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Dedicated Education Unit is a cost-effective clinical education model for undergraduate nursing programs
OBJECTIVE: To evaluate the cost-effectiveness of clinical education models for undergraduate nursing programs. METHODS: A model-based cost-effectiveness analysis. Settings were universities with undergraduate nursing courses. Participants consisted of the decision tree that guided the structure of t...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Instituto Israelita de Ensino e Pesquisa Albert Einstein
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7299527/ https://www.ncbi.nlm.nih.gov/pubmed/32578686 http://dx.doi.org/10.31744/einstein_journal/2020GS5328 |
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author | dos Santos, Wendel Mombaque Jayasekara, Rasika |
author_facet | dos Santos, Wendel Mombaque Jayasekara, Rasika |
author_sort | dos Santos, Wendel Mombaque |
collection | PubMed |
description | OBJECTIVE: To evaluate the cost-effectiveness of clinical education models for undergraduate nursing programs. METHODS: A model-based cost-effectiveness analysis. Settings were universities with undergraduate nursing courses. Participants consisted of the decision tree that guided the structure of the model, filled in with effectiveness results from a hypothetical cohort of undergraduate nursing students. Interventions were Clinical Preceptor or Clinical Facilitator or Clinical Education Unit. Main outcome measure was effectiveness, defined as improvement of clinical education. The projected economic outcomes included incremental costs, incremental effectiveness, and incremental cost-effectiveness ratio. Monte Carlo probabilistic sensitivity analysis was employed to assess uncertainty in the model and robustness of our results. RESULTS: The model based on Clinical Education Unit could be defined as the best, followed by Clinical Facilitator and Clinical Preceptor. The incremental cost of telephone-support intervention was US$ 59,604.40 higher than the second-best performing intervention (Clinical Facilitator), and US$ 32,661.86 higher than the last best performing intervention (Clinical Preceptor). In addition, Clinical Education Unit model showed 7% and 19% more effectiveness than Clinical Facilitator and Clinical Preceptor, respectively. CONCLUSION: Clinical Education Unit represents the best choice to promote better development of skills, knowledge and socialization in undergraduate nursing programs considering its effectiveness and costs. |
format | Online Article Text |
id | pubmed-7299527 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Instituto Israelita de Ensino e Pesquisa Albert Einstein |
record_format | MEDLINE/PubMed |
spelling | pubmed-72995272020-07-06 Dedicated Education Unit is a cost-effective clinical education model for undergraduate nursing programs dos Santos, Wendel Mombaque Jayasekara, Rasika Einstein (Sao Paulo) Health Economics and Management OBJECTIVE: To evaluate the cost-effectiveness of clinical education models for undergraduate nursing programs. METHODS: A model-based cost-effectiveness analysis. Settings were universities with undergraduate nursing courses. Participants consisted of the decision tree that guided the structure of the model, filled in with effectiveness results from a hypothetical cohort of undergraduate nursing students. Interventions were Clinical Preceptor or Clinical Facilitator or Clinical Education Unit. Main outcome measure was effectiveness, defined as improvement of clinical education. The projected economic outcomes included incremental costs, incremental effectiveness, and incremental cost-effectiveness ratio. Monte Carlo probabilistic sensitivity analysis was employed to assess uncertainty in the model and robustness of our results. RESULTS: The model based on Clinical Education Unit could be defined as the best, followed by Clinical Facilitator and Clinical Preceptor. The incremental cost of telephone-support intervention was US$ 59,604.40 higher than the second-best performing intervention (Clinical Facilitator), and US$ 32,661.86 higher than the last best performing intervention (Clinical Preceptor). In addition, Clinical Education Unit model showed 7% and 19% more effectiveness than Clinical Facilitator and Clinical Preceptor, respectively. CONCLUSION: Clinical Education Unit represents the best choice to promote better development of skills, knowledge and socialization in undergraduate nursing programs considering its effectiveness and costs. Instituto Israelita de Ensino e Pesquisa Albert Einstein 2020-06-17 /pmc/articles/PMC7299527/ /pubmed/32578686 http://dx.doi.org/10.31744/einstein_journal/2020GS5328 Text en https://creativecommons.org/licenses/by/4.0/ This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Health Economics and Management dos Santos, Wendel Mombaque Jayasekara, Rasika Dedicated Education Unit is a cost-effective clinical education model for undergraduate nursing programs |
title | Dedicated Education Unit is a cost-effective clinical education model for undergraduate nursing programs |
title_full | Dedicated Education Unit is a cost-effective clinical education model for undergraduate nursing programs |
title_fullStr | Dedicated Education Unit is a cost-effective clinical education model for undergraduate nursing programs |
title_full_unstemmed | Dedicated Education Unit is a cost-effective clinical education model for undergraduate nursing programs |
title_short | Dedicated Education Unit is a cost-effective clinical education model for undergraduate nursing programs |
title_sort | dedicated education unit is a cost-effective clinical education model for undergraduate nursing programs |
topic | Health Economics and Management |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7299527/ https://www.ncbi.nlm.nih.gov/pubmed/32578686 http://dx.doi.org/10.31744/einstein_journal/2020GS5328 |
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