Increasing RN Perceived Competency With Substance Use Disorder Patients

Abstract

Nurses working in acute care hospitals, particularly those without addiction and psychiatric services, may benefit from continuing education on this important topic. J Contin Nurs Educ. 2017;48(4):175-183.

Opioid use disorder education for acute care nurses: An integrative review

“…Only two studies used the same instrument (Corrigan et al, 2018;Rosenthal et al, 2018) therefore comparing outcomes between interventions was limited. Opioid use disorder educational needs of medical-surgical nurses were identified by institutional survey results (Naqib et al, 2018), self-reported knowledge gaps (Rosenthal et al, 2018;Tran et al, 2009b), and an institution identified need secondary to an increased population of patients with OUD in medical-surgical areas (Corrigan et al, 2018;Graham, Christy, Emmitt-Myers, & Zyzanski, 1997;Puskar et al, 2016;Russell et al, 2017;Sargsyan, Metcalfe, Turner, & Fouts, 2013;Tran et al, 2009b). Once identified, educational programmes were developed to increase competency in the areas of need.…”

“…Educational activities included interactive workshops and case studies (Naqib et al, 2018), online modules (Puskar et al, 2016;Rosenthal et al, 2018), live classroom sessions (Graham et al, 1997;Naqib et al, 2018;Rosenthal et al, 2018;Russell et al, 2017;Tran et al, 2009aTran et al, , 2009b, simulation sessions and real-time coaching (Puskar et al, 2016;Rosenthal et al, 2018) scenario versus scenario with simulation and debriefing (Corrigan et al, 2018) and an online continuing education offering (Sargsyan et al, 2013).…”

“…The methodology of the studies that met inclusion criteria were diverse and included the following: two quality improvement projects (QI) ( Naqib et al, 2018;Rosenthal et al, 2018), four quasiexperimental studies without control groups (Puskar et al, 2016;Russell et al, 2017;Tran et al, 2009aTran et al, , 2009b) one pilot study (Tran et al, 2009a) and two randomised control group studies (Corrigan et al, 2018;Graham et al, 1997). While seven studies used a pretest-post-test design to evaluate knowledge/competency (Corrigan et al, 2018;Graham et al, 1997;Naqib et al, 2018;Puskar et al, 2016;Russell et al, 2017;Sargsyan et al, 2013;Tran et al, 2009b), one study was a chart audit that examined documentation of screening for alcohol and other substances before and after a practice guideline change that included an educational programme, (Tran et al, 2009a) and one measured outcomes only, after an educational programme of simulation (Rosenthal et al, 2018).…”

“…Instruments used to measure effectiveness of the educational programmes were varied and individualised to the study. The majority of instruments were created by the researcher or affiliates (Corrigan et al, 2018;Graham et al, 1997;Naquib et al, 2018;Rosenthal et al, 2018;Russell et al, 2017;Tran et al, 2009aTran et al, , 2009b. Four validated and reliable instruments identified in the review were as follows: (a) the Alcohol & Alcohol Problems Perception Questionnaire (AAPPQ) (Shaw, Cartwright, Spratley, & Harwin, 1978), and (b)…”

“…Negative attitudes of staff have been described as a barrier to health care by patients with OUD (Neale, Tompkins, & Sheard, 2008). Education about OUD decreases negative attitudes of healthcare workers (Russell, Ojeda, & Ames, 2017). In 1991, the World Health Organization and the International Council of Nursing defined the role of nurses working with individuals with substance use disorders as: educators, resource persons, supervisors, leaders, researchers, consultants, health promoters, advocates, counsellors, therapists and providers of care (World Health Organization/ International Council of Nursing, as cited in Rassool, 2010).…”