Nursing Resident Coordinator job description

Hi all,

 I am interested in putting together a job description for a Resident Coordinator position. If someone out there has the position, could you send me a copy of your job description. I would also like to have an reference information that you can send me towards.

Thank you.

Sharon LaCrosse

slacross@harrisonmedical.org

360-792-8785

2 Responses to “Nursing Resident Coordinator job description”

  1. Ruth Says:

    Here’s a coach job description from Marion General
    Marion General Hospital, Inc.

    General Summary
    Assumes a leadership role in the delivery of Patient Care Services by focusing predominately on evaluating the role and the practice environment for the care-giving team. Streamlines critical processes in the structure of providing care that are universal to all patients: assessments, care plans, shift reports, effective delegation, and integration of the PRIDE principles. Works in a self-directed manner with other members of the healthcare environment to accomplish identified measurable outcomes for patients and staff. Utilizes critical thinking, adult learning principles, coaching and collaborative skills to improve patient care services. Identifies and seeks effective resources to meet patient staff needs.

    Organizational Accountabilities
    • On-site coaching
    • Risk taking rather than blame
    • Preceptors of education
    • Interdisciplinary team
    • Participative and relations
    • Use of problem-solving model
    • Use of Critical thinking model

    Essential Job Functions
    1.Maintains a safe and therapeutic patient care environment.
    2.Demonstrates competence in providing care and services to patients based on the patient’s age specific and/or functional needs.
    3.All employees shall abide by the Health Insurance Portability & Accountability Act (HIPAA) regulations, which help protect the privacy, security, & confidentiality of patient health information.
    4.Responsible for ensuring that person al performance reflects the Mission, Vision and Service Pride Standards.
    5.Translates expected operational outcomes through redesign of the nursing care delivery system and development of a professional environment.
    6.Actively initiates/facilitates/participates in department initiatives; serves to identify and prioritize with other coaches’ issues that need resolution or implementation at the unit level.
    7.Provides “just-in-time” teaching strategies as staff delivers patient care. Is available for 1:1 coaching, team development initiatives, or unit development initiatives. Provides staff development and effective learning situations as needed.
    8.Coaches staff to be successful in today’s complex environment, and throughout changes that are taking place on unit. Understands/practices/teaches change theory.
    9.Seeks out ongoing opportunities for the improvement of patient care and system operations with measurable outcomes.
    10.Identifies and prioritizes operational barriers that hinder performance. Links the appropriate resource to the need, and refers them on for resolution.
    11.Serves as a role model and resource for staff in the care of patients. Models effective communications, physician interactions, critical thinking, risk taking, patient advocacy, and problem solving.
    12.Manages effective linkage and sharing of information among leadership, case management, clinicians, and other members of the healthcare team as needed. Promotes coach role though written and verbal presentations.
    13.Provides measurable and clear expectations with continuous feedback to the assigned unit(s) and individual care givers.
    14.Provides a monthly summary of measurable improvements along with time lines and future plans.
    15.Understands models and accomplishes organizational expectations within established time frames.

    Other Job Functions

    Knowledge and Skills Required/Preferred
    Required:
    1.Work requires the knowledge normally acquired through completion and graduation from an accredited School of Nursing and three to five years of previous experience plus six to twelve months of time on the job.
    2.Work requires a current Ohio license as a Registered Nurse.
    3.Work requires the analytical skills necessary in order to solve technical, or clinical problems that require a professional level of knowledge in a specific discipline and/or design relatively complex plans, systems, and programs.

    Preferred:
    1.Bachelor’s degree in Nursing.

  2. Ruth Says:

    Plan for Education of a Trainer/Coach
    for Relationship & Results Oriented HealthCare

    The following suggestions are based on consultant knowledge of Doctors West and is a draft for guidance. The “coach” referred to in the plan could be me (Ruth Hansten) using email and conference calls, and/or Kathy or Marcy.

    Overarching results of the project:
    ? Improved staff, physician, and patient/family satisfaction
    ? Improved patient safety and clinical results
    ? Staff retention

    The Relationship & Results-Focused Healthcare Trainer/Coach, at the end of his/her education process, based on a thorough understanding and experience with the concepts on which the model is based, will be able to perform the following:
    ? Each step of R&R care expertly: using the principles of delegation. supervision, team leadership, relationship and presence at the bedside and with those coached, critical thinking and emotional intelligence, giving feedback, teamwork, and the 4 Ps. (see more detail below)
    ? Use critical thinking to effectively solve problems
    ? Use training skills to teach staff the concepts with excellent participant evaluations
    ? Use coaching skills to assist other staff in developing their own professional practices
    ? Give feedback to other staff and organizational leadership and function as a change champion

