Opioid overdose response training in pharmacy education: An analysis of students’ perception of naloxone use for opioid overdose prevention

Bachyrycz, Amy; Wittstrom, Kristina; Bleske, Barry E.

doi:10.1016/j.cptl.2018.11.007

Cited by 20 publications

(9 citation statements)

References 10 publications

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“…[8][9][10][11] Furthermore, many of these assessments occur shortly after initial instruction. 14,15 Published work does exist detailing post-intervention assessment at a longer interval. Schartel and colleagues 16 Jacobson and colleagues 18 described naloxone training aimed at students in both the first and second professional years.…”

Section: Discussionmentioning

confidence: 99%

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Assessment of the acute‐ and long‐term application of naloxone training on a simulated overdose response

Franko

2022

J Am Coll Clin Pharm

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Introduction Pharmacist training on naloxone is often assessed within a year of initial instruction, however, the retention of the skills necessary in a naloxone rescue beyond this time frame has not been well established. Objective The aim of this study was to determine the acute‐ vs long‐term application of naloxone training on a simulated overdose response. Methods Pharmacy students in their first professional year (P1) were provided asynchronous training on naloxone information and use 2 days prior to a required skills lab. During the lab, students completed an overdose simulation with naloxone response. Students in their third professional year (P3) had a required skills lab focused on substance use disorders at the same time as the P1 lab. These students, who received the same training as the current P1's 2 years prior, completed the same overdose simulation with naloxone response during their scheduled lab time. A checklist from previously published work was used to evaluate student performance during each simulation. Results of the P1 and P3 simulations were compared. Results One hundred percent of P1 students (n = 65) and 97% of P3 students (n = 65) consented to have their data used as part of the study. The median scores for the simulation were 82% (interquartile range [IQR] = 9) for the P1 students and 73% (IQR = 9) for the P3 students (p = 0.58). A significant difference between the groups existed for two items on the checklist: assess the scene is safe (P1 = 52%, P3 = 26%, p = 0.002), and determine if the patient is breathing (P1 = 18%, P3 = 34%, p = 0.04). Conclusion Students who received initial instruction on naloxone use 2 years prior to a simulated naloxone rescue demonstrated similar results to those who received initial instruction 2 days prior to the same simulation.

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Section: Discussionmentioning

confidence: 99%

“…The current literature highlights several innovative naloxone training programs and assessment methods; however, the majority focus on student's knowledge and perceived self‐efficacy in naloxone use as the primary outcome 8‐11 . Furthermore, many of these assessments occur shortly after initial instruction 14,15 …”

Section: Discussionmentioning

confidence: 99%

Assessment of the acute‐ and long‐term application of naloxone training on a simulated overdose response

Franko

2022

J Am Coll Clin Pharm

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“…Improving students' knowledge of naloxone during their pharmacy education can support the success of expanded naloxone access laws, although more pharmacy schools are starting to report naloxone education as part of their curriculum, the breadth and depth of the training varies greatly. 40,41,42,43,44 Sixty-four percent of participants in focus groups had received some training on naloxone and 57% reported feeling prepared to administer naloxone. Based on these numbers, increased formal training to administer naloxone should increase student pharmacists' confidence level.…”

Section: A J P Ementioning

confidence: 99%

A Multi-Site Qualitative Study Examining Pharmacy Student Perspectives on the Opioid Crisis

Skrabal

Sharp

Palombi

et al. 2021

American Journal of Pharmaceutical Education

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Objective. Conduct focus groups to learn the perspectives of pharmacy students regarding opioid use, the opioid crisis, and pharmacy education on both topics. Methods. Students from each professional year at eight participating schools or colleges were asked to volunteer for focus groups with peers to answer questions about their experiences with the opioid crisis. Faculty and/or staff moderated the focus groups and audio recorded responses. Recordings were deidentified, transcribed and analyzed. IRB exemption from each school was obtained. Results. 150 students participated in 29 focus groups. Responses were categorized according to themes using consensual qualitative research (CQR) methodology. Sources impacting student views on the crisis include school, personal and work experience, and media. Perspective changes since starting school included increases in knowledge and awareness, and a decrease in bias/stigma. Schools can better prepare students with training on opioid counseling, naloxone, and having difficult conversations with patients. Conclusion.The results provide information beneficial to pharmacy schools as they continue to work to equip students to combat the crisis. This information includes what student pharmacists are learning about the crisis, practices they see, and their recommendations to address the crisis.

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“…Following completion of their training, student’s confidence in their ability to administer both naloxone formulations increased [ 15 ]. Bachyrycz et al assessed the effectiveness of an in-class review of opioid overdose symptoms and risks as well as hands on practice with naloxone devices on student confidence in drug knowledge, patient counseling, and attitudes toward prescribing naloxone [ 16 ]. Student attitudes were evaluated using pre- and post-surveys administered to first- and third-year pharmacy students.…”

Section: Introductionmentioning

confidence: 99%

“…Student attitudes were evaluated using pre- and post-surveys administered to first- and third-year pharmacy students. Both groups demonstrated increased confidence levels in drug knowledge, clinical-type skills, and patient counseling following completion of the training [ 16 ].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of an Advanced Naloxone Training, Simulation, and Assessment of Second-Year Pharmacy Students

et al. 2022

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Background: Opioid overdoses continue to be one of the most urgent public health priorities. In 2020, reported overdose deaths in the United States reached a high of over 93,000 cases. As the COVID-19 pandemic and opioid crisis continues to be addressed, life-saving agents must be more widely accessible to those with a high overdose risk. An essential step to increasing access is to train student pharmacists to dispense naloxone. Once licensed, the number of personnel authorized to dispense naloxone can increase. Objectives: To design a training program to educate second-year pharmacy (P2) students on furnishing naloxone under a state protocol. Methods: A multi-phased curriculum-based naloxone training program was delivered to P2 students and included lecture-based education, team-based learning (TBL) applications, case-based scenarios, and summative assessments to improve student knowledge and confidence in furnishing naloxone. Students were surveyed on their knowledge and confidence with naloxone prior to training, after the in-class training and TBL applications and after three assessments. Assessments included simulated patient counseling, case-based scenarios, and proper dispensing of naloxone in a community pharmacy simulation lab. Results: A total of 185 student pharmacists completed the naloxone training program and 68 completed all three surveys. Average scores for naloxone assessments were 83% for the APPS lab patient case, 90.5% for the prescription label typed for the naloxone product, and 88.5% for patient counseling. Statistically significant increases in knowledge-based quiz-like scores (42.1% after training vs. 7.2% after assessment) and in the proportion of students affirmatively answering survey questions after training and assessment was observed. Conclusion: Multi-phase curriculum-based naloxone training program improved pharmacy student knowledge and confidence in furnishing naloxone under a state BOP protocol.

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Opioid overdose response training in pharmacy education: An analysis of students’ perception of naloxone use for opioid overdose prevention

Cited by 20 publications

References 10 publications

Assessment of the acute‐ and long‐term application of naloxone training on a simulated overdose response

Assessment of the acute‐ and long‐term application of naloxone training on a simulated overdose response

A Multi-Site Qualitative Study Examining Pharmacy Student Perspectives on the Opioid Crisis

Effectiveness of an Advanced Naloxone Training, Simulation, and Assessment of Second-Year Pharmacy Students

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