Opioid‐involved overdose trainings delivered using remote learning modalities

Abstract

Aim This education‐focused study examined changes in nursing students' knowledge and attitudes towards responding to opioid‐involved overdoses following participation in trainings delivered using remote learning modalities. Design This pre‐post study examined learning outcomes among 17 nursing students. Methods Participants completed the Opioid Overdose Attitude Scale and Opioid Overdose Knowledge Scale to assess attitudes and knowledge, respectively. Trainings were delivered to two separate groups, one via virtual reality immersive video and another over video conferencing. Results Attitude scores increased by an average of 12.2 points and knowledge scores increased by 1.65 points. Within the virtual reality group, attitude scores increased by an average of 10 points, while no significant changes were observed in knowledge scores. The video conferencing group improved in both attitude and knowledge scores, by an average of 16.2 points and 2.1 points, respectively. Conclusions These hypothesis generating results illustrate the utility of remote learning approaches to deliver trainings, while maintaining social distance during the ongoing COVID‐19 pandemic.

Virtual and remote opioid poisoning education and naloxone distribution programs: a scoping review

“…One study reported a significantly higher number of naloxone prescriptions obtained by participants in the virtual group (42). For papers with other comparison groups, there was no significant differences in Kim et al, 2016 between reading-only and course groups, in Bergeria et al, 2019 for slide presentation and slide plus quiz groups, and in Giordano et al, 2023 between virtual reality video and videoconference groups (27,37,43). Huhn et al, 2018 showed the presentation-only group were more likely to complete the intervention compared to the group that received the same presentation coupled with a quiz, but there were no differences in knowledge and intervention acceptability (41).…”

“…One of these collected longitudinal data, and knowledge was not sustained at the three-month follow-up (31). Three of the video interventions reported on attitudes around opioid use disorder (OUD) or providing care during an opioid poisoning (25,36,37), with one of them reporting no change (36) and the other two reporting an increase in positive attitudes. All four studies that assessed overall satisfaction and/or qualitative feedback reported high satisfaction rates regarding the content, teaching methods, format, and/or mode of delivery of the intervention (23,25,31,51).…”

“…Four studies reported an increase in knowledge about the use of naloxone and the opioid poisoning epidemic (26,37,45,46), and one reported no difference (39). Two papers reported improved attitudes toward naloxone use and distribution (37,46), while another reported no difference after the training (39). Two papers reported that most participants are comfortable with a virtual format but would prefer in-person training (26,46).…”

“…The included studies reported on limitations in their designs. Commonly reported limitations included lack of generalizability of their study results, reported in 21 studies (23)(24)(25)(26)(27)(28)(29)(30)(31)(36)(37)(38)(39)(44)(45)(46)(47)(48)(49)(50)52,54). A frequent obstacle reported in 12 studies is small sample size, which ranged from six to 313 participants per group (25)(26)(27)30,31,36,37,42,45,48,51).…”

“…Commonly reported limitations included lack of generalizability of their study results, reported in 21 studies (23)(24)(25)(26)(27)(28)(29)(30)(31)(36)(37)(38)(39)(44)(45)(46)(47)(48)(49)(50)52,54). A frequent obstacle reported in 12 studies is small sample size, which ranged from six to 313 participants per group (25)(26)(27)30,31,36,37,42,45,48,51). Other limitations include the absence of longitudinal data (26,34,39,41,45,47,52), self-reported bias for questionnaires (23,24,46,49,50), the lack of comparison to an in-person intervention (35,38,…”