Tips for VA RN Promotions Laura J. Sarmiento,

Tips for VA RN Promotions Laura J. Sarmiento,

Tips for VA RN Promotions Laura J. Sarmiento, RN, BSN, CHCR Nurse Recruiter El Paso VA Tips for Employee Input Create a folder to collect your information when you first begin working at the VA. Use this folder for records of trainings you attend; details of your involvement in any committees or workgroups; information about any education and/or in-services you provide to staff either inside or outside of your facility; information about professional organizations in which you are involved. When you were first hired or selected for your position, you should have been given a copy of your functional statement. Keep this in

your folder and make notes throughout the year addressing how you are meeting the various dimensions. Meet regularly with your supervisor and ask for feedback about your performance. It is important to formulate goals for yourself each year. These goals should be made in conjunction with your supervisor. Grades and Levels in VA Nursing RANK-INPERSON Nurse I/Level 1 Nurse I/Level 2 Nurse I/Level 3

Nurse II Nurse III --------------Nurse IV ---Nurse V RANK-INPOSITION 7 levels 5 grades A nurse attains NIV or NV only by applying for an established NIV or NV

position. VA Nursings Career Ladder Nurse III Nurse II Nurse I/Level 3 Nurse I/Level 2 Nurse I/Level 1 Education and Experience GRADE EDUCATION TOTAL RN EXPERIENCE

Nurse I / Level 1 Associate Degree in Nursing (ADN) or Diploma in Nursing None GRADE EDUCATION TOTAL RN EXPERIENCE Nurse I / Level 2

Bachelor of Science in Nursing (BSN) None Bachelors degree in a related field with ADN or Diploma ADN or Diploma Approx 1 year Education and Experience GRADE EDUCATION Nurse I / Level 3

Masters degree in Nursing or in a related field with a BSN or Bachelors degree in a related field with ADN or Diploma TOTAL RN EXPERIENCE None MSN from bridge program; no BSN required when a bridge graduate BSN Bachelors degree in a related field with ADN or Diploma ADN or Diploma

Approx 1 - 2 years Approx 2 - 3 years Education and Experience GRADE EDUCATION TOTAL RN EXPERIENCE Nurse II Doctoral degree in Nursing or in a related field

None (and meets basic requirements for appointment) Masters degree in Nursing or in a related field with a BSN or Bachelors degree in a related field with ADN or Diploma MSN from bridge program; no BSN required when a bridge graduate BSN Bachelors degree in a related field with ADN or Diploma Approx 1 - 2 years

Approx 2 - 3 years Education and Experience GRADE Nurse III EDUCATION TOTAL RN EXPERIENCE Doctoral degree in Nursing or in a related field Masters degree in Nursing or in a related field with a BSN or Bachelors degree in a related field with ADN or Diploma

Approx 2 - 3 years MSN from bridge program; no BSN required when a bridge graduate NOTE: It is possible to attain Nurse III with an ADN or Diploma, a Bachelors degree in a related field, and a Masters degree in a related field. Education and Experience GRADE Nurse IV (rank-inposition) EDUCATION

TOTAL RN EXPERIENCE Doctoral degree in Nursing or in a related field Approx 3 - 4 years Masters degree in Nursing or in a related field with a BSN (BSN required for Nurse IV) Approx 4 - 5 years

MSN from bridge program; no BSN required Approx 4 - 5 years Levels of Practice An RN must advance/promote sequentially through each grade/level established at Appointment, Nurse I through Nurse III. This means that an RN cannot skip a grade from Nurse I through Nurse III because Nurse I thru Nurse III is rank-in-person. Example: RN appointed at Nurse I/Level 2 cannot be promoted to Nurse III until he/she has first been promoted to Nurse I/Level 3

and then Nurse II. Levels of Practice (Cont.) However an RN at any grade can apply and be selected for a Nurse IV or Nurse V position, provided they meet the education and years of experience for these grades because Nurse IV and Nurse V is rank-in-position. Example: An RN at Nurse II can apply for and be selected for a Nurse IV position, provided the RN meets the education requirements and the years of experience. Critical Distinctions in Levels of Practice Nurse I: Individual growth and development in clinical practice to increasing levels of self direction. Its all about me!

Nurse II: Unit level contributions and leadership. Its all about us. Nurse III: Sustained leadership resulting in program contributions and outcomes at the unit level and beyond. Scope of Nurse I / Level 1 Delivers fundamental knowledge-based care to assigned clients while developing technical skills. (VA Handbook 5005) New graduate practice focused on safe direct care of a few patients with fundamental, technical skill acquisition and development. Getting oriented to the VA and to nursing. Requires frequent oversight.

