Additionalinformation

Additional Information

Pay Range Compensation is based on the level and requirements of the role. Salary within our ranges may also be determined by your education, experience, knowledge, skills, location, and abilities, as required by the role, as well as internal equity and alignment with market data. Typically, new team members join at the minimum to mid salary range. Minimum to Midpoint Range (Hourly): $96.35 to $111.14

Stanford Medicine Children's Health (SMCH) strongly values diversity and is committed to equal opportunity and non-discrimination in all of its policies and practices, including the area of employment. Accordingly, SMCH does not discriminate against any person on the basis of race, color, sex, sexual orientation or gender identity, religion, age, national or ethnic origin, political beliefs, marital status, medical condition, genetic information, veteran status, or disability, or the perception of any of the above. People of all genders, members of all racial and ethnic groups, people with disabilities, and veterans are encouraged to apply. Qualified applicants with criminal convictions will be considered after an individualized assessment of the conviction and the job requirements, and where applicable, in compliance with the San Francisco Fair Chance Ordinance.

Companydescription

Company Description

At Lucile Packard Children’s Hospital Stanford, we know world-renowned care begins with world-class caring. That's why we combine advanced technologies and breakthrough discoveries with family-centered care. It's why we provide our caregivers with continuing education and state-of-the-art facilities, like the newly remodeled Lucile Packard Children's Hospital Stanford. And it's why we need caring, committed people on our team - like you. Join us on our mission to heal humanity, one child and family at a time. Department Description: This position floats to the following three units: Neonatal Intensive Care Unit, Intermediate Care Nursery and Lucile Packard Special Care Nursery The Neonatal Intensive Care Unit (NICU) is a 40-bed Level IV nursery specializing in care for newborns, which includes the tiniest premature babies and critically ill neonatal infants with a variety of diagnoses and conditions, such as congenital heart disease, pulmonary hypertension, metabolic disorders, and other congenital defects. Some of the interventions we do include ECMO, CVVH, Peritoneal Dialysis and Therapeutic Hypothermia. The Intermediate Care Nursery (ICN) is a 34-bed level II Neonatal Intensive Care Nursery designed to provide care to recovering newborns and those infants requiring level II care. The team cares for infants requiring direct admission from the Delivery Room, the Emergency Department, other hospitals, re-admissions from home, post-surgery cases, as well as more chronic conditions or premature infants from our Level IV NICU. The Lucile Packard Special Care Nursery is a 6-bed, Level II Neonatal Intensive Care Unit (NICU) located within Sequoia Hospital. The team includes Stanford University doctors and Lucile Packard Children's Hospital Stanford nurses. In addition to providing care to the SCN babies our team serves Sequoia Hospital with newborn nursery care and delivery attendance. Job ID: LP_00025726-2661198

Jobdescription

Job Description

JOB SUMMARY

This paragraph summarizes the general nature, level and purpose of the job.

The Clinical Nurse II is an RN that practices as a full partner on the health care team and consistently demonstrates safe practice within the organizational professional practice model.

The Clinical Nurse II possesses the knowledge, skills and the attitude to effectively meet standards for competent professional nursing practice as specified in the Clinical Nurse II job description and exhibits organizational core values which reflect its mission.

The Clinical Nurse II independently provides patient care through the application of the nursing process and accepts accountability for the nursing care of assigned patients. Assigned patients may range in age from infancy to the adult. The Clinical Nurse II demonstrates within the competency domains of Patient and Family Centered Care, Evidence Based Practice and Research, Safety, Continuous Quality Improvement, Teamwork, Technology/Informatics, Professionalism, and Leadership.

The Clinical Nurse II works closely with the inter-professional health care team to facilitate the coordination of care across the continuum. The nurse focuses on expanding the knowledge and skills necessary to provide individualized care based on physical, psychosocial, cultural, educational, safety, and age appropriate considerations of assigned patients.

The Clinical Nurse II seeks feedback in assuming leadership roles and provides feedback for improved clinical practice. The nurse demonstrates how nursing practice impacts the organizational vision, mission, and goals and the care delivery system. The nurse complies with all regulations and standards of regulatory and accrediting bodies.

ESSENTIAL FUNCTIONS

The essential functions listed are typical examples of work performed by positions in this job classification. They are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks, and responsibilities. Employees may also perform other duties as assigned.

