Nurse Clinician II (RN) - PICU Galveston (Nights) (Partial 20-39.99 hrs)
for section headings like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We need to map content.
Given posting: Required Education/Experience, Job Summary, Essential Job Functions (with many subpoints), Salary Range (commensurate with experience - we should NOT create Pay section because it's just "commensurate with experience" which is placeholder? The instruction: never create Pay/Schedule/Benefits sections unless the posting actually states them. It says "Salary Range: Salary commensurate with experience." That's not a specific salary; it's placeholder. So we should NOT create Pay section. No schedule info. No benefits listed. So we may have sections: About the role (maybe Job Summary), Responsibilities (Essential Job Functions), Requirements (Required Education/Experience). Possibly Qualifications (maybe same as Requirements). But we should avoid thin sections. We can combine Required Education/Experience into Requirements. Job Summary into About the role. Essential Job Functions into Responsibilities. Possibly also include a section for "Professional Development" etc? But we should only create headings when there is real specific content. The Essential Job Functions is a big list; we can output as - each bullet. However the content includes many sentences; we can split by sentences? The instruction: Use
- for any list of duties/requirements/benefits. So we need to treat the Essential Job Functions as a list. It contains headings like Professional Practice: Nursing Process etc. Those are subheadings within the list; but we could keep them as part of list items? Might be better to keep as paragraphs? But instruction says use
- for any list of duties/requirements/benefits. The Essential Job Functions is a list of duties, so we should output as
- each duty. However the text includes headings like "Professional Practice: Nursing Process" then sentences. Could treat each heading as a list item with sub-items? Simpler: treat each sentence after a period as separate list item? Might be too granular. Perhaps we can keep the whole Essential Job Functions as a
but that violates instruction to use
- for any list. But it's a list of duties; we could wrap each major bullet (separated by double line breaks?) The original text uses periods and capital letters; not clear list formatting. However we can still output as
- each sentence ending with a period. That would be many items but okay.
Alternatively we could keep as
and note that it's not a list? But instruction says "Use
- for any list of duties/requirements/benefits". The Essential Job Functions is definitely a list of duties, so we should use list.
We'll parse the Essential Job Functions section: It starts after "ESSENTIAL JOB FUNCTIONS:" then includes categories with colons. We'll break by each sentence that ends with a period. Let's extract sentences.
Text after "ESSENTIAL JOB FUNCTIONS:":
"Professional Practice: Nursing Process Assesses, plans, implements, evaluates, and documents the daily care of assigned patients.Identifies nursing diagnoses/patient care needs. Develops and individualizes care plan and revises plan of care as needed.Executes physician's orders for all assigned patients. Administers medications and treatments and delivers culturally congruent and specialty appropriate competent nursing care in accordance with UTMB's policies, procedures, and standards in a caring and compassionate manner.Performs routine technical procedures/skills in specialty area assigned. Patient/Family Teaching & Health Promotion Provides basic patient/family instruction and healthcare teaching based on identified learning needs (patient values, beliefs, barriers, and readiness to learn).Identifies potential impact of family dynamics*.Utilizes evidence-based resources to provide patient/family education.Uses Teach-Back to determine effectiveness and modifies strategies as needed. Care Coordination & Delegation Plans, coordinates, and prioritizes patient care activities according to skill level and work complexity.Maintains safety and continuity of care using methods such as bedside shift report, hand-off tools/processes, inter-disciplinary rounding, etc.Demonstrates effective time management skills.Delegates appropriately, seeking guidance when needed.Demonstrates competent use of technology in the delivery of patient care. Professional Performance: Ethics (legal/regulatory), Advocacy & Culturally Congruent Cares Identifies ethical situations and seeks assistance, if necessary, to resolve.Utilizes available resources when ethical issues arise.Delivers culturally sensitive care using resources to meet the needs of patient/family.Serves as a patient advocate, seeking guidance when necessary. Communication & Collaboration Supports healthy work environment by demonstrating respectful verbal and non-verbal communication with all members of the healthcare team. Seeks assistance for support with challenging communication.Recognizes colleagues when they go above and beyond in demonstrating UTMB’s core values.Plans, coordinates, and prioritizes patient care activities in collaboration with inter-professional team. Leadership Recognizes