Changes in Nursing Students' Attitudes and Perceptions After Receipt of Enhanced Substance Use-Related Curricular Content

The Effect of Addiction Course on Nursing Students' Stigmatizing Attitudes Toward Individuals With Substance Use Disorder

BACKGROUND

The approach of nursing department students who will practice the nursing profession in the future, which they adopt for individuals with addiction, bears importance. This study was conducted to evaluate the changes in stigmatizing attitudes of nursing students who took the addiction course toward individuals with substance use disorder.

METHOD

The study was conducted in a single group in a pretest-posttest order. Necessary approvals (institution and ethics committee) were obtained to carry out the study. The study sample was made up of 76 students who took an addiction course in the 2020-2021 academic year and who agreed to participate in the research. A questionnaire form and the Alcohol and Substance Addiction Stigmatizing Attitudes Scale were used as data collection tools. Cronbach's alpha value of the scale was found as 0.90. In addition to descriptive statistics, the paired sample t test was used in the analysis of the data from the dependent groups.

RESULTS

The mean age of the participating students was 21.2 ± 0.73 years, and 93.4% were female. In the pretest, 10 (13.2%) students reported that they smoked, and seven students (9.2%) reported that they used alcohol. There were no individuals who used any substance other than cigarette or alcohol in the sample. The mean score of the students on the Alcohol and Substance Addiction Stigmatizing Attitudes Scale was 13.89 ± 5.16 in the pretest and 7.34 ± 5.51 in the posttest. This difference was found as statistically significant (p < .01).

CONCLUSIONS

It was established in this study that the addiction course reduced the stigmatizing attitudes of nursing students toward individuals with substance use disorder.

Addressing the SUD training gap: Two pilot feasibility studies in the Department of Veteran's Affairs Health Care System

INTRODUCTION

Substance use disorders (SUDs) are an ongoing public health crisis in the United States. A large body of research indicates an urgent need for increased training in SUD research and treatment for trainees in mental health service disciplines. The VA Health Care System is well positioned, as the largest trainer and employer of health service psychologists and other mental health professionals, to address the SUD training gap and serve as a leader in training the upcoming health care workforce.

METHOD

To this end, we conducted two pilot studies to (1) examine the feasibility of implementing supplemental SUD training for VA health service trainees, among current VA mental health service providers in psychology, social work, and medical care (N = 37) and (2) the efficacy of a single 2-hour interdisciplinary SUD training seminar for VA health service trainees in mental health (N = 13). The training seminar consisted of several components including lecture, facilitated discussion, and role play, aimed at increasing trainee self-efficacy in assessing and diagnosing SUDs.

RESULTS

Findings suggest that current providers are supportive of supplemental SUD training for VA trainees and believe that such training is beneficial for those wishing to pursue a career within the VA Health Care System. Additionally, results suggest that a single session didactic seminar improved trainees' self-reported efficacy in the assessment and referral of veterans diagnosed with SUDs.

CONCLUSIONS

Overall, the above studies support additional feasibility investigations that would pave the way for successful implementation of widespread SUD training programs across the VA Health Care System and beyond. Successful implementation would then serve to reduce the increasingly critical SUD provider shortage, thus leading to significant public health gains.

Closing the Opioid Treatment Gap Through Advance Practice Nursing Activation: Curricular Design and Initial Outcomes

INTRODUCTION

Buprenorphine, an effective medication for opioid use disorder (MOUD), reduces opioid-related harms including overdose, but a significant gap exists between MOUD need and treatment, especially for marginalized populations. Historically, low MOUD treatment capacity is rising, driven by advanced practice registered nurses (APRNs). A graduate nursing course was designed to increase equitable buprenorphine treatment delivery by APRNs. We report on baseline findings of a curriculum evaluation study with a pretest-posttest design.

DESIGN

Computerized surveys assessed trainee satisfaction with the course, trainee knowledge for providing MOUD, and trainee satisfaction in working with people who use drugs.

METHODS

Quantitative survey results utilizing Likert scales are presented.

RESULTS

Baseline precourse surveys revealed less than half (44%) of APRN students agreed/strongly agreed that they had a working knowledge of drugs and drug-related problems and 37% agreed/strongly agreed that they knew enough about the causes of drug problems to carry out their roles when working with people who use drugs. Approximately two thirds of APRN students agreed/strongly agreed that they want to work with people who use drugs (63%), that it is satisfying to work with people who use drugs (66%), and that it is rewarding to work with people who use drugs (63%). Nearly all students reported high satisfaction with the course.

CONCLUSION

APRN students reported high satisfaction with a novel course grounded in health equity that has potential to reduce health disparities and accelerate the closure of the MOUD treatment gap, particularly for racial/ethnic minorities, rural populations, and transition-age youth.