Using Peer Recovery Specialists to Educate Nursing Students

Valenti, Michael; Allred, Kelly

doi:10.1097/nne.0000000000000738

Cited by 4 publications

(12 citation statements)

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“…Experience of interacting with a person with SUD was a significant factor in a study examining the experience of undergraduate nursing students' exposure to a peer recovery person. 19 For several students, it was the first time they met someone with an SUD, which made them reflect on their conscious and unconscious biases. Providing students with experiences to engage in communicating with people with SUD can result in meaningful treatment and care for those with SUD.…”

Section: Discussionmentioning

confidence: 99%

Building Therapeutic Commitment in University Nursing Students

2021

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Background: Nurses report feeling unprepared to care for people with a substance use disorder (SUD). Purpose: The purpose was to determine whether targeted antistigma interventions improved nursing students' attitudes and perceived stigma toward people with SUD. Methods: This was a quasi-experimental, repeated-measures survey study. Participants completed the 20-item Drug and Drug Problems Questionnaire (DDPPQ) and the 8-item Perceived Stigma of Substance Abuse Scale (PSAS) at baseline and postintervention in their first clinical semester. Booster sessions were held for 2 additional clinical semesters after the initial intervention in the first clinical semester. The DDPPQ and PSAS were completed at the end of each semester for 3 semesters of the nursing program. Results: After the educational interventions, there was a significant improvement in overall therapeutic attitudes except for 1 sub-scale, role-related self-esteem. Conclusions: Antistigma interventions led to a decrease in stigma and improved overall therapeutic attitudes toward people with SUD.

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Section: Discussionmentioning

confidence: 99%

Building Therapeutic Commitment in University Nursing Students

2021

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“…To improve AOD education, people with lived experience are beginning to co-deliver AOD courses with nurse educators (Roussy et al, 2015;Valenti & Allred, 2020). Interest in lived experience perspectives arguably arose in response to consumer movements of the '60s and '70s, when psychiatric patients began to speak out about inhumane care and fought for the rights to influence mental health service delivery (Tomes, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Although mostly tokenistic, important initiatives to more meaningfully include AOD lived experience perspectives in health service design and delivery have been undertaken in the context of AOD treatment facilities (Goodhew et al, 2019). AOD experts by experience have also been involved in co-delivering subjects with nurses, which has been linked to reducing nursing students' stigmatising attitudes towards people with dependence (Roussy et al, 2015;Valenti & Allred, 2020). However, to date, the full extent of lived experience contributions has not been realised.…”

Section: Introductionmentioning

confidence: 99%

“…The lived experience narratives of people with AOD dependence can contribute to dispelling stigmatising myths about people who use ADO and foster equity in health care (Roussy et al,2015;Valenti & Allred, 2020). In the context of AOD, lived experience is gained via experiences of dependence, including experiences of accessing health services and experiences of stigma and discrimination in the community.…”

mentioning

confidence: 99%

“…Some people with lived experience are also considered experts by experience by virtue of their expertise and activism in harm reduction approaches, as well as their support and advocacy for people with AOD dependence. To date, lived experience perspectives on AOD dependence have been included in nursing education (Roussy et al, 2015;Valenti & Allred, 2020). However, experts by experience have rarely been involved in the overall design, delivery and evaluation of nursing courses in tertiary settings.…”

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confidence: 99%

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Co-producing a Drug and Alcohol Nursing Subject With Experts by Experience

Goodhew

Samuel

Gilford

et al. 2021

Australian Journal of Clinical Education

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Nurses are frontline workers and have an important role to play in reducing the harms associated with alcohol and other drugs (AOD) dependence. AOD dependence is a major cause of preventable illness, particularly since the overprescribing of opioids has led to a worldwide overdose crisis. However, nurses receive little education in their undergraduate training about AOD or harm reduction strategies. Additionally, the 'war on drugs' and associations with criminality, often means that nurses hold negative attitudes towards people with AOD dependence. There is evidence that education can improve nurses' attitudes towards people with AOD use, especially when it includes narratives, knowledge and experiences of people with lived experience. In this paper, we outline how experts by experience (people with a lived experience of AOD dependence) and nurse educators developed a high-quality AOD undergraduate nursing subject using a co-production framework. We discuss how the co-production process allowed for the development of a unique and innovative nursing subject that provides students with a humanistic, realistic and pragmatic view of AOD dependence.

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Nursing Students' Use of Harm Reduction in the Clinical Setting

2022

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Background: The use and awareness of harm reduction education strategies are missing from nursing care of people with substance use disorder (SUD). Purpose: To determine whether targeted training improved nursing students' application of harm reduction education in the clinical setting. Methods: This was an experimental 2-group repeated-measures survey study. Nursing students in a baccalaureate program received targeted training for 3 semesters. Training included presentations by people with lived experience, an addiction-trained physician, and a role-play exercise. Students received harm reduction education and reported on the application of this education. Results: Students in the traditional track cared for more people with SUD than students in the accelerated track. Referral for treatment was the most common education provided, and information related to injection drug use was the least commonly taught education. Conclusions: Targeted training increased the number of harm reduction options nursing students presented to people with SUD in the clinical setting.

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Using Peer Recovery Specialists to Educate Nursing Students

Cited by 4 publications

References 6 publications

Building Therapeutic Commitment in University Nursing Students

Building Therapeutic Commitment in University Nursing Students

Co-producing a Drug and Alcohol Nursing Subject With Experts by Experience

Nursing Students' Use of Harm Reduction in the Clinical Setting

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