Educational Nurse Coordinator Self Assessment Tool
Foundational to all of the work of the Educational Nurse Coordinator is recognition of the centrality of Patients & Families
Note: Shaded behaviors within the domains denote behaviors that also apply to the “Contribution” domain
Role Entry/Competent
Expert
Mastery
Comments
Domain: Clinical Thinking and Judgment Ability of nurses to use their clinical knowledge to affect patient outcome. It incorporates
clinical reasoning, which includes clinical decision-making, critical thinking, and a global grasp of the situation, coupled with nursing skills
acquired through a process of integrating formal and experiential knowledge.
Nursing Process: Assessment of Learning Needs
Recognizes potential learning needs Can develop assessment tools in
Independently can perform a
and collect data using existing tools collaboration with others to
comprehensive learning needs
measure individual and group
assessment of both individuals
Focuses on individual learning
learning needs
and groups
needs
Collaborates with others in the
identification of learning needs
Uses existing curricula, templates,
and tools to carry out educational
process
Nursing Process: Analysis (Diagnosis) of Learning Needs
Recognizes the relative importance Prioritizes—immediately
and increasingly able to prioritize
detecting most important
learning needs
learning needs in context of
the clinical environment
Differentiates between learning
needs and non-learning needs
Nursing Process: Planning/Designing Learning Interventions
Plans and designs learning
Independently and creatively
interventions in collaboration with designs curricula and learning
other leaders
interventions that are
evidence-based (pedagogy,
Updates and revises plans
not just clinical evidence) within
targeting specific needs
the unit/area and beyond
Functions independently in
planning and design of learning
interventions.
Implements existing
Designs educational content and
programs that are congruent
with benchmarks of excellence
in teaching/learning
Nursing Process: Implementation of Teaching/Learning
Implements teaching/learning for
Creatively and dynamically
Educational Nurse Coordinator Self Assessment Tool
teaching/learning plans within own
unit: individuals and small groups
entire unit and begins to extend
beyond unit boundaries
Collaborates on CE development
and process
presents/implements on unit
and beyond, consistent with
broad institutional vision,
mission, values, and goals
Implements CE program
Nursing Process: Evaluation of Learning outcomes (testing/measurement)
Uses existing tools to test, measure, Evaluates outcomes in terms of
Develops reliable and valid
and evaluate outcomes
instructional objectives and
measurement tools to evaluate
learning needs
outcomes
Acts as a role model on the unit
Evaluates outcomes relative to unit Evaluates outcomes relative to
strategic plans
unit and institutional strategic
plans
Develops evaluation tools utilizing
resources and literature
Clinical Skills
Demonstrates proficient clinical
Certification in clinical
practice
specialty, if applicable
Demonstrates competent practice in
clinical specialty
Is calculated, analytical and is
governed by guidelines, protocols
and procedures
Focuses on immediate educational
and learner needs for the unit
Highly accountable for self
development in educational role
Experiential Knowledge
Is intuitive in familiar situations
Has intuitive, immediate
understanding of educational
Solves problems reliably, utilizing needs in complex situations
resources
Utilizes skill and creativity in
Plans proactively for both
finding solutions to wide range
immediate and long term
of educational needs, problems,
educational needs
and challenges
Demonstrates engaged practice
and reasoning
Educational Nurse Coordinator Self Assessment Tool
Role Entry/Competent
Expert
Mastery
Comments
Domain: Systems Thinking Appreciating the care environment from a perspective that recognizes the interrelationships that exist
within and across health-care settings.
Participates in unit and wider
Recognizes the interrelationships
educational meetings and forums
that exist across our system
Represents educational mission
and work in every venue in
which they practice
Articulates the organizational
mission, vision, and values
Incorporates organizational
mission, vision, and values in
educational planning and
processes
Institutional data and evidence
drive educational products and
processes
Participates in unit/area
Professional Practice Model
Assumes leadership in unit/area
Professional Practice Model
Mentors others to assume
leadership roles within the
Professional Practice Model
Creates and improves
partnerships, functions as liaison
to accomplish educational goals
Participates in the implementation
of necessary change and
communicates rationale for change
Develops strategies for the
implementation of necessary
change
Communicates requirements for
change and assists with evaluation
phase
Identifies systems issues that
impact educational processes and
learning outcomes
Adapts systems to accomplish
educational goals/objectives
Identifies areas for potential
change and routes them through
appropriate channels, eg.,
committee, manager, council
Challenges and creates systems
to accomplish educational
goals/ objectives that improve
patient care, nursing practice,
and clinical outcomes
Educational Nurse Coordinator Self Assessment Tool
Role Entry/Competent
Expert
Mastery
Comments
Domain: Advocacy Working on another’s behalf, representing the concerns of the patient/family/community, and serving as an agent in
identifying and helping to resolve ethical and clinical concerns within the clinical setting.
