes orientation competencies, etc.) Comments:

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