Total educational costs of an integrated nursing curriculum

Maria Cristina Cescatto Bobroff,Mara Lúcia Garanhani,Pedro A Gordan

doi:10.1590/s0104-11692009000100003

Maria Cristina Cescatto Bobroff, Mara Lúcia Garanhani + Show 1 more

Open Access

https://doi.org/10.1590/s0104-11692009000100003

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Abstract

Innovative changes in undergraduate Nursing programs have brought about new methodologies and the need for cost evaluation. This study aims to develop a model for cost estimation, and to estimate educational costs of an integrated Nursing curriculum at a public university. This is a case study conducted in stages: model development, data collection, analysis and interpretation. The cost-construction model consisted of six steps: data collection; educational and support activity costs; four-year course educational costs; educational support costs; joint product costs and total educational costs. Findings showed a total educational cost per student/year US$ 3,788.82. Course team faculty included 97 members. The cost analysis in faculty contact hours is the most appropriate cost unit as it most consistently reflects faculty time devoted to teaching. The knowledge about educational costs provided information that may be useful for a different approach to the integrated curriculum management, with a view to putting its educational objectives in practice.

Highlights

In 1994, the Brazilian Ministry of Education established the minimum levels for undergraduate Nursing curricula
Different teaching approaches have been adopted in nursing undergraduate programs, but the costs of these approaches have been questioned, as they differ from the established traditional education model[1,2,3]
There is international research on nursing education costs[3,4,5,6,7], but no studies have been conducted on nursing curriculum innovations in Brazil

Summary

Introduction

In 1994, the Brazilian Ministry of Education established the minimum levels for undergraduate Nursing curricula. Different teaching approaches have been adopted in nursing undergraduate programs, but the costs of these approaches have been questioned, as they differ from the established traditional education model[1,2,3]. There were some curriculum changes in Nursing education in Brazil in 1923, 1949, 1962, and 1972(8). A discussion started about the need to reform the 1972 curriculum, which was primarily hospital-centered[10]. This curriculum no longer met the demands of nursing education, and there was a need for changes concerning primary health care

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