Maia Platt1, Andrea Kwasky2, Joanne Spetz3. 1. College of Health Professions, University of Detroit Mercy, Detroit, MI. Electronic address: plattma@udmercy.edu. 2. McAuley School of Nursing, University of Detroit Mercy, Detroit, MI. 3. Philip R. Lee Institute for Health Policy Studies, University of California San Francisco, San Francisco, CA; Department of Family and Community Medicine, School of Medicine, University of California San Francisco, San Francisco, CA; Department of Social and Behavioral Sciences, School of Nursing, University of California San Francisco, San Francisco, CA.
Abstract
BACKGROUND: The need for greater involvement of the nursing profession in cost containment efforts has been documented extensively. More thorough education of nurses in the subject of health economics (HE) is one of the factors that could contribute toward achievement of that goal. PURPOSE: The project's main contribution is the development of the unique list of essential HE competencies for baccalaureate nursing students. METHODS: The proposed competencies were developed and validated using the protocol by Lynn (1986) for two-stage content validation of psychometric instruments. An additional validation step that included a nationwide survey of nurse administrators was conducted to measure the value they place on the health economics-related skills and knowledge of their employees. RESULTS: A set of six HE competencies was developed. Their validity was unanimously approved by the panel of five experts and additionally supported by the survey results (with individual competencies' approval rates of 67% or higher). CONCLUSIONS: The incorporation of economic thinking into the nationwide standards of baccalaureate nursing education, and professional nursing competencies, will enhance the capacity of the nursing workforce to lead essential change in the delivery of high-value affordable health care nationwide.
BACKGROUND: The need for greater involvement of the nursing profession in cost containment efforts has been documented extensively. More thorough education of nurses in the subject of health economics (HE) is one of the factors that could contribute toward achievement of that goal. PURPOSE: The project's main contribution is the development of the unique list of essential HE competencies for baccalaureate nursing students. METHODS: The proposed competencies were developed and validated using the protocol by Lynn (1986) for two-stage content validation of psychometric instruments. An additional validation step that included a nationwide survey of nurse administrators was conducted to measure the value they place on the health economics-related skills and knowledge of their employees. RESULTS: A set of six HE competencies was developed. Their validity was unanimously approved by the panel of five experts and additionally supported by the survey results (with individual competencies' approval rates of 67% or higher). CONCLUSIONS: The incorporation of economic thinking into the nationwide standards of baccalaureate nursing education, and professional nursing competencies, will enhance the capacity of the nursing workforce to lead essential change in the delivery of high-value affordable health care nationwide.