| Literature DB >> 35681157 |
Jana Bartakova1,2, Franziska Zúñiga3, Raphaëlle-Ashley Guerbaai1, Kornelia Basinska1, Thekla Brunkert1,4, Michael Simon1, Kris Denhaerynck1, Sabina De Geest1,5, Nathalie I H Wellens6,7, Christine Serdaly8, Reto W Kressig4,9, Andreas Zeller10, Lori L Popejoy11, Dunja Nicca12, Mario Desmedt13, Carlo De Pietro14.
Abstract
BACKGROUND: Health economic evaluations of the implementation of evidence-based interventions (EBIs) into practice provide vital information but are rarely conducted. We evaluated the health economic impact associated with implementation and intervention of the INTERCARE model-an EBI to reduce hospitalisations of nursing home (NH) residents-compared to usual NH care.Entities:
Keywords: Cost-effectiveness analysis; Health economics; Hospitalisation; Implementation science; Nurse-led care model; Nursing home; Time-driven activity-based costing
Mesh:
Year: 2022 PMID: 35681157 PMCID: PMC9185955 DOI: 10.1186/s12877-022-03182-5
Source DB: PubMed Journal: BMC Geriatr ISSN: 1471-2318 Impact factor: 4.070
Fig. 1Nonrandomised stepped-wedge design and the periods of the INTERCARE study
Implementation strategy actions and Implementation team
| Preparatory period | Research group premises | 8 h 3 h 3 h | NH director and/or director of nursing, INTERCARE nurse, project managera optional: home-based GP, financial director, data manager, unit managerb | -to assist with planning the implementation of core and peripheral components (see study protocol [ -to give support in the local tailoring and buy-in from co-workers -to work out the content of the new role and its added value for RNs -to identify barriers and facilitators -to answer questions | |
| Intervention period | Research group premises | 7 h | -to facilitate the exchange between NHs -to share the first results/insights of the exploratory study phase with contextual analysis -to discuss the implementation strategies -to discuss the necessary factors to obtain sustainable local implementation | ||
| Transition period, Intervention period | NH | 2 h per meeting; number of meetings differed between NHs depending on the start of the Transition period | -to discuss the implementation of the intervention elements -to discuss the primary and secondary clinical outcomes, implementation outcomes, implementation strategies -to answer questions | ||
| Preparatory period, Baseline period, Transition period, Intervention period | Research group premises, e-learning | 390 h | INTERCARE nurse | -to prepare INTERCARE nurses to take over the clinical leadership roles and reduce the number of unplanned hospital admissions | |
| Transition period, Baseline period, Intervention period | NH | twice a month with INTERCARE nurse for one hour | INTERCARE nurse | -to discuss the implementation of intervention elements within the responsibility of the INTERCARE nurse -to support blended learning in the context of the INTERCARE curriculum (whole educational program) -to discuss challenges, barriers and facilitators in the role of INTERCARE nurse | |
| Preparatory period, Baseline period, Transition period, Intervention period | NH | Differ between NHs | Internal decision of NH | -to build a strong foundation for the implementation of the intervention elements -to establish realistic expectations and deliver cutting-edge practices -to empower teams through various educational activities -to coach about evidence-based instruments (STOP and WATCH, ISBAR, hospitalisation reflection tools) (see study protocol [ | |
| Preparatory period, Baseline period, Transition period, Intervention period | NH | Different between NHs | Internal decision of NH | -to ensure quality management -to regulate study coordination -to correct negative deviations and assure the accomplishment of plans -to indicate where coordination is still required and to make suitable changes | |
| Implementation team (i.e., research team) | The research group included members from nursing, medicine, policy, and practice representing several institutions (university, university of applied sciences, cantonal public administration office, consulting firm, NH, hospital) and three language regions of Switzerland. The team developed and distributed educational materials (including guidelines, decision trees, handouts and PowerPoint presentations). All materials were made available on online learning platforms and/ or sent by email to support the implementation activities in the NHs. | ||||
| Study coordinator (part of the Implementation team) | Two-weekly phone calls with INTERCARE nurses to discuss individual challenges during the implementation process and to give feedback, support them in their personal development by critically reflecting on their own and others' behaviours and skills and discussing challenges, as well as to ensure effective knowledge transfer. | ||||
