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Stanbridge University is seeking a student-centered nursing educator with strong ATI knowledge and experience supporting nursing students in achieving academic progress, NCLEX-RN readiness, and licensure success. This is a full-time, remote, highly student-facing position that combines individualized coaching, structured remediation, ATI performance analysis, and Next Generation NCLEX clinical-judgment development.

The Nursing Academic Coach spends approximately 30 hours each week working directly with students through individualized coaching, small-group instruction, structured remediation, workshops, and proactive outreach. The remaining work time is dedicated to analyzing ATI and internal assessment data, developing remediation plans, documenting student progress, preparing academic-support resources, and collaborating with nursing faculty and program leadership.

This opportunity is ideal for an MSN-prepared nursing educator who understands how to translate ATI performance data into practical student interventions, enjoys sustained direct interaction with students, and is motivated by measurable improvements in student achievement and NCLEX-RN preparedness.

Student Coaching and Academic Support

• Provide individualized and small-group academic coaching to support nursing-student achievement and NCLEX-RN readiness
• Deliver structured tutoring, remediation sessions, workshops, and supplemental instruction
• Help students strengthen clinical judgment, critical thinking, content mastery, and test-taking strategies
• Assist students in developing effective study plans, learning strategies, time-management skills, and academic habits
• Engage students in reflective learning and help them take ownership of their academic progress
• Provide direct, supportive, and actionable feedback
• Conduct proactive outreach and follow-up with students who demonstrate academic risk, performance concerns, or disengagement
• Build supportive relationships that encourage student accountability, persistence, and confidence

ATI Integration and NCLEX Preparation

• Support the implementation and effective use of ATI resources across assigned student cohorts
• Facilitate student participation in ATI Capstone, Virtual-ATI, and related remediation activities
• Monitor student progress toward established NCLEX-readiness benchmarks, including the Virtual-ATI Green Light
• Help students understand and act upon ATI assessment results and recommendations
• Develop NCLEX-aligned study guides, workshops, and structured remediation materials
• Promote consistent and purposeful use of ATI resources throughout the student experience
• Reinforce Next Generation NCLEX clinical judgment and applicable item formats
• Remain current on ATI resources, NCLEX-RN test-plan changes, clinical judgment models, and effective remediation practices

Data Analysis and Remediation Planning

• Analyze ATI reports, internal assessments, engagement data, and academic performance to identify individual and cohort-level learning gaps
• Identify at-risk students early and initiate timely, structured interventions
• Develop individualized remediation plans aligned with course objectives and the NCLEX-RN test plan
• Translate student-performance data into clear, practical, and achievable action plans
• Recommend ATI resources and learning activities based on identified student needs
• Monitor student participation, completion of assigned activities, and progress toward readiness benchmarks
• Evaluate whether interventions are producing measurable improvement and adjust strategies accordingly
• Escalate significant academic or engagement concerns to faculty and program leadership when appropriate

Collaboration and Program Support

• Collaborate with the Director of NCLEX, nursing faculty, and program leadership to coordinate student support
• Reinforce established course content without replacing or conflicting with faculty instruction
• Communicate relevant student-progress information to faculty and program leadership
• Participate in continuous quality-improvement initiatives related to student progression, NCLEX readiness, and licensure outcomes
• Maintain accurate and timely documentation of appointments, outreach, remediation activities, student engagement, and progress
• Contribute to the development and continuous improvement of academic-support resources and processes
• Help ensure continuity of student support through effective communication, planning, documentation, and follow-through

Performance Expectations

The Nursing Academic Coach is expected to:

• Spend approximately 30 hours of each 40-hour work week providing direct student support
• Maintain a consistent schedule of individualized coaching, small-group instruction, workshops, remediation, outreach, and follow-up
• Independently monitor student-performance indicators and initiate interventions without waiting for concerns to escalate
• Demonstrate ownership of assigned students and cohorts, including communication, preparation, documentation, and follow-through
• Use ATI and other student-performance data to develop individualized, measurable academic interventions
• Adapt coaching strategies based on student needs, engagement, progress, and NCLEX readiness
• Maintain timely and accurate records of student interactions and remediation activities
• Collaborate effectively while independently managing day-to-day student-support responsibilities
• Contribute to measurable improvements in student engagement, academic progression, NCLEX-RN preparedness, and licensure outcomes

Required

• Master’s degree in Nursing (MSN) or higher from an accredited institution
• Experience supporting nursing students through teaching, tutoring, remediation, academic coaching, clinical instruction, or NCLEX preparation
• Hands-on experience using ATI or a comparable nursing assessment and NCLEX-preparation platform
• Ability to interpret ATI or comparable student-performance data, identify learning gaps, and develop targeted remediation plans
• Working knowledge of NCLEX-RN preparation, including Next Generation NCLEX clinical judgment and item formats
• Demonstrated knowledge of nursing education, clinical judgment, test-taking strategies, and evidence-based student-remediation practices
• Strong student-facing coaching, communication, organizational, and relationship-building skills
• Demonstrated initiative, accountability, follow-through, and commitment to measurable student outcomes
• Ability to manage a consistent volume of student appointments while maintaining timely preparation, documentation, outreach, and follow-up
• Ability to independently learn and adapt to new ATI products, educational technology, and platform functionality

