Interprofessional Screening, Brief Intervention, and Referral to Treatment (SBIRT) Education for Registered Nurses and Behavioral Health Professionals

Puskar, Kathryn; Kane, Irene; Lee, Heeyoung; Mitchell, Ann M.; Albrecht, Susan A.; Frank, Linda; Hagle, Holly; Lindsay, Dawn; Houze, Martin P.

doi:10.1080/01612840.2016.1198946

Cited by 13 publications

(28 citation statements)

References 10 publications

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“…All studies were reviewed for age, race and gender, with the majority of the studies (n = 5) reporting no demographic data. Age and gender were reported by four studies (Corrigan, Palmer, & Olson, 2018;Puskar et al, 2016;Tran, Stone, Fernandez, Griffiths, & Johnson, 2009a;Tran et al, 2009b) with the mean age ranging from 31.4-42.7 and gender being predominantly female (89%-92%). Race was addressed in only two studies (Corrigan et al, 2018;Puskar et al, 2016) with little diversity noted, white/Caucasian (86.1% and 96.7% respectively), black (8.3% and 3.3% respectively) and "other" reported as 5.6% (Puskar et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…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.…”

Section: Discussionmentioning

confidence: 99%

“…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).…”

Section: Discussionmentioning

confidence: 99%

“…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).…”

Section: Study Designsmentioning

confidence: 99%

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

Bell

McCurry

2020

Journal of Clinical Nursing

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Aims and Objectives The purpose of this study was to explore opioid use disorder (OUD) education programmes presented to practicing nurses working in medical–surgical settings and identify the methods used to evaluate their effectiveness. Background Health professionals often express negative attitudes towards patients with OUD which can lead to suboptimal care. Education decreases negative attitudes of healthcare workers. Despite this, few educational programmes are offered to promote knowledge among acute care nurses who work in medical–surgical settings and provide care to patients with OUD. Design An integrative review. Methods The framework by Whittemore and Knafl was used to examine empirical literature between 1995–2019 to answer the research questions, (a) What types of education do acute care nurses receive regarding OUD? (b) What methods are used for measuring educational intervention effectiveness? CINAHL, ERIC, PsycINFO and MEDLINE were searched using combinations of search terms and PRISMA guidelines. The initial 394 articles were narrowed to nine from the United States and Australia that met the search criteria and purpose of the review. Results Educational programmes used to promote knowledge included interactive workshops, case studies, online modules, simulation sessions, real‐time coaching and in‐service trainings. Methods used to measure effectiveness of educational interventions were self‐assessment tools that measured pre/postknowledge, attitude surveys, alcohol and drug scales and individual researcher‐developed instruments. Conclusions Additional research is needed to determine best teaching strategies for increasing knowledge of OUD and OUD patient care. Valid and reliable methods for measuring effectiveness of OUD educational interventions are inadequate. Relevance to clinical practice Knowledge of OUD has been linked to positive patient outcomes and nurses would benefit from up‐to‐date educational offerings. Opioid use disorder is a growing global concern. Translation of current OUD nursing science to acute care nurses would promote health equity in practice for individuals with OUD.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Study Designsmentioning

confidence: 99%

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

Bell

McCurry

2020

Journal of Clinical Nursing

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“…While these findings suggest there are considerable gaps across the curriculum, government sponsored training programs, such as those promoting use of the SBIRT model (Screening, Brief Intervention and Referral to Treatment), may offer opportunities to build foundation and advanced content on concise substance abuse treatment and prevention education that focuses on the intersections of addiction, minority status, and related factors. Such training programs have been found to be successful across the U.S. (Gotham et al, 2015;Puskar et al, 2016) providing interprofessional experiences across disciplines, diverse settings, as well as providing strong evidence for the linkage between education and social work practice (Russett, 2015). For more information on the SBIRT model, please see http://www.integration.samhsa.gov/clinical-practice/sbirt Role of faculty.…”

Section: Discussionmentioning

confidence: 99%

Preparing social workers for practice with LGBT populations affected by substance use: perceptions from students, alumni, and service providers

Dentato

Kelly

Lloyd

et al. 2017

Social Work Education

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Trends in the field of service among those with alcohol and other drug addictions highlight the urgent need for schools of social work to effectively train students to serve clients with substance use disorders, as well as to have cultural competence to effectively serve disproportionately affected and historically underserved lesbian, gay, bisexual, transgender (LGBT) consumers. Online surveys and interviews examined graduate social work (MSW)/certified alcohol and drug counselor (CADC) student preparedness to work in the field of addictions with members of the LGBT community within one university located within the United States. Overall, results indicated that students and alumni did not feel adequately prepared through coursework to practice with LGBT populations affected by substance use, while still feeling clinically competent to practice with LGB populations moreso than with transgender consumers. Similar findings related to unique differences associated with perceptions of faculty support, introducingLGBT topics and how they are handled in the classroom, along with field preparedness to practice with LGB individuals when compared to members of the transgender community. A majority of service providers noted an overall commitment and competence to serve LGBT consumers as well as positive perceptions of students and alumni to do the same. Implications will examine the critical role of faculty in addressing some of the challenges related to effective preparation of social work students to practice with LGBT consumers affected by substance use disorders, along with suggestions for changes within the curricula, and the need for ongoing field trainings and unique placement experiences.

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A 3‐year quantitative evaluation of interprofessional team‐based clinical education at an Australian dental school

Storrs

Henderson

Kroon

et al. 2022

Journal of Dental Education

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Purpose/Objectives: Clinical educational challenges led to the Griffith University School of Dentistry and Oral Health (DOH) introducing interprofessional team-based treatment planning (TBTP). This paper evaluates the interprofessional contribution made to student clinical learning and experience among dentistry, oral health therapy, dental prosthetics, and dental technology students. Methods: A mixed methodology approach targeting 845 students collected data annually employing a prevalidated online instrument from 2012 to 2014 to answer the question: "What is the contribution of interprofessional student team-based processes on students' perceptions of interprofessional practice at DOH?" Results: A representative study sample with a 64.4% response rate (N = 544) reported TBTP creating a supportive environment for interprofessional clinical learning. Significant improvements in learning shared across disciplines indicated improvements in mutual respect, understanding roles, and constructive communication enhancing teamwork. There were increasing significant correlations between shared learning and positive clinical experiences from 2012 (r = .642, p < .000) to 2013 (r = .678, p < .000) and 2014 (r = .719, p < .000). A combination of TBTP predictors accounted for 53% of the variance in clinical learning and experience in 2014 compared to 40% in 2012. Conclusion:Learning with other students, developing teamwork abilities, improved communication skills, and respect for other oral health professions were aspects of TBTP that positively impacted clinical learning and practice at DOH. Further study would assist to determine specific elements that made the greatest contribution to student learning experiences.

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Interprofessional Screening, Brief Intervention, and Referral to Treatment (SBIRT) Education for Registered Nurses and Behavioral Health Professionals

Cited by 13 publications

References 10 publications

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

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

Preparing social workers for practice with LGBT populations affected by substance use: perceptions from students, alumni, and service providers

A 3‐year quantitative evaluation of interprofessional team‐based clinical education at an Australian dental school

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