Staff Development/Education Manager - Registered Nurse (RN) - Ambulatory

The Staff Development Manager supports the organization in advancing high‑reliability, staff development, and a culture of safety. Under limited supervision, provides leadership in the development, assessment, management, and evaluation of interdisciplinary professional practice, clinical education, quality improvement, patient and staff safety, and the integration of research into practice with the development/integration of measurement outcomes. Assists interdisciplinary leadership in the development of organizational and departmental initiatives in the areas of clinical practice, staff development, customer service, education, research, and performance improvement. Responsible for utilizing principles of adult learning in the assessment, planning, implementation, and evaluation phases of the educational process for clinical and non-clinical staff. Serves as a resource for clinical staff in the delivery of safe patient care. Leads the planning, development, coordination, and evaluation of educational programs.

Education:

Bachelor’s degree in nursing required; master���s degree in nursing education preferred or a commitment to attain a master’s degree within 5 years

Experience:

A least 5 years of related/clinical experience in a healthcare environment; experience with educational programming, evidence-based practice, and/or research. Ambulatory experience is preferred.

Licensures, Certification:

• Current Maryland RN license
• Lean Six Sigma Green Belt (LSSGB) within 1 year
• CPR certified; CPR instructor within 6 months
• MD driver’s license

Skills:

• Excellent interpersonal communication skills necessary to interact effectively with a wide variety of constituents.
• Excellent organization, verbal and written communication, problem solving and team facilitation skills.
• Skilled in leading, motivating, and developing others
• Knowledge of nursing and adult educational theories in order to assess, plan, implement and evaluate quality educational programs
• Analytic skills necessary in order to develop and evaluate educational programs and assess learning needs of staff.
• Skilled in using a computer and a variety of personal productivity applications (Excel, PowerPoint, Outlook, etc.)
• Skilled at building and modifying educational programs in Learning Management Systems, for the adult learner.
• Management and clinical skills in order to work effectively with executive management, physicians, and other disciplines
• Ability to exercise judgment in interpreting and applying standards of care, policies, procedures, and processes.
• Ability to review, analyze and develop clinical summaries of patient charts and identify the need for physician peer review.
• Knowledge of medical terminology and navigation of electronic medical records.
• Skill in conducting investigations, including chart reviews and timelines, in order to address customer service, employee safety, patient safety and quality issues. 
• Skill in providing consultation, coaching, and support to clinical and non-clinical staff
• Ability to facilitate improvement, specifically Comprehensive Systematic Analyses which may include RCAs, ACAs and FMEAs.
• Familiar with the Model for Improvement – PDSA.
• Knowledge of process improvement principles and ability to lead teams toward fixing reoccurring issues.
• Ability to gather, create reports, interpret and analyze data.
• Ability to manage multiple assignments and effectively organize and prioritize workload
• Strong working knowledge of outpatient clinical processes

Principal Duties and Responsibilities:

Assessment

• Develops and conducts learning needs assessment to staff annually - please note that this role educates multiple classifications within Health Partners, including: Medical Assistants, Patient Services Assistants, Medical Secretaries, Surgical Schedulers, RNs, Sonographers, Physical Therapists, Physicians, etc.
• Validates identified needs with key stakeholders
• Documents evidence of professional practice gaps in a manner that facilitates the educational planning process
• Collects data systematically and purposefully from a variety of sources including direct observation of clinical and non-clinical staff, nurses and the inter-professional healthcare team, professional organizations, regulatory agencies, consumers, healthcare experts, health-related t