Advocates for the needs of
Advocates for the collective needs Advocates for the collective
individual learners and preceptors
of learners, preceptors, and
and/or individual needs of
on the unit/area
managers
learners, preceptors, and
managers in complex situations
Demonstrates awareness of
developmental needs of nurses
related to advocacy and moral
agency; role models this in clinical
arena
Assists in the development of
nurse’s advocacy and moral
agency through teaching,
coaching, role modeling and/or
mentoring
Facilitates development of
nurse’s advocacy and moral
agency for patients through
teaching, coaching, role
modeling and/or mentoring
Serves as an agent for learners and
professional nursing educational
issues
Role Entry/Competent
Expert
Mastery
Comments
Domain: Therapeutic Relationships/Engagement (focus on teaching:learning relationship) A constellation of nursing
activities that are responsive to the uniqueness of the patient and family and that create a compassionate and therapeutic environment with the
aim of promoting comfort and preventing suffering.
Demonstrates empathy to individual Assumes leadership role and
learners through orientation and
works with others to maintain a
beyond
supportive environment for
learning
Invites/inspires others to
Incorporates evidence regarding the
demonstrate caring practice
transition and integration of
Values individual talents,
and engages others to utilize
employees into the new
strengths, and skills of all staff,
their talents and skills in the
environment
new and experienced
development of others
Functions as an approachable,
patient, and accepting ambassador
Models caring practice with
multidisciplinary team
Educational Nurse Coordinator Self Assessment Tool
for new employees
Establishes honest, fair, and
consistent relationships with
colleagues and staff
Role Entry/Competent
Expert
Mastery
Comments
Domain: Collaboration/Communication, and Professional Relationships Working with others in a way that promotes and
encourages each person’s contributions. It involves inter- and intra-disciplinary work with colleagues and ability to negotiate and resolve
conflict.
Demonstrates effective
Demonstrates exemplary
communication skills, both written
communication skills and role
and verbal
models inter- and intradisciplinary collegiality
Develops accountability for timely
two way communication
Functions as team player
Models positive, constructive,
confidential, professional
relationships
Collaborate with the manager and
unit leadership team to ensure
mutual benefits for educational
purposes
Collaborate with recruitment and
Collaborates with learners,
preceptors, educators, and
managers/directors to ensure that
instructional &/or educational
processes are congruent with
standards of excellence
Facilitates collaboration among
learners, preceptors, educators,
and managers/directors to
ensure that instructional &/or
educational processes are
congruent with standards of
excellence
Promotes positive, constructive,
confidential, professional
relationships in others
Collaborates with schools of
nursing and other departments to
ensure mutual benefits for
educational purposes
Collaborates with outside
agencies and professional
organizations to ensure mutual
benefits for educational
purposes
Educational Nurse Coordinator Self Assessment Tool
retention initiatives with regard to
growing and strengthening the
nursing workforce
Assesses learning environment and
factors that may interfere with the
teaching:learning process
Creates and supports a learning
environment that is characterized
by safe discourse, constructive
feedback, conflict resolution, and
first party communication
Creates and supports a learning
environment that is
characterized by safe discourse,
constructive feedback, conflict
resolution, and first party
communication at the system
level
Role Entry/Competent
Expert
Mastery
Comments
Domain: Facilitator of Learning and Professional Development The competency in facilitating patient, family, and staff
learning. This includes supporting a learning environment characterized by safe discourse, mentoring, and team development. Teaching,
along with patient and family learning, is embedded in care.
