The Impact of an Educational Program in Brief Interventions for Alcohol Problems on Undergraduate Nursing Students

Junqueira, Marcelle Aparecida de Barros; Rassool, G. Hussein; Santos, Manoel Antônio dos; Pillon, Sandra Cristina

doi:10.1097/jan.0000000000000086

Cited by 13 publications

(26 citation statements)

References 17 publications

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“…In the study by Junqueira et al (2015), nursing students in the experimental group received a brief intervention program for screening, early recognition and the treatment of alcohol problems. The intervention consisted of lectures (12 h) and 4 h in-class practice, whereas the control condition received no intervention.…”

Section: Resultsmentioning

confidence: 99%

Reducing mental health-related stigma among medical and nursing students in low- and middle-income countries: a systematic review

Heim

Henderson

Kohrt

et al. 2019

Epidemiol Psychiatr Sci

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Aims This systematic review compiled evidence on interventions to reduce mental health-related stigma among medical and nursing students in low- and middle-income countries (LMICs). Primary outcomes were stigmatising attitudes and discriminatory behaviours. Methods Data collection included two strategies. First, previous systematic reviews were searched for studies that met the inclusion criteria of the current review. Second, a new search was done, covering the time since the previous reviews, i.e. January 2013 to May 2017. Five search concepts were combined in order to capture relevant literature: stigma, mental health, intervention, professional students in medicine and nursing, and LMICs. A qualitative analysis of all included full texts was done with the software MAXQDA. Full texts were analysed with regard to the content of interventions, didactic methods, mental disorders, cultural adaptation, type of outcome measure and primary outcomes. Furthermore, a methodological quality assessment was undertaken. Results A total of nine studies from six countries (Brazil, China, Malaysia, Nigeria, Somaliland and Turkey) were included. All studies reported significant results in at least one outcome measure. However, from the available literature, it is difficult to draw conclusions on the most effective interventions. No meta-analysis could be calculated due to the large heterogeneity of intervention content, evaluation design and outcome measures. Studies with contact interventions (either face-to-face or video) demonstrated attitudinal change. There was a clear lack of studies focusing on discriminatory behaviours. Accordingly, training of specific communication and clinical skills was lacking in most studies, with the exception of one study that showed a positive effect of training interview skills on attitudes. Methods for cultural adaptation of interventions were rarely documented. The methodological quality of most studies was relatively low, with the exception of two studies. Conclusions There is an increase in studies on anti-stigma interventions among professional students in LMICs. Some of these studies used contact interventions and showed positive effects. A stronger focus on clinical and communication skills and behaviour-related outcomes is needed in future studies.

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Section: Resultsmentioning

confidence: 99%

Reducing mental health-related stigma among medical and nursing students in low- and middle-income countries: a systematic review

Heim

Henderson

Kohrt

et al. 2019

Epidemiol Psychiatr Sci

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“…This has particular importance when considering the recent changes to care provision in Scotland, as outlined in the Christie Report (Scottish Government, 2011), The National Delivery Plan for the Allied Health Professionals in Scotland 2012-2015(Scottish Government, 2012, and the Public Bodies Act 2014 (Scottish Parliament, 2014). There could also be benefit in extending ABI delivery within other specific contexts and groups, e.g.…”

Section: Discussionmentioning

confidence: 99%

“…Given the importance of the HEAT 4 standard, it would seem practical to embed ABIs into the national curricula for all nursing (as suggested by Rassool and Rawaf, 20008;de Barros Junqueira et al, 2015), medical, AHP and social care students, so that they join the NHS workforce ready trained, with the appropriate skills and confidence. This has particular importance when considering the recent changes to care provision in Scotland, as outlined in the Christie Report (Scottish Government, 2011), The National Delivery Plan for the Allied Health Professionals in Scotland 2012-2015(Scottish Government, 2012, and the Public Bodies Act 2014 (Scottish Parliament, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…More than 90% of students strongly agreed or agreed that the training was relevant to their nursing careers and would help their patients. A recent Brazilian study, using a quasi-experimental approach, found that an educational programme in brief interventions for alcohol problems delivered to undergraduate nursing students (n=160) facilitated effective acquisition of knowledge and changes in attitudes in working with patients with alcohol problems (de Barros Junqueira et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

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A teachable moment for the teachable moment? A prospective study to evaluate delivery of a workshop designed to increase knowledge and skills in relation to alcohol brief interventions (ABIs) amongst final year nursing and occupational therapy undergraduates