Preferred

• Direct experience with ATI reporting and analytics, Comprehensive Predictor, Content Mastery Series, ATI Capstone, or Virtual-ATI
• Experience creating individualized remediation plans using ATI Individual Performance Profiles or comparable assessment reports
• Experience supporting academically vulnerable, disengaged, or at-risk nursing students
• Experience applying Next Generation NCLEX clinical judgment principles in nursing education or student remediation
• Experience developing workshops, study guides, remediation materials, or nursing-student success programming
• Experience training or supporting faculty and students in the effective use of ATI resources
• Familiarity with the current NCLEX-RN test plan and clinical judgment measurement model

Schedule, Student Contact, and Work Structure

• This is a full-time, remote position based on a 40-hour work week
• Approximately 30 hours per week—or five to six hours per workday—will be dedicated to direct student support, including coaching, small-group instruction, remediation, workshops, outreach, and follow-up
• The remaining work time will be used for documentation, ATI data analysis, remediation planning, instructional preparation, meetings, faculty collaboration, and other administrative responsibilities
• Stanbridge University students attend classes and receive services according to Pacific Time; therefore, the successful candidate must be consistently available during established Pacific Time working hours regardless of physical location
• Schedule flexibility is required to support students across different programs and instructional schedules
• Evening and weekend availability will be necessary at times to accommodate working students and others who cannot participate during traditional business hours
• Evening and weekend student-support hours may be incorporated into the employee’s regular 40-hour work schedule based on program and student needs

This is a remote position, and qualified candidates from all states are encouraged to apply. Strong consideration will be given to candidates residing in California or a state where Stanbridge University is currently authorized to employ remote employees: Arizona, Colorado, Illinois, Indiana, Kansas, Kentucky, Louisiana, Maryland, Michigan, Minnesota, Nevada, New Jersey, North Carolina, North Dakota, Ohio, Tennessee, Texas, and Wisconsin. Candidates residing elsewhere may be considered subject to the University’s ability to establish employment authorization in that state.

• A job-related assessment may be required during the interview process.
• Must be able to perform each essential duty satisfactorily and be physically present in the office (unless otherwise noted).
• Employment Authorization: Applicants must be legally authorized to work in the United States. Stanbridge University does not provide employment-based immigration sponsorship or participate in employer-sponsored or employer-dependent work authorization programs.
• Sponsorship: Sponsorship now or in the future could include having Stanbridge University sponsor, complete employer documentation, provide attestations or training plans, or otherwise participate in a work-authorization or employment-based immigration program in order for an individual to begin or continue employment. Stanbridge University does not provide any such sponsorship.
• Employment verification will be conducted to validate work experience per accreditation standards.
• Offers of employment are contingent upon the successful completion of a background check.
• Official transcripts are required prior to hire. Degrees earned outside the United States must be evaluated by a recognized credential evaluation service to determine U.S. degree equivalency and applicable subject-area coursework.
• Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

• Remote professional and academic-support environment
• Work is primarily performed using a computer, telephone, video-conferencing platforms, learning-management systems, ATI resources, and other educational technology
• Position requires sustained interaction with students through scheduled appointments, virtual meetings, workshops, email, telephone, and other approved communication channels
• Work requires effective time management, independent organization, consistent responsiveness, and collaboration with faculty and program leadership
• The employee must maintain a professional, private, reliable, and distraction-appropriate remote workspace suitable for confidential student interactions

• Regularly sits for extended periods
• Proficiently uses electronic keyboards, computers, telephones, video-conferencing technology, and standard office equipment
• Communicates effectively by telephone, video conference, email, and other electronic methods
• Reads electronic documents, student-performance reports, assessment data, and instructional materials
• Performs other physical functions necessary to fulfill the responsibilities of a remote professional position, with reasonable accommodations when applicable

• Medical, dental, and vision coverage
• Retirement plan (401(k))
• Basic, voluntary, and accidental death and dismemberment life insurance
• Paid vacation, sick time, and holidays
• Family leave, including maternity and paternity leave
• Work-life balance initiatives
• Health and wellness programs
• University events and professional-development opportunities

Stanbridge University’s motto, “Strength through Diversity,” reflects our deep commitment to honoring the diverse backgrounds of our students, faculty, staff, and surrounding communities. We strive to build an inclusive learning environment and uphold anti-discrimination practices in all aspects of university life.

We embrace cutting-edge technology to enhance student learning through interactive and hands-on experiences, ensuring students are prepared for the demands of modern healthcare practice.

Through initiatives such as Stanbridge outREACH, students are empowered to give back to local and global communities while cultivating compassion, civic responsibility, and social awareness.

Stanbridge University is an Equal Opportunity Employer committed to building a diverse and inclusive workplace. We do not discriminate based on race, color, religion, sex, national origin, age, disability, genetic information, sexual orientation, gender identity, or any other protected status. All qualified applicants are encouraged to apply.