informal and formal unit/hospital leaders and can educate colleagues regarding unit/hospital leadership.Recognizes unit, nursing, and institutional strategic initiatives and health system goals.Recognizes the importance of financial responsibility to promote fiscal health for the patient, unit and organization. Education, Evidence-Based Practice & Research Attends/participates in unit meetings/activities and supports the philosophy and goals of the unit department and organization.Participates in shared leadership at the unit level*.Participates in unit-based quality improvement activities.Attends in-services and continuing education activities.Participates in one journal club annually*.Completes the UTMB/Vizient™ Nurse Residency Program and completes an evidence-based practice project as required*.Demonstrates commitment to lifelong learning (evidence-based practice, specialty certification, advanced degree, etc.).Demonstrates ability to accept and adopt change by seeking knowledge and needed information.Demonstrates knowledge of how to access and utilize evidence-based resources to guide patient care. Quality, Resources & Safety Identifies patient safety concerns and reports appropriately; addresses immediate safety concerns appropriately.Identifies unit quality metrics/outcomes data and improvement activities; actively engages in discussion, activities related to unit goals.Demonstrates self-care through practices that support personal well-being, personal safety and injury prevention. General Requirements: Completes required specialty specific Competency Based Orientation (CBO) tools by the initial performance evaluation due date for placement in employee file.Actively participates in ongoing self-evaluation of competency using Competency Based Orientation (CBO) tools and e-performance nursing appraisal.Completes the annual self-evaluation on time for competency and performance evaluation.Performs and reports point of care testing (POCT).Prioritizes and organizes work so that required assignments are completed within a specified time frame.Provides and maintains a clean, safe environment and performs and/or assists others to perform proper aseptic technique, isolation procedures and infection control measures.Practices basic cost containment for patients and the unit.Consistently completes accurate, concise and legible documentation for all patient, unit and hospital records (including care delivery and telephone patient related interactions).Competently utilizes electronic forms of communication and documentation.Meets periodic UTMB and unit specific compliance requirements for health screening, training, attendance, safety, and CPR.Adheres to internal controls and reporting structure."
We need to split into sentences. However many sentences lack spaces after periods (like "patients.Identifies"). We'll need to add space? But we can just split by period followed by capital letter or by period and then maybe no space. Simpler: we can keep as paragraphs per category. But instruction says use list for duties. Could we treat each category (Professional Practice, Patient/Family Teaching..., etc.) as list items and inside each have sub-sentences? That may be too complex.
Given time, maybe we can output a
for Essential Job Functions and note that it's a list? But risk violating instruction. However the instruction is strict: "Use
- for any list of duties/requirements/benefits". If we output a
, it's not a list, so violation.
We could output a
where each - contains a category heading and its sentences as
inside? That's still a list.
Thus we can create list items for each major section: Professional Practice: Nursing Process, Patient/Family Teaching & Health Promotion, Care Coordination & Delegation, Professional Performance: Ethics..., Communication & Collaboration, Leadership, Education..., Quality, Resources & Safety, General Requirements.
Each
- can contain the sentences (maybe as
inside). That satisfies using list for duties.
Let's extract each category's content.
We'll parse:
1. Professional Practice: Nursing Process
Sentences:
- Assesses, plans, implements, evaluates, and documents the daily care of assigned patients.
- Identifies nursing diagnoses/patient care needs.
- Develops and individualizes care plan and revises plan of care as needed.
- Executes physician's orders for all assigned patients.
- Administers medications and treatments and delivers culturally congruent and specialty appropriate competent nursing care in accordance with UTMB's policies, procedures, and standards in a caring and compassionate manner.
- Performs routine technical procedures/skills in specialty area assigned.
2. Patient/Family Teaching & Health Promotion
- Provides basic patient/family instruction and healthcare teaching based on identified learning needs (patient values, beliefs, barriers, and readiness to learn).
- Identifies potential impact of family dynamics*.
- Utilizes evidence-based resources to provide patient/family education.
- Uses Teach-Back to determine effectiveness and modifies strategies as needed.
3. Care Coordination & Delegation
- Plans, coordinates, and prioritizes patient care activities according to skill level and work complexity.