O’May

Gill

McWhirter

et al. 2016

Nurse Education in Practice

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The perceived value of Alcohol Brief Interventions as a tool to address alcohol misuse in Scotland has supported the establishment of a Health Improvement, Efficiency, Access and Treatment, HEAT: H4 Standard to deliver ABIs within certain health care settings. This requires that nursing, medical and allied health professionals are appropriately skilled to deliver these interventions. This study explores the knowledge and attitudes regarding alcohol misuse and related interventions among two cohorts of final year nursing and occupational therapy undergraduate students before, during and following participation in a workshop devoted to ABI delivery. While relatively good knowledge around recommended limits for daily consumption was evident, this did not translate into competence relating to drink unit content. Although there was overwhelming agreement for the role of each profession in ABI delivery, less than half of students in each cohort at the outset of the workshop agreed that they had the appropriate knowledge to advise patients about responsible drinking. In both cohorts, at the three month follow-up stage, this percentage had almost doubled. Newly qualified practitioners perceived a wider role for motivational interviewing, and endorsed interactive delivery of alcohol education throughout all levels of the curriculum.

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“…Previous studies had the aim to evaluate prevention programs for use of alcohol and other drugs at schools (14)(15) , but did not evaluate primary and secondary school teachers. These professionals' attitudes towards this problem have not been evaluated either, whereas studies of this nature have been conducted more systematically among health professionals (16)(17)(18)(19) .…”

Section: Introductionmentioning

confidence: 99%

Evaluation of training on brief interventions for teachers: health contributions

et al. 2020

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Objectives: to evaluate the impact of training on brief interventions for use of substances on the attitudes; and, face validity and internal consistency of Brazilian versions of the Drug and Drug Problems Perceptions Questionnaire (DDPPQ-br) and the Short Alcohol and Alcohol Problems Perception Questionnaire (SAAPPQ) for use among teachers. Methods: methodological (N=122) and quasi-experimental study (n=27). A sociodemographic questionnaire, the DDPPQ-br and the SAAPPQ were applied before and three months after the training. For analysis, were applied the Mann-Whitney and Wilcoxon tests. Results: the DDPQ-br and SAAPPQ were considered valid by experts. The training improved teachers' attitudes towards accountability on the approach to substance use at schools and on the readiness to perform this role. In relation to drugs, it increased the perception of support. Conclusions: teachers' training can improve their attitudes and strengthen the school in the function of preventing substance-related harm. RESUMOObjetivos: avaliar o impacto de uma capacitação em intervenções breves para o uso de substâncias sobre as atitudes e validade de face e consistência interna das versões brasileiras Drug and Drug Problems Perceptions Questionnaire (DDPPQ-br) e Short Alcohol and Alcohol Problems Perception Questionnaire (SAAPPQ) entre professores. Métodos: estudo metodológico (N=122) e quase-experimental (n=27). Foram aplicados o questionário sociodemográfico, o DDPPQbr e o SAAPPQ antes e três meses após a capacitação. Para análise, foram utilizados os testes de Mann-Whitney e de Wilcoxon. Resultados: O DDPQ-br e o SAAPPQ foram considerados válidos pelos especialistas. Através da capacitação, foi possível melhorar as atitudes frente a responsabilização sobre a abordagem do uso de substâncias na escola e o preparo para exercer tal função. Em relação às drogas, a percepção de suporte foi potencializada. Conclusões: Capacitar professores pode melhorar suas atitudes e fortalecer a escola na função de prevenir danos relacionados ao uso substâncias. RESUMENObjetivos: evaluar el impacto de la capacitación en intervenciones breves para el uso de sustancias en las actitudes; y, la validez nominal y la consistencia interna de las versiones brasileñas del Drug and Drug Problems Perceptions Questionnaire (DDPPQ-br) y del Short Alcohol and Alcohol Problems Perception Questionnaire (SAAPPQ) entre los maestros. Métodos: investigación metodológica (N=122) y cuasi experimental (n=27). Se aplicó un cuestionario sociodemográfico, el DDPPQ-br y el SAAPPQ, antes y tres meses después de la capacitación. Para el análisis, se utilizaron las pruebas de Mann-Whitney y Wilcoxon. Resultados: El DDPQ-br y el SAAPPQ fueron considerados válidos por los especialistas. La capacitación pudo mejorar las actitudes con respecto a la responsabilidad del enfoque del uso de sustancias en la escuela y la disposición para realizar esta función. En relación a las drogas, aumentó la percepción de apoyo. Conclusiones: capacitar a los maestros puede mejorar sus actitudes y f...

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The Impact of an Educational Program in Brief Interventions for Alcohol Problems on Undergraduate Nursing Students

Cited by 13 publications

References 17 publications

Reducing mental health-related stigma among medical and nursing students in low- and middle-income countries: a systematic review

Reducing mental health-related stigma among medical and nursing students in low- and middle-income countries: a systematic review

A teachable moment for the teachable moment? A prospective study to evaluate delivery of a workshop designed to increase knowledge and skills in relation to alcohol brief interventions (ABIs) amongst final year nursing and occupational therapy undergraduates

Evaluation of training on brief interventions for teachers: health contributions

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