The Center for Advanced Pediatric and Perinatal Education (CAPE) is an endowed program within the Mary L. Johnson Center for Pregnancy and Newborn Services at Lucile Packard Children's Hospital at Stanford (LPCH) and a full-service provider of the resources necessary for simulation-based learning in the biomedical sciences and research in areas including but not limited to adult learning, human performance, patient safety, quality of care, efficiency of care delivery and risk management. Using the aerospace industry as its model, CAPE is making simulation an integral part of daily operations at LPCH, a leading children's hospital devoted to the care of newborns, children, adolescents and pregnant women. CAPE offers innovative, simulation-based pediatric, neonatal and obstetric training programs to local, national and international healthcare professionals, administrators and others. As a component of the Division of Neonatal and Developmental Medicine and Department of Pediatrics in the School of Medicine at Stanford University, CAPE also conducts clinically relevant investigation using simulation as a research methodology and contributes to publications in the fields of human performance and patient safety. CAPE is seeking a Simulation Specialist whose primary role is to lead the development and delivery of state-of-the-art simulation-based learning programs to healthcare professionals who possess a broad range of clinical experience (from novice to expert) and work in a variety of domains as physicians, nurses, respiratory therapists, pharmacists, first responders and hospital administrators. In addition, a Simulation Specialist is expected to be skilled in the understanding and use of the scientific method in order to be able to assist investigators (such as healthcare professionals, engineers, educators, entrepreneurs and others) in designing and implementing protocols using simulation as a research methodology. The person in this position will significantly contribute to CAPE's growth and financial sustainability as the apply their experience in clinical care, simulation and adult learning to program development and implementation, grant writing, research, community collaborations and marketing efforts.
Deliver education programs for faculty development and continuing education using simulation-based education models.
Consult with faculty to design simulation-based scenarios to meet class learning objectives.
Assist with faculty education and related research efforts such as study design, data collections, data and statistical analysis.
Make recommendations on integration of new equipment and technology.
Manage use of simulation resources.
Operate, troubleshoot and maintain task trainers, mannequin-based simulators, computerized simulators, virtual reality procedural trainers and associated supplies and equipment.
May direct and supervise staff and students.
Participate in community outreach programs and other duties as assigned.
Assist in development of curriculum and educational materials. * - Other duties may also be assigned DESIRED QUALIFICATIONS:
At least 2 years of experience in acute clinical care in the field of obstetrics, neonatology, pediatrics, or a related field.
At least 3 years of experience in healthcare education using simulation as a learning methodology.
Advanced degree in health, science, medical education, or related field and five years relevant experience (e.g. MD, RN, NP, PNP, NP, PA, RT, EMT)
EDUCATION & EXPERIENCE (REQUIRED):
Bachelor's degree and three years relevant experience, or a combination of education and relevant experience
KNOWLEDGE, SKILLS AND ABILITIES (REQUIRED):
Demonstrated ability to plan, implement, and evaluate patient simulation scenarios
Ability to handle all situations with tact, professionalism, and diplomacy
Excellent written and verbal communication skills to represent simulation resources to clients and external constituencies
Capable of working with actors who serve as standardized patients
Strong project management skills
Acute or critical care experience in obstetric, pediatric and/or neonatal patient populations, or related field
Clinical knowledge, including physiology and diagnostic and therapeutic procedures performed in these patient populations
Understanding of the tenets of simulation-based training
Ability to leverage clinical experience and skills as a simulation-based instructor to define clear and concise learning objectives and design scenarios appropriate for the target learner audience
Experience with organizational behavior, especially the ability to interact and collaborate successfully with professionals as well as laypersons
Ability to multi-task in order to simultaneously and rapidly respond to learners' actions during scenarios and address any issues arising with simulator and medical equipment and audiovisual technologies
Skill and flexibility to play the role(s) needed to support learning programs
Ability to analyze current curriculum offerings, identify opportunities where simulation is most appropriate and collaborate with faculty and staff to improve and develop new programs that deliver value and contribute to the financial sustainability of CAPE
Knowledge of and experience with the art and science of debriefing
Ability to mentor and provide expert feedback to current and future simulation staff in curriculum design, debriefing, confederate role play and simulation technologies
Ability to integrate expertise into grant applications, research studies and marketing efforts that will contribute to the growth and financial sustainability of CAPE
Experience in the use of digital audiovisual equipment
Proficiency with both Mac and Windows platforms
CERTIFICATIONS & LICENSES:
Frequently stand/walk, sit, perform desk-based computer tasks, twist/bend/stoop/squat, lift/carry/push/pull objects that weigh up to 10 pounds.
Occasionally kneel/crawl, use a telephone, writing by hand, sort/file paperwork or parts, reach/work above shoulders, lift/carry/push/pull objects that weigh up to 40 pounds.
Rarely climb (ladders, scaffolds, or other), grasp lightly/fine manipulation, grasp forcefully, lift/carry/push/pull objects that weigh >40 pounds. * - Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job.
May require extended or unusual work hours based on training and research requirements and business needs.
May travel locally, nationally, or internationally.
Location: School of Medicine, California, United States Schedule: Classification Level:
Stanford is an equal opportunity employer and all qualified applicants will receive consideration without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, veteran status, or any other characteristic protected by law.
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Located between San Francisco and San Jose in the heart of Silicon Valley, Stanford University is recognized as one of the world's leading research and teaching institutions. Leland and Jane Stanford founded the University to "promote the public welfare by exercising an influence on behalf of humanity and civilization." Stanford opened its doors in 1891, and more than a century later, it remains dedicated to finding solutions to the great challenges of the day and to preparing students for leadership in a complex world. The University's thriving diverse community is comprised of nearly 7000 undergraduate students, 9000 graduate students, 2000 faculty members, 1900 postdoctoral scholars, and over 11,000 academic and administrative staff in seven schools including several interdisciplinary research centers and institutes. The campus spreads over 8000 contiguous acres and nearly all undergraduates live on campus. Stanford offers bachelor's and master's degrees in addition to doctoral degrees (PhD, MD, DMA and JD) plus a number of professional and continuing education programs and certifications. More at http://facts.stanford.edu and http://www.stanford.edu.Stanford University is an eq...ual opportunity employer and is committed to increasing the diversity of its faculty. It welcomes nominations of and applications from women, members of minority groups, protected veterans and individuals with disabilities, as well as from others who would bring additional dimensions to the university’s research, teaching and clinical missions.