Has a designated responsibility to manage the induction process for staff newly appointed to critical care. This includes both those experienced in critical care and those who are new to the area, across a range of different roles. Support completion and ongoing development of embedding CC3N competencies, both at STEPs 1-4 for RNs, nursing associate competencies and healthcare support worker competencies and reporting upwards to the ICU senior leadership team, benchmarking staffing training. Development of the pathways for training and education at all bands to support future proofing and succession planning.
To ensure the appropriate allocation of supervisors / mentors for the induction period in consultation with colleagues in the team. To support, coach and develop the ICU clinical educator support team. To maintain effective, complete and accurate documentation for all learners, updating training episodes in order to demonstrate good record-keeping and compliance with all training required in ICU, that will allow demand-forecasting and development of the needs of the team to ensure compliance to GPICs provision . Pastoral support to all members of the team through the Professional Nurse Advocate (PNAs) route or signposting to the unit PNAS, embedding Team Immediate debrief (TIM and TRiM).
To enable real-time learning, simulation and human factors training. This should support on-going education, learning following incidents, events and reflection on processes though PSIRF training, hi and low fidelity simulation and debriefs, to support clinical care to reduce risks and improve quality. To take a lead in the building and sustenance of a learning culture within the ICU. To support learning through doing as well as training and education away from the bedside through structured programmes To develop key performance indicators to demonstrate how the goals and aims of the ICU educator in order to provide GPICs complaint care in ICU

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