Must have basic knowledge of adult learning principles and demonstrated ability to facilitate learning in a work environment.
Acting in the role of learning facilitator, change agent, mentor, leader, champion for scientific inquiry, advocate for their specialty, and partner for practice transitions the team member applies advanced knowledge of clinical specialty in the delivery of evidenced-based practice and education interventions using the educational design process to bridge the knowledge, skills, and/or practice gaps identified through a needs assessment.
Collects data and information to validate an identified gap in professional practice and to determine the specific knowledge, skill, or practice deficit or opportunity needed. Investigates issues, trends, and supporting data to determine the needs of individuals, organizations, and communities (prioritizing macrosystem needs).
Analyzes cost and anticipated return on investment for learning activities, programs, and projects. Transforms processes at multiple levels through inspiration, initiation, adoption, and sustainment of and adaptation to change using project management and improvement processes.
Develops context-specific outcomes based on organizational stakeholders’ and learners’ values, goals, current evidence, and regulations. Establishes a plan that prescribes strategies, alternatives, and resources to achieve expected outcomes. Incorporates theories pertaining to learning and behavioral change while designing educational materials and programs.
Promotes the generation and dissemination of new knowledge and use of evidence to guide clinical practice, improves patient care and foster lifelong learning. Role models practices for creating and sustaining positive learning and practice environments.
Assesses learner characteristics, including learning styles and learning needs for program development. Creates an effective learning environment, demonstrates proficiency in use of technology. Evaluates the outcomes of staff education, functions in the roles of both teacher and facilitator. Implements a variety of teaching strategies tailored to the learner’s characteristics, learning needs, cultural perspectives, and outcome objectives. Plans programs that are culturally relevant and that incorporate concepts of multicultural and multigenerational education.
Advises in the design, development, implementation, and evaluation of materials, learning environments (i.e. virtual), and teaching strategies appropriate to the situation and learner’s developmental level, learning needs, readiness, ability to learn, and culture.
Exhibits system thinking throughout the planning process. Develops partnerships to enhance health care through interprofessional initiatives (i.e. quality improvement, organizational excellence initiatives) and coordinates integrated educational services.
Supports the transition of healthcare team members across learning and practice environments, roles, and professional stages.
Must be flexible to meet educational needs of night shift and weekend shift employees. Demonstrates clinical competencies in providing direct patient care and patient and family education as well as assisting the provider in the delivery of patient care. Demonstrates leadership and organizational skills with the ability to communicate effectively and collaboratively with others.