| INTERCARE team | Study team within NH with the upper management members. The size and the other team members depend on NH organisation (INTERCARE nurse, physicians, unit leaders, etc.). | ||||
| INTERCARE nurse (part of the INTERCARE team) | This role is one of the six INTERCARE intervention elements. At the same time, she/he was key in introducing other intervention elements into practice. On the one hand, the INTERCARE nurse is a core element of the intervention. Each NH employed at least one INTERCARE nurse to take over a clinical leadership role. The role aimed to support the care workers in complex clinical situations, facilitate interprofessional collaboration, collect resident's data and advance clinical practice. On the other hand, in this role, she/he was responsible for implementing the core element evidence-based instruments in the NHs while distributing education materials, providing hands-on coaching, answering questions, and supporting staff in the use of instruments. In some NHs, depending on the study team structure, they were also responsible for implementing the “Advance Care Planning” intervention element. INTERCARE nurses followed a 390-h blended learning curriculum to prepare for their role. This included eight modules: Clinical leadership; Communication; Comprehensive geriatric assessment / Advance care planning; Geriatric syndromes; Chronic conditions; Acute symptoms; Medication management; Data-driven quality improvement. Learning methods include: E-learnings, readings, self-evaluations, reflections, face-to-face meetings, supervision and exchange among participants. Where more than one but less than two full-time INTERCARE nurses were necessary, the NHs decided whether they would split the role into two with smaller percentages and unequal or evenly shared responsibility. | ||||
a if the INTERCARE nurse was not a project manager
b unit manager only in a leadership meeting in the intervention period
Fig. 2Composition of INTERCARE's implementation costs A and time B
Implementation costs, time and resources per NH per bed
| Name | Unit per bed | NH1 | NH2 | NH3 | NH4 | NH5 | NH6 | NH7 |
|---|---|---|---|---|---|---|---|---|
| Preparatory leadership meetings | Costs (CHF) | 56.5 | 12.55 | 45.27 | 39.4 | 19.96 | 68.47 | 14.07 |
| Time (h) | 0.88 | 0.21 | 0.91 | 0.75 | 0.37 | 1.31 | 0.1 | |
| Meeting with all NHs | Costs (CHF) | 13.24 | 3.49 | 23.08 | 0 | 0 | 4.81 | 12.01 |
| Time (h) | 0.19 | 0.07 | 0.38 | 0 | 0 | 0.11 | 0.12 | |
| Leadership and INTERCARE nurses' meetings | Costs (CHF) | 59.32 | 21.36 | 89.88 | 45.55 | 27.02 | 39.38 | 31.68 |
| Time (h) | 0.91 | 0.4 | 1.8 | 0.89 | 0.49 | 0.72 | 0.31 | |
| INTERCARE nurses' training | Costs (CHF) | 340.81 | 99.24 | 131.76 | 158.21 | 171.05 | 268.12 | 0 |
| Time (h) | 7.03 | 2.48 | 1.2 | 3.25 | 3.42 | 6.09 | 0 | |
| Phone calls | Costs (CHF) | 31.46 | 10.38 | 21.62 | 24.81 | 13.16 | 19.25 | 26.08 |
| Time (h) | 0.65 | 0.26 | 0.43 | 0.53 | 0.26 | 0.44 | 0.36 | |
| Internal training and information events | Costs (CHF) | 89 | 173.32 | 48.82 | 28.79 | 41.46 | 271.53 | 164.95 |
| Time (h) | 1.84 | 4.23 | 0.98 | 0.61 | 0.75 | 5.95 | 0.8 | |
| Administration and internal coordination | Costs (CHF) | 196.97 | 217.75 | 72.41 | 64.34 | 266.89 | 67 | 339.03 |
| Time (h) | 3.49 | 3.56 | 1.45 | 1.3 | 4.78 | 1.31 | 0.78 | |
| Travel | Costs (CHF) | 19.27 | 28.66 | 37.5 | 49.79 | 30.54 | 18.91 | 18.12 |
| Time (h) | 0.31 | 0.46 | 1.07 | 0.65 | 1.16 | 0.34 | 1.38 | |
| Material | Costs (CHF) | 0 | 2.35 | 0 | 0 | 48.97 | 35.17 | 27.78 |
| Time (h) | NA | NA | NA | NA | NA | NA | NA | |
| Costs (CHF) | 806.57 | 569.1 | 470.34 | 410.89 | 619.05 | 792.64 | 633.72 | |
| Time (h) | 15.3 | 11.67 | 8.22 | 7.98 | 11.23 | 16.27 | 3.85 | |
NA not applicable
Fig. 3ICER Tornado diagram and detailed results of the one-way sensitivity analysis. The tornado diagram shows results of the one-way sensitivity analysis for the incremental cost-effectiveness ratio (ICER) when the input variable is modified. The vertical line represents the value of the base-case ICER result (22′595CHF/avoided hospitalisation). The grey and blue horizontal bars represent the size of the base-case ICER's change. The grey bars show the change in base-case ICER when there is a 20% increase to the original value or upper limit of the range. The blue bars show the change in the base-case ICER when there is a 20% decrease from the original value or lower limit of the range. E.g., if the salary rate was in its upper limit of the range, the base-case ICER would increase to 31′300CHF/avoided hospitalisation. Negative ICER values in our diagram represent the fourth quadrant of cost-effectiveness plane (INTERCARE is dominated) – i.e., incremental costs have positive value and incremental effects negative value