    Specific Performance Skills for R&R Trainer/Coach: The learner must first be expert at performing all of these, then be able to teach and coach these.
    ? Makes assignments flexibly based on intended outcomes and the personnel available, using the 5 rights of teamwork.
    ? Gives initial direction
    ? Makes a plan for the shift with one’s team (4 Ps for day)
    ? Plans checkpoints and breaks
    ? Introduces self and/or team to patients/families using important connection points (i.e. names, roles, privacy, clarity, team members intro)
    ? Initial rounding
    ? Bedside focused interview
    ? Plan end of shift feedback session time
    ? Giving feedback in a reciprocal manner
    ? Delivers a change of shift report or hand-off using the 4Ps
    ? Uses excellent critical thinking problem solving skills
    ? Communicates effectively with members of the interdisciplinary team as well as the bedside nursing care team and shares the patient’s 4 Ps with them.

    Topics

    I. Introduction by Patient Care Leadership: Discover: Why are you embarking on this project? What is being measured and how will we know what progress we are making? How can you articulate these ideas to staff with whom you are working?

    II. Preparation for Learning: Learner reads 3 articles: Capturing the Healing Moments, Outcomes-Based Care (AJN article), and the CE Online Delegation and Supervision of Assistive Personnel: Making Teamwork Work! (all by Hansten) (You have these but if they are missing, please let me know.)

    III. Begin your Journal. Each week, record your thoughts and feelings about your new role. The first week, envision how you will know if you are successful as a coach/trainer for relationship and results-oriented care. What will that look like? Feel like? What will the units be like? How will they be different than they are today? How will you celebrate your success personally as well as a group?
    ? Use the Professional Behaviors: Outcomes-based Patient/Family Centered Care self-assessment today and in one week (rate yourself 1 to 10)

    IV. Roles and Self-Assessment: Learners go to designated units/shifts and collect:
    ? Job descriptions of coworkers
    ? Ask (if not already clear on how this works): How does the healthcare team work together on this shift and in my department? Who makes assignments? How do staff obtain the information they need to do their jobs? Be prepared to discuss this in the learner group and with your coach.
    ? Do Self-Assessment online and notify your coach when you have completed this process.
    ? Begin reading Hansten’s Delegation Book.
    ? Fill in the personal purpose worksheet (4Ps).
    ? Watch a videotape of “I Have a Dream” speech by Martin Luther King. What was the movement’s purpose, picture of the process and their success, the plan for the future, and the part that each person plays? How can a team use the 4Ps for each patient, and for the day’s teamwork? How does this relate to shift reports? What are the 4 Ps for your department and each unit?

    V. The Role of the RN as Leader of the Team
    ? Obtain the nursing practice statute and rules and read those as well as in the Ohio Delegation and Supervision Questions and Answers pamphlet.
    ? Answer the test questions. Check the answers in the Delegation Book (3rd edition, chapter 3, Know Your Practice.)
    ? Identify what tasks each member of the team are able to perform, if the 5 Rights of Delegation and Teamwork would indicate that is possible to delegate based on that situation.
    ? Go to at least one unit and ask the questions on the indicator form. Be prepared to discuss the answers with the unit manager (or assistant managers) and your coach.
    ? Remember to use your journal. Now begin recording any stories, both positive and negative, that you encounter. Keep these in a format that they can be easily shared.

    VI Making Assignments
    ? Review chapters 6 and 7 of the Delegation book: “Know What Needs to be Done” and “Know the Delegate” and read the following classic and current articles:

    o Johnson, Suzanne Hall (1996). Teaching Nursing Delegation: Analyzing Nurse Practice Acts. The Journal of Continuing Education in Nursing 27 (2): 52-58.

    o Kramer, Marlene and Claudia Schmalenberg (2005). Revising the Essentials of Magnetism Tool: There is More to Adequate Staffing than Numbers. JONA 35:4: April, 188-198.

    o Krapohl, Greta and Elaine Larson (1996). The Impact of Unlicensed Assistive Personnel on Nursing Care Delivery. Nursing Economic$ 14 (2) March/April: 99-122.

    o National Council of State Boards of Nursing (1995). Delegation : Concepts and Decision Making-Process. NCSBN, Chicago, Illinois. (Find this and other excellent resources on the web at http://www.NCSBN.org)

    o Neidlinger, Susan, Janet Bostrum, Anne Stricker, Janet Hild, Jian Qing Zhang (1993). Incorporating Nursing Assistive Personnel Into a Nursing Professional Practice Model. Journal of Nursing Administration (March): 29-37.

    o Parsons, Lynn (1997). Delegation Decision-Making. Journal of Nursing Administration 27 (2): 47-52.