- Maintains safety and continuity of care using methods such as bedside shift report, hand-off tools/processes, inter-disciplinary rounding, etc.
- Demonstrates effective time management skills.
- Delegates appropriately, seeking guidance when needed.
- Demonstrates competent use of technology in the delivery of patient care.
4. Professional Performance: Ethics (legal/regulatory), Advocacy & Culturally Congruent Cares
- Identifies ethical situations and seeks assistance, if necessary, to resolve.
- Utilizes available resources when ethical issues arise.
- Delivers culturally sensitive care using resources to meet the needs of patient/family.
- Serves as a patient advocate, seeking guidance when necessary.
5. Communication & Collaboration
- Supports healthy work environment by demonstrating respectful verbal and non-verbal communication with all members of the healthcare team.
- Seeks assistance for support with challenging communication.
- Recognizes colleagues when they go above and beyond in demonstrating UTMB’s core values.
- Plans, coordinates, and prioritizes patient care activities in collaboration with inter-professional team.
6. Leadership
- Recognizes informal and formal unit/hospital leaders and can educate colleagues regarding unit/hospital leadership.
- Recognizes unit, nursing, and institutional strategic initiatives and health system goals.
- Recognizes the importance of financial responsibility to promote fiscal health for the patient, unit and organization.
7. Education, Evidence-Based Practice & Research
- Attends/participates in unit meetings/activities and supports the philosophy and goals of the unit department and organization.
- Participates in shared leadership at the unit level*.
- Participates in unit-based quality improvement activities.
- Attends in-services and continuing education activities.
- Participates in one journal club annually*.
- Completes the UTMB/Vizient™ Nurse Residency Program and completes an evidence-based practice project as required*.
- Demonstrates commitment to lifelong learning (evidence-based practice, specialty certification, advanced degree, etc.).
- Demonstrates ability to accept and adopt change by seeking knowledge and needed information.
- Demonstrates knowledge of how to access and utilize evidence-based resources to guide patient care.
8. Quality, Resources & Safety
- Identifies patient safety concerns and reports appropriately; addresses immediate safety concerns appropriately.
- Identifies unit quality metrics/outcomes data and improvement activities; actively engages in discussion, activities related
- for any list of duties/requirements/benefits. So we need to treat the Essential Job Functions as a list. It contains headings like Professional Practice: Nursing Process etc. Those are subheadings within the list; but we could keep them as part of list items? Might be better to keep as paragraphs? But instruction says use
- for any list of duties/requirements/benefits. The Essential Job Functions is a list of duties, so we should output as
- each duty. However the text includes headings like "Professional Practice: Nursing Process" then sentences. Could treat each heading as a list item with sub-items? Simpler: treat each sentence after a period as separate list item? Might be too granular. Perhaps we can keep the whole Essential Job Functions as a
but that violates instruction to use
- for any list. But it's a list of duties; we could wrap each major bullet (separated by double line breaks?) The original text uses periods and capital letters; not clear list formatting. However we can still output as
- each sentence ending with a period. That would be many items but okay.
Alternatively we could keep as
and note that it's not a list? But instruction says "Use
- for any list of duties/requirements/benefits". The Essential Job Functions is definitely a list of duties, so we should use list.
We'll parse the Essential Job Functions section: It starts after "ESSENTIAL JOB FUNCTIONS:" then includes categories with colons. We'll break by each sentence that ends with a period. Let's extract sentences.