Demonstrates basic computer skills Demonstrates computer skills in
Demonstrates advanced
related to the practice area in the
relation to teaching: learning
computer skills
work environment, including
environments
Microsoft Office
Utilizes electronic learning
management systems to carry out
educational programs
Demonstrates proficiency in the
utilization of the electronic
learning management systems
Collaborates in the design of
computer based educational
programs
Applies competency based
approaches to nursing education
and development: orientation,
annual requirements, regulatory
requirements and policy/procedures
Applies competency based
approaches to nursing education
and development: + curricula that
support lifelong learning, evidence
based practice, and professional
accountability
Provides leadership and
direction for the implementation
of competency based
approaches to nursing education
and development
Understands the three domains of
learning (cognitive, psychomotor,
and affective) utilized in the
development of instructional
Develops instructional objectives
in the cognitive and psychomotor
domains
Creates, designs, and carries out
affective learning in teaching
learning situations
Educational Nurse Coordinator Self Assessment Tool
objectives
Supports nurse engagement with
their role as articulated in the
Professional Development
Framework
Applies developmental principles
(Novice to Expert) to the design
and implementation of educational
programming
Constructs targeted programs to
meet the developmental needs
of nurses at all levels
Identifies opportunities for staff to Creates opportunities for staff to
enhance their professional growth enhance their professional
within the unit/area
growth within and beyond the
unit/area
Mentors others in educational
processes
Assesses own learning needs
pertaining to educator role and sets
developmental goals in a self
directed manner
Actively seeks out opportunities for
own educator role development
Presents educational content at unit/
orientation programs on the
unit/area
Contributes to the available
knowledge/evidence in relation
to education of practicing nurses
Professional Development (self)
Sets goals on an ongoing basis to
Exhibits evidence of life-long
enhance development in the nurse learning and ongoing self
educator role
development
Beginning evidence of advancing
professional identity:
 Membership in professional
organization
 Familiarity with literature in
education &/or clinical
specialty
Presents at educational programs
within the unit/area and institution
Evidence of advancing
professional identity:
 Active participation in
professional organization,
ie: NNSDO, specialty
 Certification in education
 Formal education (e.g.:
certificate, MSN, etc)
 Publishing articles in
professional nursing
literature
 Presentation at regional or
Educational Nurse Coordinator Self Assessment Tool
national meetings
Role Entry/Competent
Expert
Mastery
Comments
Domain: Response (responsiveness; sensitivity) to Diversity: The sensitivity to recognize appreciate, and incorporate differences
in the provision of care. Differences may include, but are not limited to, individuality, culture, spiritual beliefs, gender, gender expression,
sexual orientation, race, ethnicity, family configuration, lifestyle, socioeconomic status, age, values, etc.
Identifies individual learning styles Modifies and utilizes a variety of
Utilizes creative and variable
and learner needs
teaching methods to meet
instructional methodologies
identified learner needs and
that address specific individual
learning styles
or programmatic needs and
learning styles
Identifies learning barriers based on
differences
Creatively removes or minimizes
barriers
Designs “barrier-free”
educational interventions and
programming
Recognizes and values an
environment that embraces
diversity in the workplace
Participates in the promotion of an
environment that embraces
diversity in the workplace
Models and teaches
responsiveness to diversity
Challenges the status quo to
assure the actualization of
diversity in the workplace
Role Entry/Competent
Expert
Mastery
Comments
Domain: Advancing Practice An ongoing process of questioning and evaluating practice, providing informed practice, and creating
practice changes or innovation through research utilization and experiential learning.
Evidence based practice
Applies current literature/research
Incorporates pertinent nursing,
Participates in evidence based
to problems in the practice area
patient care, &/or educational
research in education to
research into educational programs enhance educational outcomes
and materials
and patient care
Innovation
Educational Nurse Coordinator Self Assessment Tool
Identifies areas for creative
improvement in education and
seeks out resources and avenues to
address them
Takes on leadership role in
relation to
innovations/improvements in
educational initiatives
Reads evidence based articles and
current literature related to
education and specialty
Clinical Inquiry & Research
Implements change in educational Conducts evaluation research to
programs based on application of
determine the effectiveness of
current research findings
educational programs that meet
desired clinical outcomes
Identifies an area for performance
improvement and seeks
guidance/assistance to improve
process (e.g.: unit orientation
program, preceptor program, etc.)
Independently seeks out
opportunities to influence
evidence based nursing practice
through the educational process
Incorporates research into program Participates in research (e.g.:
and materials
evaluation research, specialty
research, etc.) and shares
findings in larger forums
Performance Improvement (Programmatic)
Applies performance improvement Applies performance
(e.g.: PDCA, Lean Process, etc.)
improvement methodologies
principles in the process of
(PDCA) to continuously
continuously enhancing
enhance programmatic
educational programming
impact and contribution to
strategic aims
Role Entry/Competent
Expert
Mastery
Comments
Domain: Contribution—(See behaviors throughout the document shaded in grey—these behaviors reflect the
Contribution domain)
See shaded behaviors imbedded in
other domains
See shaded behaviors imbedded in
other domains
Role Entry/Competent
Domain: Coordination (of Education)
Coordinates educational resources
Expert
Collaborates with others to
See shaded behaviors
imbedded in other domains
Mastery
Smoothly manages rapidly
Comments
Educational Nurse Coordinator Self Assessment Tool
and schedule to optimize the
learning experience (e.g.: consistent
preceptor, clinical/didactic content,
opportunity to acquire essential
orientation competencies, etc.)
Comments:
Signature:
coordinate educational activities
changing situations; can
anticipate and intervene to
promote optimal educational
programs and outcomes
Date: