Description Essential Functions This inventory is not inclusive of all duties, task, and responsibilities; employee may also perform other duties as assigned * Works under the ANA Scope and Standards of Practice in Nursing Professional Development roles established by the Association of Nursing Professional Development (ANPD) to include: Educator, Consultant, Researcher, Facilitator, Change Agent, and Leader. * Adheres to all regulatory requirements (e.g. Ohio Revised Code, The Joint Commission, Centers for Medicare and Medicaid, Ohio Board of Health, etc.) and professional standards (e.g. Code of Ethics, ANA, ONS, AORN, AACN, and ASPAN) as applicable to the specific area of nursing practice. * Participate in formal and informal orientation, education, and development of nursing/UAP/students including weekends and off-shift. * Collaborate on the development and implementation of nursing policy, procedure, and guidelines. * Maintains standards of practice relative to the specific clinical area (e.g. ENA, AORN, AACN, etc.) * Participates in department and system committees and/or task forces as assigned On-boarding and Orientation * Develop, coordinate, manage, facilitate, conduct, and evaluate on-boarding and orientation programs for nursing, UAPs, and students Competency Management * Develop, coordinate, manage, facilitate, conduct, and evaluate competency programs Continuing Education * Create, manage, implement, coordinate, and evaluate educational activities to meet identified practice gaps in knowledge, skill, and attitude of nursing, UAPs, and students * Collaborate with other professions to create, implement, coordinate, and evaluate inter-professional continuing education to meet identified practice gaps in knowledge, skill, and attitude Professional Role Development * Create, manage, implement, facilitate, and evaluate activities that promote professional nurse role development and role transition * Create, coordinate, facilitate, conduct, and evaluate activities that promote professional role development and transition Research/EBP/QI * Integrates best research evidence, educational and clinical expertise, and learner preferences into all programs (e.g. on-boarding, orientation, education, transition-to-practice, etc.) * Conduct, encourage, facilitate, and participate in research, EBP, and QI, including dissemination of findings Program Development * Oversees the systematic collection of data, information, knowledge, and evidence from a variety of sources * Forecasts potential needs based on environmental scanning * Assess and prioritizes macrosystem needs * Differentiates between practice gaps and performance/systems issues and determines appropriate interventions * Involves learners and key stakeholders in formulating expected measurable, context-specific outcomes based on organizational, stakeholders' and learners' values, goals, current evidence, and regulations * Revises outcomes based on trends, evidence, and changes in stakeholders' expectations * Incorporates theories pertaining to learning, behavioral change, motivation, epidemiology, and other frameworks in designing educational materials and programs. * Exhibits system thinking through the planning process * Synthesizes evaluation data to guide decision-making and quality improvement about additional programing needs and current program modifications Quality Improvement (QI), Evidence-based Practice (EBP), and Research * Synthesizes and appraises the best available evidence to recommend practice changes * Applies principles of implementation science to maintain and sustain practice changes * Applies evidence based adult learning practices to program development and delivery * Participate in quality initiatives to improve patient quality