The implementation of a naloxone rescue program in university students

Panther, Shannon G.; Bray, Brenda S.; White, John R.

doi:10.1016/j.japh.2016.11.002

Cited by 27 publications

(12 citation statements)

References 3 publications

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“…Specifically, studies have identified primary care providers have knowledge gaps in how to prescribe naloxone and materials required for use as well as cost issues from commercial insurance. Furthermore, recent reports support the efficacy of naloxone access laws for pharmacists in reducing opioid-related deaths 31. Pharmacists will be doing more direct patient/caregiver training on the use of naloxone, thus including pharmacy learners as skill station trainers under the supervision of pharmacy faculty for the primary care learners anecdotally enhanced their comfort in providing medication use counseling.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of an interprofessional naloxone didactic and skills session with medical residents and physician assistant learners

Hargraves¹,

White²,

Mauger³

et al. 2019

Pharm Pract (Granada)

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Background:The CDC has reported 399,230 opioid-related deaths from 1999-2017. In 2018, the US surgeon general issued a public health advisory, advising all Americans to carry naloxone. Studies show that enhanced naloxone access directly reduces death from opioid overdose. Despite this, health care professional learners report low knowledge and confidence surrounding naloxone. Therefore, it becomes critical that medical education programs incorporate didactic and experiential sessions improving knowledge, skills and attitudes regarding harm reduction through naloxone.Objectives:1. Describe the components and evaluation of a replicable and adaptable naloxone didactic and skills session model for medical providers; 2. Report the results of the evaluation from a pilot session with family medicine residents and physician assistant students; and 3. Share the session toolkit, including evaluation surveys and list of materials used.Methods:In July 2017, a literature search was completed for naloxone skill training examining best practices on instruction and evaluation. A training session for family medicine residents and physician assistant learners was designed and led by University of Cincinnati College of Medicine and College of Pharmacy faculty. The same faculty designed a pre and post session evaluation form through internal review on elements targeting naloxone knowledge, attitude, and self-efficacy.Results:The training session included one hour for a didactic and one hour for small group live skills demonstration in four methods of naloxone administration (syringe and ampule, nasal atomizer, branded nasal spray and auto injector). Forty-eight participants showed statistically significant (p<0.05) improvement in knowledge (67.5% to 95.9%), attitudes (71.2% to 91.2%), and self-efficacy (62.1% to 97.8%) from pre to post assessment. Forty-four of 48 participants agreed that the pace of the training was appropriate and that the information will be of use in their respective primary care practices. Supply costs for the session were USD 1,200, with the majority being reusable on subsequent trainings.Conclusions:Our study of a naloxone didactic and skills session for primary care trainees demonstrated significant improvements in knowledge, self-efficacy, and attitudes. It provides an adaptable and efficient model for delivery of knowledge and skills in naloxone administration training. The pilot data suggest that the training was efficacious.

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Section: Discussionmentioning

confidence: 99%

Evaluation of an interprofessional naloxone didactic and skills session with medical residents and physician assistant learners

Hargraves¹,

White²,

Mauger³

et al. 2019

Pharm Pract (Granada)

View full text Add to dashboard Cite

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“…Five studies examined education and training programs that have been conducted in schools of pharmacy across the country. 38,[52][53][54][55] Programs included a live or recorded lecture on opioid overdose and naloxone training or integration of training into skills laboratory courses. Improvements in student confidence in counseling resulted across the studies.…”

Section: Educational Programs For Pharmacy Studentsmentioning

confidence: 99%

“…Overall, educating pharmacy students through laboratory-and lecture-based learning are effective mechanisms to increase student knowledge and confidence in naloxone dispensing. Program length was~1 hour (n ¼ 9); many programs contained similar content; all programs (n ¼ 12) described naloxone mechanism, duration of action, and patient monitoring after use; most programs (n ¼ 11) contained information on pharmacist-patient communication, but extent of information was limited (e.g., <3 minutes of discussion); some programs (n ¼ 8) discussed specific language to use when discussing naloxone Hines et al (2018) 56 Student pharmacist perceptions of participation in handson naloxone counseling 52 The implementation of a naloxone rescue program in university students…”

Section: Educational Programs For Pharmacy Studentsmentioning

confidence: 99%

Pharmacist roles, training, and perceived barriers in naloxone dispensing: A systematic review

Thakur¹,

Frey²,

Chewning³

2020

Journal of the American Pharmacists Association

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“…13 Student pharmacists at Washington State University who had received naloxone rescue training and overdose education from a pharmacist were confident in their capacity to act as trainers in opioid overdose rescue. 14 As part of a novel, large-group audience-training model, these student pharmacists led a naloxone safety net project to increase awareness of opioid overdose and the availability of naloxone. Likewise, student pharmacists in The Ohio State University College of Pharmacy participated in a naloxone and harm reduction educational program that consisted of a three-part recorded lecture and a hands-on interactive workshop.…”

Section: Introductionmentioning

confidence: 99%

A Classroom Activity to Increase Student Pharmacists Confidence in Dealing with the Opioid Epidemic

Murnane

Augustine

Quesnel

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To implement and assess the impact of a hybrid flipped-classroom activity designed to increase the motivation and confidence of Doctor of Pharmacy (PharmD) students in addressing the opioid crisis. Methods. Third-professional year student pharmacists were provided with reading material developed by federal agencies and professional pharmacy organizations, as well as Georgia-specific information covering medical amnesty and local resources for opioid-overdose prevention prior to class. They then attended a four-hour classroom session that included hearing a lecture on opioid pharmacology and opioid overdose, viewing training videos, and engaging in extensive discussion. The students voluntarily completed pre-and post-intervention assessments regarding opioid abuse and opioid overdose prevention. Results. Seventy of the 107 third-year students enrolled in the course completed the pre-intervention assessment (65% response rate), and 33 of the 70 completed the post-intervention assessment (47% retention rate). The students exhibited a high baseline motivation to assist in combating the opioid crises, but less confidence in their ability to intervene. Significant increases were seen in areas related to student confidence on the post-intervention assessment. Fewer changes were seen in areas related to student motivation. Conclusion. A "hybrid" flipped classroom activity increased the confidence of student pharmacists in their understanding of the physical and adverse effects of opioids and the application of reversal agents. Increased confidence may support increased intervention.

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The implementation of a naloxone rescue program in university students

Cited by 27 publications

References 3 publications

Evaluation of an interprofessional naloxone didactic and skills session with medical residents and physician assistant learners

Evaluation of an interprofessional naloxone didactic and skills session with medical residents and physician assistant learners

Pharmacist roles, training, and perceived barriers in naloxone dispensing: A systematic review

A Classroom Activity to Increase Student Pharmacists Confidence in Dealing with the Opioid Epidemic

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