Text after "ESSENTIAL JOB FUNCTIONS:":
"Professional Practice: Nursing Process Assesses, plans, implements, evaluates, and documents the daily care of assigned patients.Identifies nursing diagnoses/patient care needs. Develops and individualizes care plan and revises plan of care as needed.Executes physician's orders for all assigned patients. Administers medications and treatments and delivers culturally congruent and specialty appropriate competent nursing care in accordance with UTMB's policies, procedures, and standards in a caring and compassionate manner.Performs routine technical procedures/skills in specialty area assigned. Patient/Family Teaching & Health Promotion Provides basic patient/family instruction and healthcare teaching based on identified learning needs (patient values, beliefs, barriers, and readiness to learn).Identifies potential impact of family dynamics*.Utilizes evidence-based resources to provide patient/family education.Uses Teach-Back to determine effectiveness and modifies strategies as needed. Care Coordination & Delegation Plans, coordinates, and prioritizes patient care activities according to skill level and work complexity.Maintains safety and continuity of care using methods such as bedside shift report, hand-off tools/processes, inter-disciplinary rounding, etc.Demonstrates effective time management skills.Delegates appropriately, seeking guidance when needed.Demonstrates competent use of technology in the delivery of patient care. Professional Performance: Ethics (legal/regulatory), Advocacy & Culturally Congruent Cares Identifies ethical situations and seeks assistance, if necessary, to resolve.Utilizes available resources when ethical issues arise.Delivers culturally sensitive care using resources to meet the needs of patient/family.Serves as a patient advocate, seeking guidance when necessary. Communication & Collaboration Supports healthy work environment by demonstrating respectful verbal and non-verbal communication with all members of the healthcare team. Seeks assistance for support with challenging communication.Recognizes colleagues when they go above and beyond in demonstrating UTMB’s core values.Plans, coordinates, and prioritizes patient care activities in collaboration with inter-professional team. Leadership Recognizes informal and formal unit/hospital leaders and can educate colleagues regarding unit/hospital leadership.Recognizes unit, nursing, and institutional strategic initiatives and health system goals.Recognizes the importance of financial responsibility to promote fiscal health for the patient, unit and organization. Education, Evidence-Based Practice & Research Attends/participates in unit meetings/activities and supports the philosophy and goals of the unit department and organization.Participates in shared leadership at the unit level*.Participates in unit-based quality improvement activities.Attends in-services and continuing education activities.Participates in one journal club annually*.Completes the UTMB/Vizient™ Nurse Residency Program and completes an evidence-based practice project as required*.Demonstrates commitment to lifelong learning (evidence-based practice, specialty certification, advanced degree, etc.).Demonstrates ability to accept and adopt change by seeking knowledge and needed information.Demonstrates knowledge of how to access and utilize evidence-based resources to guide patient care. Quality, Resources & Safety Identifies patient safety concerns and reports appropriately; addresses immediate safety concerns appropriately.Identifies unit quality metrics/outcomes data and improvement activities; actively engages in discussion, activities related to unit goals.Demonstrates self-care through practices that support personal well-being, personal safety and injury prevention. General Requirements: Completes required specialty specific Competency Based Orientation (CBO) tools by the initial performance evaluation due date for placement in employee file.Actively participates in ongoing self-evaluation of competency using Competency Based Orientation (CBO) tools and e-performance nursing appraisal.Completes the annual self-evaluation on time for competency and performance evaluation.Performs and reports point of care testing (POCT).Prioritizes and organizes work so that required assignments are completed within a specified time frame.Provides and maintains a clean, safe environment and performs and/or assists others to perform proper aseptic technique, isolation procedures and infection control measures.Practices basic cost containment for patients and the unit.Consistently completes accurate, concise and legible documentation for all patient, unit and hospital records (including care delivery and telephone patient related interactions).Competently utilizes electronic forms of communication and documentation.Meets periodic UTMB and unit specific compliance requirements for health screening, training, attendance, safety, and CPR.Adheres to internal controls and reporting structure."
We need to split into sentences. However many sentences lack spaces after periods (like "patients.Identifies"). We'll need to add space? But we can just split by period followed by capital letter or by period and then maybe no space. Simpler: we can keep as paragraphs per category. But instruction says use list for duties. Could we treat each category (Professional Practice, Patient/Family Teaching..., etc.) as list items and inside each have sub-sentences? That may be too complex.
