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Nursing Workforce Planning

Nursing Workforce Planning

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Nursing Workforce Planning

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  1. Nursing Workforce Planning Mariel S. Lavieri Sandra Regan Martin L. Puterman Pamela A. Ratner

  2. Outline Introduction Model Description Final Remarks • Background • Our Approach • Model Overview • Model • Inputs • Formulation • Outputs

  3. Background • Workforce planning, training and regulation is thedominant immediate and long term issue for policy makers, managers, and clinical organizations. Listening for Direction: A national consultation on health services and policy issues • Registered nurses account for just over one-third of the health workforce. • Today’s decision have long term implications. • Decisions in the 1990’s: • decrease education seats, • increase casualization of the workforce • decrease nurse leadership • In 2001, the CNA president noted “Canada should be graduating about 10,000 nurses annually to replenish the workforce in the next 10 years”.

  4. Background Source: Canadian Institute for Health Information. (2006). Workforce Trends of Registered Nurses in Canada, 2005.

  5. Background Source: Canadian Institute for Health Information. (2006). Workforce Trends of Registered Nurses in Canada, 2005.

  6. Background Source: Canadian Institute for Health Information. (2006). Workforce Trends of Registered Nurses in Canada, 2005.

  7. Background Source: Canadian Institute for Health Information. (2006). Workforce Trends of Registered Nurses in Canada, 2005.

  8. Background w Source: Canadian Institute for Health Information. (2006). Workforce Trends of Registered Nurses in Canada, 2005.

  9. Background Source: Canadian Institute for Health Information. (2006). Workforce Trends of Registered Nurses in Canada, 2005.

  10. Supply and Demand Balance (or Imbalance)

  11. Estimating Requirements of Providers • Utilization-based • Current utilization patterns • Needs-based • Population-health needs • Effective demand-based • Economic constraints

  12. Planners Need • Precise short and long term plans that provide: • Nursing education seats • The number of nurses to recruit and at what level • The number of nurses and managers to promote • Models: • Inputs and assumptions can be varied and implications seen • Flexible unified frameworks that apply to any workforce: • Regional • Provincial • National • Sub-specialty

  13. Our Approach A flexible computer-basedoptimization model that provides a minimum cost human resource plan subject to workforce targets and high quality service delivery standards.

  14. A Sample Plan

  15. Data: • Nurse workforce size • Student body • Population projection • Outputs: • Optimum costs • Yearly student population • Yearly workforce size • Run model: • Minimum cost plan Model Overview • Assumptions: • Attrition rates • Nurse/Pop. • Costs

  16. Data: • Nurse workforce size • Student body • Population projection • Outputs: • Optimum costs • Yearly student population • Yearly workforce size • Run model: • Minimum cost plan Model Overview • Assumptions: • Attrition rates • Nurse/Pop. • Costs

  17. Data: • Nurse workforce size • Student body • Population projection • Outputs: • Optimum costs • Yearly student population • Yearly workforce size • Run model: • Minimum cost plan Model Overview • Assumptions: • Attrition rates • Nurse/Pop. • Costs

  18. Scope • Registered Nurses in British Columbia • 20 year planning horizon • Decisions made once each year • Ages 17 – 65+ • 7 levels • Full time equivalent basis

  19. Cost of education Do other work/retire New students/recruits Workforce Flowchart Student(year 1) Student(year 2) Student(year 3) Student(year 4) Direct Care Nurse Entry Level Management Senior Level Management

  20. Model • Decision Variables: In each year • How many to admit • How many to recruit • How many to promote Students(year 1) Students(year 3) Direct care nurses Entry level management Direct care nurses Entry level management

  21. Model • This model tracks the number of: of age i that are in the system in year j Students(year 1) Students(year 2) Students(year 3) Students(year 4) Direct care nurses Entry level management Senior level management

  22. Model Minimize: Cost of training + Recruitment cost + Salary In order to: • Have sufficient resources (FTEs) to achieve quality of care targets. • Achieve balance of “recruit” and BC nurses. • Only promote nurses after they have been in their position a specified number of years.

  23. Variable Inputs • Costs: • Education: • Student (annual) (1) • Management training (one shot) (1) • Recruitment and turnover cost(2) • Salaries (by level) (3) • Continuation and attrition rates: • Attrition rates (4), (5) • Age distribution (6), (7), (8) • Probability of continuing the degree (6), (9) • Probability of passing the RN exam (7) • Probability of leaving BC after graduation (7) • FTE per full time person per age per experience time in position (7) • Initial Conditions: • Distribution of current workforce by position (8) • Ratio of RN to population (8) • BC population projections (11) (1)Ministry of Advanced Education (2)Weber (2005) (3)BCNU (4) Kazanjian (1986) (5) O’Brien-Pallas et al. (2003) (6) UBC School of Nursing (2006) (7) CRNBC (2005) (8) CIHI (2005) (9) Pringle and Green (2005) (10) CIHI (2005) (11) BC STATS (2006)

  24. Cost of training Recruitment cost Annual salary Necessary resources Balance students Recruit vs Canadian nurses Promotion rules

  25. Scenarios • Proportion of students that continue the program after each year of study • Nurse to manager ratios and nurse attrition rates • Changes in maternity leaves • Changes in the minimum number of nurses needed to satisfy the demand

  26. Outputs – Initial Scenario

  27. Outputs – Initial Scenario

  28. Outputs – Initial Scenario

  29. Outputs – Comparing Scenarios

  30. Final Remarks • Challenges with data and future considerations for data collection • Attrition rates from nursing education programs as well as from the profession have a big impact on our decision making process • Benefits of bringing together nursing researchers and operational researchers

  31. Thank you