Experiencing real-world application of the nursing process. Limited application of critical thinking skills. Depends on rules to guide practice. Inability to use discretionary judgment. Difficulty with prioritizing. Scope of Nurse I / Level 2 Demonstrates integration of bio-psychosocial concepts, cognitive skills, and technically competent practice in providing care to clients with basic or complex needs. (VA Handbook 5005) Gaining confidence, can do more than basics. Perfecting basic skills. Can note meaningful aspects of a situation. Beginning to use guidelines and recognize patterns. Needs help setting priorities. Loses sight of the big picture.

Learning the language of nursing and is beginning to integrate nursing concepts. Scope of Nurse I / Level 2 (Cont.) Increasing independence with periodic oversight by manager or charge nurse. Beginning to direct others. Might begin serving as team leader and precept new LPN or nursing assistant, sharing his/her knowledge. Scope of Nurse I / Level 3 Demonstrates proficiency in practice based on conscious and deliberate planning. Self-directed in goal setting for managing complex client situations. (VA Handbook 5005) Organized and efficient.

Feeling of mastery. Still needs to build speed and flexibility (compared with proficient nurse). Self-directed, technically skilled, provides care to complex patients; beginning to look beyond just their daily assignment to concerns and issues occurring on the unit. Can set goals; manage complex patient situations. Practice includes guiding and directing others who provide care. Provides feedback to manager. Scope of Nurse I / Level 3 (Cont.) Precept or assist with precepting new RN. Has developed skills required for competent performance in an emergent situation; however, competent performance may be interrupted when the nurse is overwhelmed by multiple tasks and/or pressures of leadership. Is developing a grasp of the resources available in the

interdisciplinary team but may have difficulty accessing or maximizing these resources especially in an emergency. Beginning to develop charge nurse responsibilities. Scope of Nurse II Demonstrates leadership in delivering and improving holistic care through collaborative strategies with others. (VA Handbook 5005) Grasps the whole picture. Practice affects unit, team, or work group. Guided by experience. No longer just following the rules. Sensitive to nuances; aware of patterns. Concepts of leadership emerging. Can focus in on problems. Can really see that there are emerging issues on the unit that need to be addressed.

Demonstrates the ability to identify an issue, analyze it, and develop and implement interventions. Scope of Nurse II (Cont.) Picks up on changes in patient condition and acts quickly and appropriately. Organization for patient care is automatic and dynamic. Looks for opportunities to improve practice or functions at the unit level for a group of patients, using group process to accomplish this, for example, organizing, leading, or facilitating interdisciplinary team meetings. Scope of Nurse III Executes position responsibilities that demonstrate

leadership, experience, and creative approaches to management of complex patient care. (VA Handbook 5005) Nurse III must demonstrate performance and leadership that is broad enough to improve the care for a group of patients. The Nurse III is responsible for the documented outcomes at the program or service level. Program or service level outcomes must be broad and complex and can be demonstrated at any organizational level within a facility, VISN, or VACO. Scope of Nurse III (Cont.) In order to be considered for appointment or promotion to Nurse III, outcomes must be documented. Meeting the Practice dimension involves incorporating and implementing the requirements of the other qualification

standards, including: (a) Leading and organizing delivery of care to assure continuity of care and peer accountability for practice, including access to care and discharge planning. (b) Using advanced clinical knowledge/judgment to promote staff involvement in planning, decision making and evaluating outcomes. Scope of Nurse III (Cont.) (c) Functioning as an expert in clinical practice and/or in areas related to the assigned roles and responsibilities. (d) Systematically evaluating current practice, and formulating outcomes for groups of patients and/or organizational processes within area of expertise. (e) Guiding, developing and supporting staff from a leadership perspective. (f) Using professional standards of care, scientific evidence and practice to evaluate programs and/or

service activities. Scope of Nurse III (Cont.) Intuitive grasp of the situation. Deep understanding of the problem. Cant always explain just knows. Reverts to analytical thinking when events are not expected. Has the skills required for immediate, automatic, and seamless performance in an emergent situation. Has confidence in own abilities and is usually calm in the face of clinical emergencies. Creates order in the midst of a chaotic clinical episode. Practice affects programs, service, or medical center

level, with clear outcomes, that improves care for a group of patients. 23 Scope of Nurse III (Cont.) Demonstrates leadership that is sustainable regardless of role. Incorporates professional standards of care and implements broad-reaching evidence-based change. Actively leads groups and takes the lead in practice changes. Is not just assigned to a system-wide committee and sits passively in the meetings. Very interactive; participates and leads subgroups, brings ideas into the committee, takes the

lead for change. Very active, well-known, and easily identifiable for expertise. Dimensions of Nursing Practice and Career Paths The Dimensions of Nursing Practice DIMENSION CRITERIA Practice Practice, Ethics, Resource Utilization Professional