Given time, maybe we can output a
for Essential Job Functions and note that it's a list? But risk violating instruction. However the instruction is strict: "Use
- for any list of duties/requirements/benefits". If we output a
, it's not a list, so violation. We could output a
- where each
- contains a category heading and its sentences as
inside? That's still a list. Thus we can create list items for each major section: Professional Practice: Nursing Process, Patient/Family Teaching & Health Promotion, Care Coordination & Delegation, Professional Performance: Ethics..., Communication & Collaboration, Leadership, Education..., Quality, Resources & Safety, General Requirements. Each
- can contain the sentences (maybe as
inside). That satisfies using list for duties. Let's extract each category's content. We'll parse: 1. Professional Practice: Nursing Process Sentences: - Assesses, plans, implements, evaluates, and documents the daily care of assigned patients. - Identifies nursing diagnoses/patient care needs. - Develops and individualizes care plan and revises plan of care as needed. - Executes physician's orders for all assigned patients. - Administers medications and treatments and delivers culturally congruent and specialty appropriate competent nursing care in accordance with UTMB's policies, procedures, and standards in a caring and compassionate manner. - Performs routine technical procedures/skills in specialty area assigned. 2. Patient/Family Teaching & Health Promotion - Provides basic patient/family instruction and healthcare teaching based on identified learning needs (patient values, beliefs, barriers, and readiness to learn). - Identifies potential impact of family dynamics*. - Utilizes evidence-based resources to provide patient/family education. - Uses Teach-Back to determine effectiveness and modifies strategies as needed. 3. Care Coordination & Delegation - Plans, coordinates, and prioritizes patient care activities according to skill level and work complexity. - Maintains safety and continuity of care using methods such as bedside shift report, hand-off tools/processes, inter-disciplinary rounding, etc. - Demonstrates effective time management skills. - Delegates appropriately, seeking guidance when needed. - Demonstrates competent use of technology in the delivery of patient care. 4. Professional Performance: Ethics (legal/regulatory), Advocacy & Culturally Congruent Cares - Identifies ethical situations and seeks assistance, if necessary, to resolve. - Utilizes available resources when ethical issues arise. - Delivers culturally sensitive care using resources to meet the needs of patient/family. - Serves as a patient advocate, seeking guidance when necessary. 5. Communication & Collaboration - Supports healthy work environment by demonstrating respectful verbal and non-verbal communication with all members of the healthcare team. - Seeks assistance for support with challenging communication. - Recognizes colleagues when they go above and beyond in demonstrating UTMB’s core values. - Plans, coordinates, and prioritizes patient care activities in collaboration with inter-professional team. 6. Leadership - Recognizes informal and formal unit/hospital leaders and can educate colleagues regarding unit/hospital leadership. - Recognizes unit, nursing, and institutional strategic initiatives and health system goals. - Recognizes the importance of financial responsibility to promote fiscal health for the patient, unit and organization. 7. Education, Evidence-Based Practice & Research - Attends/participates in unit meetings/activities and supports the philosophy and goals of the unit department and organization. - Participates in shared leadership at the unit level*. - Participates in unit-based quality improvement activities. - Attends in-services and continuing education activities. - Participates in one journal club annually*. - Completes the UTMB/Vizient™ Nurse Residency Program and completes an evidence-based practice project as required*. - Demonstrates commitment to lifelong learning (evidence-based practice, specialty certification, advanced degree, etc.). - Demonstrates ability to accept and adopt change by seeking knowledge and needed information. - Demonstrates knowledge of how to access and utilize evidence-based resources to guide patient care. 8. Quality, Resources & Safety - Identifies patient safety concerns and reports appropriately; addresses immediate safety concerns appropriately. - Identifies unit quality metrics/outcomes data and improvement activities; actively engages in discussion, activities related
- contains a category heading and its sentences as
- for any list of duties/requirements/benefits". If we output a
- for any list of duties/requirements/benefits". The Essential Job Functions is definitely a list of duties, so we should use list.
We'll parse the Essential Job Functions section: It starts after "ESSENTIAL JOB FUNCTIONS:" then includes categories with colons. We'll break by each sentence that ends with a period. Let's extract sentences.
