ANPD believes no matter your role in the practice of nursing professional development (NPD), you belong in our community. That’s why our Specialty Spotlight series is highlighting members furthering NPD goals in unique and invaluable ways. Today, the spotlight is on Amy Ashe, MSN, RN, CEN, TCRN, CPEN, CAVRN, service line nurse educator for Atrium Health’s Capacity Command Center in Charlotte, North Carolina.

Can you describe your career journey, and how you ended up in your current role?

I graduated with my BSN in 2004 and immediately began working in a Level-1 emergency trauma center. This experience was pivotal in cementing my passion for emergency trauma nursing. Through this role, I recognized the necessity of establishing robust clinical education programs for our frontline teammates. After many years of working in adult and pediatric emergency/trauma, I transitioned into a new role within the transfer center. I functioned in preceptor and team lead positions for many of those years. The Atrium Health Transfer Center plays a critical role in coordinating behind-the-scenes logistics to ensure patients receive timely and appropriate care. Transfer center nurses facilitate patient admissions on behalf of the hospitalist service and conduct thorough clinical chart reviews. These evaluations ensure patients are directed to the most suitable facility, optimizing resource utilization while aligning care with each patient’s specific needs.

My leaders played a crucial role in my growth and development, guiding me to complete additional programs such as diversity certification and emerging nursing leader programs. I earned my master’s degree and decided to pursue three board certifications: Certified Emergency Nurse (CEN), Trauma Certified Registered Nurse (TCRN), and Certified Pediatric Emergency Nurse (CPEN).

To further develop my education and leadership skills, I took on chair roles for shared governance and an education workgroup. When my department recognized the need to create a clinical educator role, I possessed many of the necessary skills and was able to seamlessly transition into this new position. Because of my longevity in the transfer center and my love for education, this was a great fit!

Is this a new role?

Yes! As my leaders recognized the growing need for a clinical educator within the transfer center, I began working on various educational side projects. Given the limited literature on transfer center educators, we took the initiative to document our own evidence to support the necessity of this role. While introducing clinical education to our department, we tracked our team’s self-reported engagement, confidence, and competency. This data demonstrated that clinical education within the transfer center was both essential and a valuable return on investment.  Our return on investment has been demonstrated through several meaningful outcomes. These include increased team engagement in educational initiatives, growing requests for additional learning opportunities, and heightened participation in precepting and mentoring new team members. We’ve also seen a flourishing competency program and a rising number of departments seeking inclusion in our educational offerings—clear indicators of the program’s expanding impact and value. Perhaps the most meaningful outcome has been the overwhelming gratitude expressed by team members, who have consistently shared heartfelt thanks for the organization’s investment in their professional development.  The most compelling evidence supporting this role has come from the enthusiastic response of our teammates to its implementation. What began as a modest effort to introduce the Transfer Center to brief educational segments has evolved into a comprehensive education and professional development program—one that is now gaining traction and being adopted across the country. I am thrilled to have played a part in the national development of this specialty.

What does an average day in your position look like?

My days are varied and never boring! I typically start by assessing the current state of my many projects. This might involve preparing for an onboarding teammate, planning clinical education, developing learning materials, or finalizing documents to obtain contact hours for my team. Coordinating contact hours can be time-consuming, as I manage hours for nursing, respiratory therapy, EMT-B, advanced EMT, and paramedic roles.

I may conduct mentoring sessions, collaborate with a planning committee to create educational content, or attend sessions to further my own professional development. Each week, I dedicate time to educational rounding with my teammates. This process is vital for building collaborative relationships and identifying educational gaps.

A significant part of my time is spent developing the annual competency modules for the five departments that I cover. This is a very collaborative process with the involvement of multiple disciplines, educational methods, and technologies.

How do you apply the NPD Scope & Standards of Practice in your role?

I routinely incorporate the NPD Scope and Standards of Practice into my role. The scope and standards are vital as they guide and steer my practice. Initially, I had limited knowledge about the NPD Scopes and Standards, but after completing my first application for nursing contact hours, I gained a deep understanding of their importance.

A significant part of my practice involves identifying practice gaps and learning needs, developing strategies to narrow these gaps, and assessing to ensure the gaps have been closed. This educational design process is crucial for meeting the educational needs of my team.

My work integrates various NPD scopes daily, including interprofessional collaboration, clinical education, evidence-based practice, leadership development, and mentoring. The NPD Scopes and Standards truly serve as a guidebook for my daily work.

What is a professional achievement you are proud of?

I have many professional achievements that I am proud of, but the one that stands out the most is the development of the national transfer center educators' group. Initially, I struggled with the creation and expansion of this role due to the lack of camaraderie and literature to support this practice area. By joining other professional development groups, such as ANPD, and building relationships with other nursing educators and professional development specialists, I have been able to help develop and establish this role on a national level.

I have experienced great satisfaction in paving the way for others in this niche environment. By developing a national group within this practice area, my colleagues and I have directly contributed to the standards and practices within this growing and expanding field of expertise.

What challenges do you navigate in this position?

The biggest challenge I face in this position is the lack of evidence, research, and established standards within this environment. Many nursing areas, such as hospital-at-home, virtual critical care, and mobile integrated health, are experiencing similar challenges. However, this also presents an opportunity to create new materials and contribute to the development of these niche nursing areas.

The ability to develop these materials and practices for others makes the extra work worthwhile. Witnessing the growth and engagement within my teams keeps me motivated and passionate about my role. As my role has developed, I am increasingly asked to assist with other areas that need nursing education and professional development support.

What advice do you have for NPD professionals looking to find a similar career path?

The best advice I can give to those seeking a similar career path is to not be afraid to jump in and fill the gaps. Focus on developing your education, leadership, and nursing skills where you are now. Don’t turn down opportunities due to a lack of experience. Be willing to dive in, learn, and grow. Growth and development come from learning new skills and expanding your expertise.

If you identify an area that lacks nursing professional development, take the initiative to provide it. Start by surveying and documenting your team’s current state. Offer education and then ask for feedback. By demonstrating the progress you are making and addressing educational gaps, you can prove the legitimacy of nursing professional development in niche areas.