Employees must abide by all Joint Commission Requirements including but not limited to sensitivity to cultural diversity, patient care, patient rights and ethical treatment, safety and security of physical environments, emergency management, teamwork, respect for others, participation in ongoing education and training, communication and adherence to safety and quality programs, sustaining compliance with National Patient Safety Goals, and licensure and health screenings.

Must perform all duties and responsibilities in accordance with the hospital's policies and procedures, including its Service Standards and its Code of Conduct.

• Performs all the functions of Clinical Nurse I * PATIENT AND FAMILY CENTERED CARE: Recognizes the patient (or the patient's designee) as the source of control and full partner in providing compassionate and coordinated care based on respect for the patient's preferences, values, and needs. - Manages more complex patient care assignments appropriate to skill level - Participates in building consensus and resolving conflict in the context of patient care - Demonstrates the ability to see the "big picture" - Uses clinical experience and historical patient responses as a way to develop and refine practice - Is able to speak to the patient about advanced care planning, values and end- of- life care before the need for an acute decision arises - Evaluates and considers the implementation of alternative approaches to establishing a healing environment - Engages in problem solving to address complex issues regarding the delivery of safer, high-quality, patient-and family- centered care - Ensures the systems within the area of practice support patient- centered care. * EVIDENCE BASED PRACTICE AND RESEARCH: Evaluates and integrates best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care and system effectiveness. - Utilizes the EBP process: generates clinical questions, searches and evaluates the quality of evidence, considers expert clinical knowledge and patient preferences and values, and applies it to practice - Questions current practice and develops a sense of clinical inquiry - Recognizes and communicates the need for revision of hospital and departmental policies, procedures, practice guidelines, and /or measures for clinical practice evaluation. - Locates current evidence and resources related to clinical practice * SAFETY: Minimizes risk of harm to patients, families, providers and self through system effectiveness and individual performance. - Serves as resource person for safety concerns - Demonstrates skills in problem solving, conflict resolution, and negotiation - Participates appropriately in analyzing errors and designing system improvements * CONTINUOUS QUALITY IMPROVEMENT: Utilizes data and QI methods to identify potential and actual problems and opportunities to provide care that is safe, timely, efficient, effective, and equitable. - Participates in the design, review, and evaluation of QI data and initiatives at the unit level - Integrates QI initiatives into individual plan of care - Links initiatives or projects to PQMS - Focuses efforts to improve the quality of health care - Identifies QI tools, methods, and mindset * TEAMWORK: Effectively engages in the process of cooperation, coordination, and collaboration in their efforts to provide for safe, quality outcomes for patients within an inter and intra-professional teams, including virtual teams. - Continuously plans for improvement in effective team development - Asserts his or her own position or perspective, and supports discussions about patient care and the work environment - Initiates a plan for self-development as team member - Applies leadership skills that support collaborative practice and team effectiveness - Demonstrates team values that orient people to care about performance and the success of others and the organization - Describes the roles and scopes of practice of inter-professional team members, as well as his or her own role within the team * TECHNOLOGY/INFORMATICS: Utilizes appropriate information and technology to communicate, manage knowledge, mitigate error, and support decision making across the continuum. - Serves as a resource for other nurses in for how to document and plan nursing care utilizing technology - Models behaviors that support the implementation and appropriate use of clinical systems and technology in providing safe patient care - Promotes communication technologies that support clinical decision making, error prevention, care coordination and, protection of patient privacy - Searches, retrieves, and manages data needed to make decisions, using information and knowledge management systems - Evaluates information and its source critically, and incorporates selected information into his or her own knowledge base and value system - With nursing colleagues, acts as a champion for clear, concise, and timely documentation - Anticipates unintended consequences of new technology and responds proactively - Demonstrates an understanding of the principles upon which organizational and professional health care information systems are based - Integrates the use of clinical information systems to coordinate and anticipate care across the continuum - Stays knowledgeable about technology on the horizon * PROFESSIONALISM: Demonstrates a commitment to the nursing profession through life-long learning, adherence to the ANA Code of Ethics for Nurses, participation in a professional organization, and advancing community outreach. - Promotes identification and discussion of ethical concerns - Prepares for certification in a specialty - Fosters and supports the development of others through precepting - Identifies opportunities for improved processes related to moral and ethical dilemmas - Promotes the ANA's Code of Ethics for Nurses and professional nursing and organizational standards - Actively delivers constructive feedback to peers with the purpose of fostering development and improving performance - Obtains membership and participates in professional organizations * LEADERSHIP: Effectively collaborates and applies innovative, systems thinking to engage in systematic, evidence-based problem-solving and decision making to promote effective changes within a complex care delivery system supporting the vision of Lucile Packard Children's Hospital/Stanford Children's Health. - Communicates confidently with team members, adapting one's own style of communicating to meet the needs of the team and situation - Identifies and embraces the need for change and new approaches to care when supported by evidence - Demonstrates appropriate use and allocation of resources - Establishes oneself as a credible health care provider and resource - Identifies diverse viewpoints and manages conflict

