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Quality of care and long-term care administrators' education: does it make a difference?
Nicholas G Castle1, Jessica Furnier, Jamie C Ferguson-Rome
1Nicholas G. Castle, PhD, is Professor, Graduate School of Public Health, University of Pittsburgh, Pennsylvania. E-mail: CASTLEN@Pitt.edu. Jessica Furnier, MHA, is Project Manager, University of Pittsburgh Medical Center, Pennsylvania. Jamie C. Ferguson-Rome, MHA, is Faculty Instructor and Project Director, Graduate School of Public Health, University of Pittsburgh, Pennsylvania. Douglas Olson, PhD, MBA, FACHCA, NHA, is Visiting Faculty, George Washington University; Professor, Health Care Administration Program; and Director, Center for Health Administration and Aging Services Excellence, University of Wisconsin-Eau Claire. Jennifer Johs-Artisensi, MPH, PhD, is Associate Professor & Program Director, Health Care Administration, Department of Management and Marketing, College of Business, University of Wisconsin-Eau Claire.
Background:
Long-term care administrators (administrators) can influence the care nursing home residents receive. However, little research has examined what factors of administrators are associated with how they influence care.
Purposes:
In this research, the association between administrators' education and quality of nursing home care is examined. In addition, the association between state educational and training requirements and quality of nursing home care is examined.
Methodology:
Information collected from 3,941 administrators was matched with secondary data, including Nursing Home Compare; the Online Survey, Certification and Reporting data; and the Area Resource File. The quality indicators restraint use, catheter use, inadequate pain management, low-risk residents with pressure ulcers, and high-risk residents with pressure ulcers were examined.
Findings:
Positive, statistically significant associations were found between the education level of administrators and all five quality indicators. Likewise, positive statistically significant associations were found between state educational requirements and state training requirements and the five quality indicators.
Practice Implications:
If these associations hold true, then promoting further educational attainment of individual administrators may influence quality of care. The state educational requirements and training requirements for administrators' licensure may represent an additional means of influencing the quality of care in nursing homes.
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