    ? Be sure that all assistive personnel are assigned to an RN, not just to a patient.
    ? Be certain that each care delivery assignment includes: time for initial direction, time for checkpoints before and after breaks and meal times, and reciprocal feedback quick check meeting before the end of the shift.
    ? Discuss the assignments made on each unit in your group. Reserve questions for your next session with your coach.

    VII. Steps of Relationship & Results Focused Care:
    ? Review the articles and the handouts related to this process.
    ? Practice introducing self and team members to patients, clearly identifying role and function. Observe staff doing introductions.
    ? Give them feedback about their introductions and any other positive action, and use as many Power of One forms as possible!
    ? Perform “healing moments” interviews with patients (5) and time self. Be certain to report priorities or needs or outcomes to staff caring for the patient that day.
    ? Pull two or three teams together to help them give each other feedback.
    ? Read the family-centered care notes or go on line to review resources at http://www.familycenteredcare.org
    ? Listen to at least 10 shift reports and find the 4 Ps in them. Give feedback to the staff who gave the reports. Ask questions.

    VIII. Coaching
    ? Read Dennis Kinlaw’s book: Coaching for Commitment. San Francisco, Jossey Bass. (My edition is the second, 1999, there may be a third by now.)
    ? Take the PCSI on line. (Personal Communication Styles Inventory), this costs 20 for each person. You can find this at http://www.coachingwell.com. Be ready to discuss the results with your coach.
    ? Use the coaching questions (2 pages) to begin coaching. Use the “Coaching Day” handout to help plan your strategies.
    ? Talk with your coach re: your first coaching days.
    ? Journal.

    IX. Critical thinking and Problem Solving Processes
    ? Read chapter 11, Know How to Evaluate. This chapter introduces the outcomes-based problem solving method using critical thinking skills.
    ? Using the handouts for critical thinking, identify a problem each staff member would wish to work on in a group. Be prepared to hand in the recommendations or solutions to the appropriate person.
    ? Medical Surgical Nurses and other nurses (as applies) to take the Critical Thinking Test. Use the CT Problem Solving Process to review the answers if staff answers do not agree with the test key. Notify Ruth Hansten when you are ready for this step.
    ? Read Goleman and Boyzatis’s book about leadership and emotional intelligence: Primal Leadership.

    REFERENCES

    Alfaro-LeFevre, Rosalinda. 2005. Critical Thinking in Nursing: A Practical Approach. W.B. Saunders.

    Bandman, E. 1988. Critical Thinking in Nursing. Norwalk, CT: Appleton and Lange, pp 5-6.

    Brookfield, Stephen “On Impostorship, Cultural Suicide and Other Dangers: How Nurses Learn Critical Thinking”

    Facione, Sanchez, Giancarlo, Facione, Gainen 1995. The Disposition Toward Critical Thinking:. The Journal of General Education Vol 44, 1.

    Girvan, J. 1989. Enhancing student decision-making through use of critical thinking/questioning techniques. Health Education 20 (7): 48-50.

    Hansten and Jackson. 2004. Clinical Delegation Skills: A Handbook for Professional Practice. 3rd Edition. Jones and Bartlett Publishers.

    Hansten, Ruth and Marilynn Washburn “Individual and Organizational Accountability for Development of Critical Thinking” JONA (November, 1999)

    Hansten, Ruth and Marilynn Washburn “Seven Steps to Shift from Tasks to Outcomes” Nursing Management (July, 1999)

    Hansten, Ruth and Marilynn Washburn “Facilitating Critical Thinking” Journal of Nursing Staff Development (January, 2000)

    Hansten, Ruth and Marilynn Washburn “Outcomes Based Care Delivery” AJN (February, 2001)

    Kyzer, Susan Park “Sharpening your critical thinking skills”. Orthopaedic Nursing Nov-Dec 15 (6): 66-76. (1996).

    Pesut, Daniel and JoAnne Herman 1999. Clinical Reasoning: The Art and Science of Critical and Creative Thinking. New York: Delmar Publishers

    Stark, J. “Critical Thinking for Outcomes-Based Practice”. Seminars for Nurse Manager 4 (3) September: 161-171 (1996)

    Whiteside, Carol “A model for teaching critical thinking in the clinical setting.” Dimensions of Critical Care Nursing 16 (3) May-June: 152-162 (1997).

    http://www.ncsbn.org
    http://www.familycenteredcare.org

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