Addiction training for undergraduate nurses using screening, brief intervention, and referral to treatment

Abstract

<p class="a"><strong>Background:</strong> An academic-community partnership was created to integrate education and training on the evidence-based practice of Screening, Brief Intervention and Referral to Treatment (SBIRT) for substance use into the undergraduate nursing curriculum at a major research university. The purpose of this paper is to: 1) describe an 11-module addictions training program created through an academic-community partnership; and 2) discuss curriculum implications for other schools of nursing.</p> <p class="a"><strong>Methods:</strong> A case study presents the collaboration between a school of nursing and a nonprofit agency specializing in addictions that created substance use training materials and skill-building exercises specifically for undergraduate nurses.</p> <p class="a"><strong>Results:</strong> The 11-module addictions training curriculum component lasted 13 total hours and was incorporated into the 15-week Psychiatric Mental Health Nursing course and clinical rotations. The evidence-based addictions training model was successfully provided to 392 undergraduate nurses and 39 instructors.</p> <strong>Discussion:</strong> Schools of nursing and other health agencies can utilize the substance use screening and brief intervention curriculum. By raising nursing students’ awareness about the prevalence of harmful substance use, the academic-<br /> community partnership helped to deconstruct the stereotypes and stigma associated substance use, abuse, and addiction

Screening, Brief Intervention, and Referral to Treatment: Overview of and Student Satisfaction with an Undergraduate Addiction Training Program for Nurses

“…The Addiction Training for Nurses using SBIRT (ATN-SBIRT) curriculum was designed to prepare nursing students to apply an evidence-based screening and brief intervention approach for risky alcohol and drug use in their nursing practice (Burns et al, 2012). The methods of instruction included lecture, facilitated discussion, group and individual activities, simulation, and directly observed clinical practice from nursing instructors (both clinical faculty and community preceptors).…”

“Turning the tide” in Treatment of substance use: A nursing response

“…[71] Deborah Finnell, a nursing leader in the Substance Use field, has called for all nurses to be trained in SBIRT and to devise strategies to move the screening into routine care. [72] Training has demonstrated to be effective for both nursing students and staff [73,74] and such training has demonstrated effectiveness at improving screening skills. [75] Recent federal grants to increase training for medical and nursing students should increase the number of health care professionals with SBIRT skills and boost the use of SBIRT screening in all areas of health care.…”

Identifying at Risk Individuals for Drug and Alcohol Dependence

“…7 In response to these compelling statistics, the University of Pittsburgh School of Nursing, in collaboration with the Institute for Research, Education & Training in Addictions (IRETA), implemented a Health Resources and Services Administration (HRSA) grant providing an 11-module, 13-hour curriculum to junior-level nursing students and a 2-hour booster session to seniors. 9 Competent screening to advocate sound patient care planning and interventions requires integrating theoretical concepts with clinical knowledge and skills using effective learnercentered strategies and techniques to ensure competency development in the clinical setting. 9 Competent screening to advocate sound patient care planning and interventions requires integrating theoretical concepts with clinical knowledge and skills using effective learnercentered strategies and techniques to ensure competency development in the clinical setting.…”

“…8,9 The Addiction Training for Nurses using Screening, Brief Intervention and Referral to Treatment (ATN-SBIRT) program enhanced nursing students' knowledge of substance use and increased their intervention proficiency. [9][10][11] Drawing on the facilitatory style of learning advocated by Banning, 12 the purpose of this article was to describe the approach applied by nurse educators and clinical instructors to enhance student SBIRT competency for use throughout their professional career. Therefore, a major emphasis is placed on individual student-centered ''learning-intopractice'' activities in clinical settings and simulation laboratory case scenarios.…”

“…9,[20][21][22] An opportunity to practice through classroom role play and simulation laboratory exercises facilitates student-centered learning as a comprehensive preclinical preparation experience. Applying the didactic and Socratic approach, the theory, principles, and philoso-phy of MI during SBIRT are introduced to students in the classroom curriculum, first through direct lecture and small group discussion.…”