Yakusheva Olga, Weiss Marianne
Department of Systems, Populations, and Leadership, School of Nursing, 400 North Ingalls Street, Suite 4243, Ann Arbor, MI, 48103, USA.
Department of Health Policy and Management, School of Public Health, 400 North Ingalls Street, Suite 4243, Ann Arbor, MI, 48103, USA.
BMC Health Serv Res. 2017 Feb 13;17(1):134. doi: 10.1186/s12913-017-2074-x.
Increasing demand for baccalaureate-prepared nurses has led to rapid growth in the number of baccalaureate-granting programs, and to concerns about educational quality and potential effects on productivity of the graduating nursing workforce. We examined the association of individual productivity of a baccalaureate-prepared nurse with the ranking of the degree-granting institution.
For a sample of 691 nurses from general medical-surgical units at a large magnet urban hospital between 6/1/2011-12/31/2011, we conducted multivariate regression analysis of nurse productivity on the ranking of the degree-granting institution, adjusted for age, hospital tenure, gender, and unit-specific effects. Nurse productivity was coded as "top"/"average"/"bottom" based on a computation of individual nurse value-added to patient outcomes. Ranking of the baccalaureate-granting institution was derived from the US News and World Report Best Colleges Rankings' categorization of the nurse's institution as the "first tier" or the "second tier", with diploma or associate degree as the reference category.
Relative to diploma or associate degree nurses, nurses who had attended first-tier universities had three-times the odds of being in the top productivity category (OR = 3.18, p < 0.001), while second-tier education had a non-significant association with productivity (OR = 1.73, p = 0.11). Being in the bottom productivity category was not associated with having a baccalaureate degree or the quality tier.
The productivity boost from a nursing baccalaureate degree depends on the quality of the educational institution. Recognizing differences in educational outcomes, initiatives to build a baccalaureate-educated nursing workforce should be accompanied by improved access to high-quality educational institutions.
对本科层次护士的需求不断增加，导致授予本科学位的项目数量迅速增长，也引发了对教育质量以及对毕业护理人员生产力潜在影响的担忧。我们研究了本科层次护士的个人生产力与学位授予机构排名之间的关联。
对于2011年6月1日至2011年12月31日期间在一家大型都市磁铁医院普通内科 - 外科病房的691名护士样本，我们对护士生产力与学位授予机构排名进行了多变量回归分析，并对年龄、医院工作年限、性别和科室特定效应进行了调整。根据个体护士对患者预后的增值计算，护士生产力被编码为“ top”（最高）/“ average”（中等）/“ bottom”（最低）。本科授予机构的排名源自《美国新闻与世界报道》最佳大学排名中对护士所在机构的分类，分为“第一层级”或“第二层级”，以文凭或副学士学位作为参考类别。
相对于文凭或副学士学位护士，就读于第一层级大学的护士处于最高生产力类别的几率是其3倍（OR = 3.18，p < 0.001），而第二层级教育与生产力的关联不显著（OR = 1.73，p = 0.11）。处于最低生产力类别与拥有本科学位或质量层级无关。
护理本科学位带来的生产力提升取决于教育机构的质量。认识到教育成果的差异，在建设本科教育护理人员队伍的举措中，应同时改善进入高质量教育机构的机会。
