Professional Development Generalist

At Houston Methodist, the Nursing Professional Development Leader I (PDL I) position is an entry-level nursing professional development position primarily practicing in the hospital central department, or learning environment, with emphasis on core hospital-based programs impacting a variety of nursing and interdisciplinary learners. This position progressively builds knowledge and skill in the facilitation of learning through active participation in Nursing Professional Development (NPD) responsibilities and collaborating on teams.

The PDL I position influences the professional practice of nursing and other healthcare learners, to create a positive impact on the patients and families served, as well as overall population health. This NPD practitioner, guided by the organization's mission and vision, facilitates ongoing learning, change, and role competence and growth through engaging with learners in the following areas of responsibility including inquiry, competency management, collaborative partnerships, orientation/onboarding, role development, and education.

In each area of responsibility, the PDL I position may assume the role of learning facilitator, change agent, mentor, champion of inquiry, advocate for NPD specialty, and a partner for practice transitions.

Exempt

EDUCATION

• Bachelor’s degree or higher from an accredited school of Nursing
• Master’s degree in education field preferred

EXPERIENCE

• Four years nursing clinical experience
• Nursing professional development experience preferred

LICENSES AND CERTIFICATIONS

Required

• RN
  - Registered Nurse
  - Texas State Licensure
  - Texas Board of  Compact Licensure – Must obtain permanent Texas license within 60 days (if establishing Texas residency)
  and
• BLS
  - Basic Life Support or Instructor (AHA) - American Heart Association and
• Magnet ANCC-recognized Certification (HM) within 6 months

Preferred

• ACLS
  - Advanced Cardiac Life Support or Instructor (AHA)
  or
• PALS
  - Pediatric Advanced Life Support or Instructor (AHA)

KNOWLEDGE AND ABILITIES

• Demonstrates the skills and competencies necessary to safely perform the assigned job, determined through ongoing skills, competency assessments, and performance evaluations
• Sufficient proficiency in speaking, reading, and writing the English language necessary to perform the essential functions of this job, especially with regard to activities impacting patient or employee safety or security
• Ability to effectively communicate with patients, physicians, family members and co-workers in a manner consistent with a customer service focus and application of positive language principles
• Acts as an effective change agent
• Ability to apply evidence-based practice
• Demonstrates ability to plan, organize, and follow through on assignments and/or projects
• Exhibits leadership abilities including collaboration, consultation, and coaching skills
• Demonstrates proficient time management skills
• Ability to utilize adult learning theory; knowledge of current educational technologies
• Maintains Working knowledge of electronic resources, including Microsoft applications

PEOPLE ESSENTIAL FUNCTIONS

• Promotes a positive workplace environment which is conducive to ongoing professional learning, to advance individual, departmental, organization, or system-level goals. Strives to support role transitions, clinical ladder advancement, professional certification, and excellence recognition programs.
• Engages in collaborative partnerships with internal and external stakeholders, including through Shared Governance participation, to drive professional development initiatives and achieve optimal results.
• Serves as a clinical resource utilizing effective communication skills. Utilizes peer-to-peer accountability towards improvement of department score for employee engagement.

SERVICE ESSENTIAL FUNCTIONS

• Participates in the delivery of core, entity-wide learning activities, and may collaborate with other practitioners or interdisciplinary team members. Applies the education process through completion of an assessment, identification of practice gaps (including lack of knowledge, skill, or inability to translate knowledge into practice),…