Senior Specialist Nurse Gynae-Oncology

Employed as a Senior Specialist Nurse, working at an enhanced level of practice or towards advanced practice, completing a master's degree (Level 7) programme or other specialist service training curriculum, in line with their primary professional regulatory body requirements.

Fulfilling the expectations and capabilities of a Senior Specialist Nurse, will be achieved through workplace-based training and assessments and in clinical practice, with support through clinical supervision in own service/speciality area.

The Senior Specialist Nurse will be supported in their professional development and wellbeing, working at the level of enhanced practice, or towards advanced practice, through achievement of the academic requirements and evidence of workplace-based capabilities and competence within their service/speciality.

The Senior Specialist Nurse will be expected to demonstrate and develop proficiency across the four pillars of practice, namely Clinical, Leadership and Management, Education and Research appropriate to their level of practice, and their scope of professional practice.

Full job description available in attached documents

Full job description available in attached documents.

• Practice in compliance with their code of professional conduct, being responsible and accountable for their decisions, actions, or omissions at this level of practice
• Work towards demonstrating a critical understanding of their broadened level of responsibility and autonomy, recognising the limits of their own competence and scope of practice, to include when working with complexity, risk or uncertainty
• Develops own professional judgment skills identifying when to escalate and seek help/guidance, critically reflecting on practice, self-awareness, emotional intelligence and their willingness to change or challenge thought processes.
• Learn to work in partnership with individuals, families and carers, using a range of assessment methods as appropriate (e.g. may include history-taking and physical assessments, holistic assessments, identifying risk factors, mental health assessments, requesting/undertaking and/or interpreting speciality-specific diagnostic tests or procedures, and conducting health needs assessments).
• Develops effective communication skills, supporting people in making decisions, planning care or seeking to make positive health changes, promoting person-centred approaches in health and care.
• Develops effective communication skills with colleagues both internally and/or externally, in verbal, non-verbal and written communication methods, adapting to changing parameters as required; this includes thorough accurate documentation in patient records as required.
• Provides and receives sensitive, complex or contentious information relating to patient care, and communicates information to patients, families or carers with respect, compassion and empathy.
• Works towards increasing knowledge and skills, in order to initiate, evaluate and modify a range of interventions, which may include the prescribing of medications, therapies, lifestyle advice and care.
• Develops professional judgement to manage risk appropriately with support and clinical supervision, especially where there may be complex and unpredictable events, promoting the safety and wellbeing of individuals, families and carers.
• Begins to act as a clinical role model/advocate for developing and delivering care that is responsive to changing requirements, informed by local service and local population health needs, external agencies and/or wider networks, acting as a key worker for own case-loads or service as required.
• Demonstrates evidence underpinning Gynae-Oncology speciality-specific role capabilities and competencies, relevant to the clinical setting and own scope of practice, through the development of a professional portfolio, and in line with any relevant service specific curriculum/frameworks for training.
• Initiate and develop effective relationships, fostering clarity of the role within teams, to encourage productive and efficient working.
• Evaluates own practices, participating in MDT and team evaluations, recognising the impact of enhanced and advanced practice on service function, effectiveness and quality (e.g. care outcomes, patient experience and safety).
• Participate in the inclusive recruitment, appraisal and professional development of team members. Providing supervision, mentoring or line management where appropriate, seeking support from more senior managers as necessary.
• Remains adaptable to change, continually developing own practice in response to changing health policies, new treatments, population needs or social challenges.
• Participates in clinical governance reviews and the investigation of clinical incidents and serious incidents; leads and facilitates others to share lessons learned adapt systems and processes accordingly.
• Supports team members from a managerial perspective including direct line management responsibilities (where required), such as supporting wellbeing, absence management, appraisals and conduct or performance management.
• Recognises the critical importance of wellbeing in self and others, seeking to identify and manage stressors or pressures to promote health and wellbeing.
• Will understand budgetary constraints, and may be required to manage budgets, and support sustainability of service.
• Will actively participate in the development of the team and the service to continuously improve patient care, participating in implementation of relevant national standards and frameworks at a local level.
• Network locally, regionally, nationally and internationally (as required) and seek opportunities to develop the specialist role or service within scope.
• Critically assess and address own learning needs, working to a personal development plan that reflects the breadth of professional development across the four pillars of practice, relevant to the practitioners own clinical service and scope.
• Engages in relevant professional Higher Education Institution (HEI) Academic Level 7 post-graduate studies, and self-directed learning as needed, meeting the academic requirements of the course to achieve required training and qualifications; this may include a range of classroom-taught and blended learning approaches, and a range of assessments methods (e.g. Observed Structured Clinical Examinations, exams, written assignments or other methodologies as set by the HEI).
• Critically reflect to maximise own clinical skills and knowledge development, with evidence demonstrated in own professional portfolio of evidence.
• Engage with performance reviews and appraisal processes, as required in own clinical service area and in line with OUH requirements: Additionally, participating in Clinical Supervision and/or tripartite review meetings with both Clinical Supervisors, Academic Supervisors from the HEI and Line Managers, if undertaking any apprenticeship.
• Advocate for, and contribute to, a culture of departmental, service, and organisational learning, to inspire future and existing staff.
• Where appropriate act as an educator within own scope of capability and competence, to develop teaching skills (with supervision or support where required) and seeking to instil confidence in others and share best practices.
• Identify and address the educational needs of patients, families, carers and staff involved in the delivery of this service, supporting an appropriate learning environment, and contributing to the delivery of education as required.
• Develop and support a knowledge rich enquiry culture where research values are fostered, promoted and encouraged.
• With support as required, engages in research activities, upholding good research practice guidelines, in order to develop evidence-based strategies that can be applied to enhance quality, safety, productivity, value or wellbeing.
• Evaluate and audit own clinical practice, selecting and applying valid, reliable methods, then acting on the findings as appropriate with support as required.
• Develop and assist in the implementation of robust local governance systems and systematic documentation processes, keeping the need for modifications under critical review.
• Begin to critically appraise and synthesis the outcomes of relevant research and evaluations, using results to underpin own practice and inform that of others.
• Begin to identify gaps in knowledge or evidence bases and explore how these may be addressed via safe and pragmatic solutions, seeking to understand needs for further research to strengthen evidence.
• Contribute to service or organisational research activities, which may include being involved as an educator, recruiter, investigator, and/or developing bids to apply for research funding.
• Coordinate and participate in ongoing service review and evaluation, including seeking and monitoring patient experience and quality outcomes, addressing any opportunities or concerns identified
• Complete any required Level 7 MSc academic research elements, in a topic area relevant to own clinical service and or professional practice (e.g. submitting an MSc Research Proposal/Dissertation/Thesis linked to own clinical speciality), and present research evidence and findings to the Service and/or Organisation, in order to enhance learning and facilitate change.
• Disseminate best practice research findings and quality improvement projects.