Text after "ESSENTIAL JOB FUNCTIONS:":
"Professional Practice: Nursing Process Assesses, plans, implements, evaluates, and documents the daily care of assigned patients.Identifies nursing diagnoses/patient care needs. Develops and individualizes care plan and revises plan of care as needed.Executes physician's orders for all assigned patients. Administers medications and treatments and delivers culturally congruent and specialty appropriate competent nursing care in accordance with UTMB's policies, procedures, and standards in a caring and compassionate manner.Performs routine technical procedures/skills in specialty area assigned. Patient/Family Teaching & Health Promotion Provides basic patient/family instruction and healthcare teaching based on identified learning needs (patient values, beliefs, barriers, and readiness to learn).Identifies potential impact of family dynamics*.Utilizes evidence-based resources to provide patient/family education.Uses Teach-Back to determine effectiveness and modifies strategies as needed. Care Coordination & Delegation Plans, coordinates, and prioritizes patient care activities according to skill level and work complexity.Maintains safety and continuity of care using methods such as bedside shift report, hand-off tools/processes, inter-disciplinary rounding, etc.Demonstrates effective time management skills.Delegates appropriately, seeking guidance when needed.Demonstrates competent use of technology in the delivery of patient care. Professional Performance: Ethics (legal/regulatory), Advocacy & Culturally Congruent Cares Identifies ethical situations and seeks assistance, if necessary, to resolve.Utilizes available resources when ethical issues arise.Delivers culturally sensitive care using resources to meet the needs of patient/family.Serves as a patient advocate, seeking guidance when necessary. Communication & Collaboration Supports healthy work environment by demonstrating respectful verbal and non-verbal communication with all members of the healthcare team. Seeks assistance for support with challenging communication.Recognizes colleagues when they go above and beyond in demonstrating UTMB’s core values.Plans, coordinates, and prioritizes patient care activities in collaboration with inter-professional team. Leadership Recognizes informal and formal unit/hospital leaders and can educate colleagues regarding unit/hospital leadership.Recognizes unit, nursing, and institutional strategic initiatives and health system goals.Recognizes the importance of financial responsibility to promote fiscal health for the patient, unit and organization. Education, Evidence-Based Practice & Research Attends/participates in unit meetings/activities and supports the philosophy and goals of the unit department and organization.Participates in shared leadership at the unit level*.Participates in unit-based quality improvement activities.Attends in-services and continuing education activities.Participates in one journal club annually*.Completes the UTMB/Vizient™ Nurse Residency Program and completes an evidence-based practice project as required*.Demonstrates commitment to lifelong learning (evidence-based practice, specialty certification, advanced degree, etc.).Demonstrates ability to accept and adopt change by seeking knowledge and needed information.Demonstrates knowledge of how to access and utilize evidence-based resources to guide patient care. Quality, Resources & Safety Identifies patient safety concerns and reports appropriately; addresses immediate safety concerns appropriately.Identifies unit quality metrics/outcomes data and improvement activities; actively engages in discussion, activities related to unit goals.Demonstrates self-care through practices that support personal well-being, personal safety and injury prevention. General Requirements: Completes required specialty specific Competency Based Orientation (CBO) tools by the initial performance evaluation due date for placement in employee file.Actively participates in ongoing self-evaluation of competency using Competency Based Orientation (CBO) tools and e-performance nursing appraisal.Completes the annual self-evaluation on time for competency and performance evaluation.Performs and reports point of care testing (POCT).Prioritizes and organizes work so that required assignments are completed within a specified time frame.Provides and maintains a clean, safe environment and performs and/or assists others to perform proper aseptic technique, isolation procedures and infection control measures.Practices basic cost containment for patients and the unit.Consistently completes accurate, concise and legible documentation for all patient, unit and hospital records (including care delivery and telephone patient related interactions).Competently utilizes electronic forms of communication and documentation.Meets periodic UTMB and unit specific compliance requirements for health screening, training, attendance, safety, and CPR.Adheres to internal controls and reporting structure."
We need to split into sentences. However many sentences lack spaces after periods (like "patients.Identifies"). We'll need to add space? But we can just split by period followed by capital letter or by period and then maybe no space. Simpler: we can keep as paragraphs per category. But instruction says use list for duties. Could we treat each category (Professional Practice, Patient/Family Teaching..., etc.) as list items and inside each have sub-sentences? That may be too complex.
Given time, maybe we can output a
- each sentence ending with a period. That would be many items but okay.
Alternatively we could keep as
- for any list. But it's a list of duties; we could wrap each major bullet (separated by double line breaks?) The original text uses periods and capital letters; not clear list formatting. However we can still output as
- each duty. However the text includes headings like "Professional Practice: Nursing Process" then sentences. Could treat each heading as a list item with sub-items? Simpler: treat each sentence after a period as separate list item? Might be too granular. Perhaps we can keep the whole Essential Job Functions as a
- for any list of duties/requirements/benefits. The Essential Job Functions is a list of duties, so we should output as