Qualifications

MINIMUM QUALIFICATIONS

Any combination of education and experience that would likely provide the required knowledge, skills and abilities as well as possession of any required licenses or certifications is qualifying.

Education: Graduate from an accredited nursing program. BSN preferred.

Experience: Minimum 2 years of current neonatal nursing experience in a level III NICU.

License/Certification:

• Registered Nurse by California Board of Registered Nursing
• or
• Temporary Registered Nurse License by California Board of Registered Nursing
• NRP Provider Card by American Academy of Pediatrics (AAP)
• RQI Healthcare Provider Basic Life Support
• or
• Basic Life Support by American Heart Association (AHA)

KNOWLEDGE

These are the observable and measurable attributes and skills required to perform successfully the essential functions of the job and are generally demonstrated through qualifying experience, education or licensure/certification.

• SKILL REQUIREMENTS-Ability to perform functions as described in the position description addendum according to the clinical level. * MACHINE, TOOLS, AND EQUIPMENT OPERATED: Must be proficient in the operation of clinical equipment/machines, computers and technology within the nurse's practice setting. * FISCAL ACCOUNTABILITY AND RESOURCE STEWARDSHIP: Judicious use of materials and supplies in the provision of direct and indirect patient care. Prevention of damage, misuse or loss of equipment in the provision of direct patient care. * SUPERVISION: The Clinical Nurse may be responsible for guiding, assisting and directing unlicensed assistive personnel as defined by the California Nurse Practice Act and/or the organization's policies and procedures.

PHYSICAL REQUIREMENTS

The Physical Requirements and Working Conditions in which the job is typically performed are available from the Occupational Health Department. Reasonable accommodations will be made to enable individuals with disabilities to perform the essential functions of the job.

ADDITIONAL INFORMATION

• PERSON AND FAMILY CENTERED CARE: The nurse places the patient and the family at the heart of every decision and empowers them to be partners in their care. The nurse delivers compassionate and coordinated care based on the patient/family perspective incorporating preferences, values and needs in the plan of care.

Evidence Based Practice and Research: The nurse evaluates and integrates best current evidence with clinical expertise and patient and family preferences and values for the delivery of optimal health care and system effectiveness.

• SAFETY: The nurse minimizes risk of harm to patients, families, providers and self through system effectiveness and individual performance. * CONTINUOUS QUALITY IMPROVEMENT (CQI): The nurse utilizes data and QI methods to identify potential and actual problems and opportunities to provide care that is safe, timely, efficient, effective, and equitable. * TEAMWORK: The effectively engages in the process of cooperation, coordination, and collaboration in an effort to provide for safe, quality outcomes for patients within inter and intra-professional teams, including virtual teams. * TECHNOLOGY/ INFORMATICS: The nurse utilizes appropriate information and technology to communicate, manage knowledge, mitigate error, and support decision making across the continuum. * PROFESSIONALISM: The nurse demonstrates a commitment to the nursing profession through lifelong learning, adherence to ANA's Code of Ethics for Nurses, participation in a professional organization and advancing community outreach. * LEADERSHIP: The nurse effectively collaborates and applies innovative, systems thinking to engage in systematic, evidence-based problem solving and decision making to promote effective changes within a complex care delivery system supporting the vision of Lucile Packard Children's Hospital, Stanford Children's Health. * REFERENCES: The following Competencies and subsequent Knowledge, Skills and Attitudes are based on the latest evidence and recommendations in nursing. Identification of key competencies originated from the Institute of Medicine and expanded to formal use through the Quality Safety Education for Nurses (QSEN) Institute.