Oxford University Hospitals NHS Foundation Trust is one of the largest NHS teaching trusts in the country. It provides a wide range of general and specialist clinical services and is a base for medical education, training and research. The Trust comprises four hospitals - the John Radcliffe Hospital, Churchill Hospital and Nuffield Orthopaedic Centre in Headington and the Horton General Hospital in Banbury.

Our values, standards and behaviours define the quality of clinical care we offer and the professional relationships we make with our patients, colleagues and the wider community.We call this Delivering Compassionate Excellence, and its focus is on our values of compassion, respect, learning, delivery, improvement and excellence.These values put patients at the heart of what we do and underpin the quality healthcare we would like for ourselves or a member of our family. Watch how we set out to deliver compassionate excellence via the OUH YouTube channel.

In 2023NHS England launched its first sexual safety charter, and our Trust proudly signed it. We pledge zero tolerance for inappropriate sexual behaviour and commit to the ten core principles Oxford University Hospitals promotes a safe, respectful hiring environment. If you want to make a difference with us, come and join our team. Together, we will uphold the highest standards of care and professionalism.

Essential: - Registered Nurse (NMC); - First level degree in nursing; - Demonstrable evidence of ability to study at Level 7 (either previous Level 6 or level 7 study).; - Relevant specialist (post basic) academic programme (up to MSc level) relevant to recruiting clinical area/speciality.

Desirable: - Leadership Course or Qualification

Essential: - Significant consolidated experience within gynae-oncology for the role; - Proven evidence of management ability and leadership skills; - Experience of clinical governance practices, audit, service evaluation or quality improvement in clinical practice; - Ability to appraise evidence, using analytical and problem-solving skills to inform decision-making, and ability to respond to sudden unexpected demands.

Desirable: - Experience of change management

Essential: - Ability to appraise evidence, using analytical and problem-solving skills to inform decision-making, and ability to respond to sudden unexpected demands.; - Commitment to evidencing own professional development, capabilities and competency development via work-based assessments and use of a portfolio.; - Ability to recognise and analyse complex situations, utilising decision-making skills to take appropriate action; - Flexibility to work a variety of shifts, which may include days/weekends or nights, as required to complete training and clinical supervision in practice, and dependent on service needs.

Desirable: - Evidence of delivering educational teaching and associated evaluations, internally and/or externally to the organisation