Development Performance, Education/Career Development Collaboration Collegiality, Collaboration Scientific Inquiry Quality of Care, Research Four Career Paths CAREER PATH ROLES

Clinical Direct Care Nurse, Clinical Nurse Leader (CNL) Supervisory Nurse Manager, Assistant Nurse Manager, Nurse Supervisor/Coordinator Advanced Practice Clinical Nurse Specialist (CNS), Nurse Practitioner (NP)

Consultant All other roles not specifically listed above, including: Education, Recruiting, Quality Management, Research, Utilization Management, Informatics, Infection Control, etc. 27 27 Four Career Paths The Qualification Standards have now been applied to four Career Paths. The Career Paths support nursing in

diversified environments of practice. RNs can move seamlessly between Career Paths as the shift among diverse nursing roles. The Qualification Standards for each of the Dimensions are the same in all four Career Paths. Collapsed Nurse Qualification Standard VA handbook Collapsed Nurse Qualification Standard VA handbook 5005 March 2009 Registered nurses who meet the administrative

requirements become eligible for consideration for promotion to a higher grade and must meet the following criteria: (1) Have improved the effectiveness of patient care through the use of more complex skills and application of scholarly knowledge to practice. (2) Have assumed greater responsibility for the improvement of patient care. (3) Have made steady progress toward professional goals for the improvement of patient care. (4) Have demonstrated the ability to perform at the level of professional nursing practice as required in the qualification standard for appointment to the grade to which the registered nurse is being considered for promotion to a higher grade level or advancement to a higher

Microsoft Word 97 - 2003 Document Collapsed Nurse Qualification Standard VA handbook References VA Handbook 5005, Part II, Appendix G6 VA Handbook 5005, Part III, Chapter 4 VACO Office Of Nursing Services: http://vaww.va.gov/NURSING/qualificationstand ards.asp ANA Code of Ethics for Nurses (2010). ANA Standards of Clinical Nursing Practice (1991 edition). Questions?

Thank you! Contact Information: Laura Sarmiento (915)564-6100 Ext 6017 [email protected]

Recently Viewed Presentations

  • Topic 7: Economic Performance and Challenges

    Topic 7: Economic Performance and Challenges

    Inflation Rate: the percentage rate of change in price level over time. Core Inflation Rate: rate of inflation excluding effects of food and energy prices. In order to study long term trends in the inflation rate, economists set aside temporary...
  • PPIs and probiotics

    PPIs and probiotics

    11/17/09: Update to the labeling of clopidogrel bisulfate to alert healthcare professionals about a drug interaction with omeprazole. 5/25/10: Possible increased risk of fractures of the hip, wrist, and spine with the use of proton pump inhibitors. 3/2/11: Low magnesium...
  • Administracin de Empresas Acucolas I  Clase 2 Fabrizio

    Administracin de Empresas Acucolas I Clase 2 Fabrizio

    Hay que gustarse para estar en pareja. Se necesita colaboración. 5 Comunicación Comportamiento = Comunicación. El comportamiento viene de Adentro. Los estímulos de afuera tienen que pasar por el cerebro antes de salir de nuevo. La respuesta depende de como...
  • Science Nights in Wake County

    Science Nights in Wake County

    Wiley International Magnet School: Science Night. Coordinated by PTA parents and teachers to volunteer. Includes hands-on experiences in all of the classrooms, student presenters, Broughton high school students, (assisting presenters), presenters (teachers, parent scientists, college faculty, community scientists, local organizations)
  • Introduction to Educational Psychology: Developing a ...

    Introduction to Educational Psychology: Developing a ...

    Assumptions? Implications? Cognitive processes: IPT Model (1) How can use the activities to explain this model? (attempt to make sense of this model…) (2) Overview of model Applying IPT to the classroom (1) Begin lessons with an activity that attracts...
  • Overview of Injury Research - Penn Engineering

    Overview of Injury Research - Penn Engineering

    All of the samples will be tested, each to a different cyclic load. Review the video to identify the failure cycle and to identify any pre-failure deformation. Statistical analysis of the populations of two stitch types. The stress-strain curve for...
  • Tissue - Mrsjgibbs

    Tissue - Mrsjgibbs

    Tissue as a poem about Conflict. We cause our own conflict: we give things power that don't deserve it such as money and governments. We should treat them as tissue. Symbols of conflict especially terrorism/fundamentalism: Koran, buildings, maps and receipts:...
  • Fitness to Practise Joy Wingfield Short residential course

    Fitness to Practise Joy Wingfield Short residential course

    Fitness to Practise Joy Wingfield Short residential course Session 4 May 15th 2006 Learning Outcomes At the end of this session, you will be able to Describe the key features of the professional regulatory framework for pharmacy Distinguish between professional...