Professional Development Support Specialist

Brown Medicine•Campus, IL

3d•Onsite

About The Position

Under the direction of the System Director of Pediatric Behavioral Health, the Professional Development Support Specialist (PDSS) serves as a mobile clinical coach and on-unit resource for Behavioral Health Specialists, Residential Care Counselors, and nursing staff across inpatient, partial, and residential programs. The PDSS supports real-time skill development, therapeutic milieu engagement, and adherence to safety and clinical standards as part of a multi-disciplinary team. The PDSS role blends clinical experience, leadership presence, and hands-on teaching. The PDSS assists with unit-based projects, supports training/orientation initiatives, reinforces trauma-informed care principles, and helps maintain a safe, structured, therapeutic environment. The PDSS collaborates closely with Charge RNs, Clinical Nurse Managers, and the Education Department to elevate staff performance and ensure consistent, high‑quality patient care.

Requirements

Baccalaureate Degree in a Human Service field preferred. Other education and experience considered and may be substituted for educational requirements at the discretion of the Hiring Manager.
Five years of relevant experience in behavioral health, psychiatric nursing, or direct care with children and adolescents.
Current Bradley Hospital SafetyCare Certification.
Current BLS certification.
Must demonstrate aptitude and willingness to learn role related skills.
Demonstrates knowledge and skills necessary to provide care to patients throughout the life span with consideration of aging processes, human development stages and cultural patterns in each step of the care process.
Employees in this position work in a psychiatric setting under stressful conditions associated with care of psychiatrically impaired, suicidal, aggressive, and sometimes, self-injurious individuals.
Employees are expected to build therapeutic rapport to prevent crisis and utilize de-escalation techniques taught by Bradley Hospital to minimize need for physical intervention.
Employees in this category must have the ability to remain calm during a crisis as evidenced by the ability to make quick rational decisions and prioritize immediate patient care needs to maintain a safe therapeutic environment.
Employees in this position must also be able to participate in the physical management of patients which can include, but is not limited to, awareness and demonstration of safe body positioning at all times, awareness and coordination to block and deflect possible aggression, and the ability to physically hold struggling patients, using approved methods only, to maintain safety for extended periods of time.
Specifically, such employees must be able to: lift up to fifty pounds; reach with their hands and arms; grasp and hold with their hands; bend/squat/kneel without limitation and physically escort patients when needed.
Position requires occasional running for short distances, and frequent standing.

Responsibilities

Provides continuous, in‑the‑moment coaching to BHS staff during patient interactions, transitions and milieu activities
Models trauma‑informed care, therapeutic communication, and de‑escalation strategies in real time
Supports staff in applying SafetyCare principles proactively, focusing on prevention and early intervention
Offers immediate feedback and reflective guidance following challenging interactions or crises
Assists new staff in building confidence and competence through side‑by‑side coaching, not formal supervision
Reinforces content from formal trainings by helping staff apply skills on the unit
Assists with competency checks, skills validation, and follow‑up education as assigned by the System Director of Pediatric Behavioral Health and Bradley Hospital’s Education Department
Identifies learning gaps and communicates them to educators and nursing leadership.
Helps develop supplemental learning tools (quick guides, tip sheets, micro‑trainings) to support staff growth
Participates in orientation activities by providing hands‑on coaching, but does not design or lead orientation programs
Rounds on all units throughout the shift to assess staff needs, offer support, and respond to real‑time requests for coaching
Provides guidance during high‑acuity situations, focusing on staff support and skill reinforcement rather than directing the milieu
Assists with therapeutic engagement strategies, activity facilitation, and milieu flow when staff need additional support
Acts as a bridge between settings, sharing best practices and promoting consistency in care approaches.
Assists Nursing Administration and the Education Department with unit‑based projects, pilots, and quality initiatives
Helps implement new workflows or practice changes by coaching staff through the transition
Collects observational data related to staff practice, milieu functioning, and training needs to support improvement efforts
Supports initiatives related to patient safety, communication, and therapeutic engagement
Maintains ongoing communication with Charge RNs, Clinical Nurse Managers, and the Education Department regarding staff needs and trends
Documents coaching interactions and observations according to departmental guidelines
Provides non‑disciplinary feedback to leadership regarding staff strengths and areas for development
Serves as a supportive liaison between frontline staff and leadership, helping staff feel heard and supported
Promotes a culture of safety, compassion, and accountability through role modeling and positive reinforcement
Encourages reflective practice, emotional regulation, and teamwork among BHS staff
Upholds Brown University Health values and success factors in all interactions
Supports staff well‑being by offering guidance, encouragement, and a calm presence during stressful situations
Performs other duties as assigned.