Abstract:
Background: Substance Use Disorder (SUD) is a global health problem, not only present in the inner city but also in rural areas throughout the world. It is imperative that health professionals understand the challenges and obtain the skills needed to provide behavioural health services in all communities. Clinicians' negative attitudes, decreased empathy, and tendency to stigmatize are often associated with patients feeling disempowered and leading to poor treatment outcomes. To avoid these unpleasant interactions, patients often refrain from seeking assistance for care, which leaves SUD services underutilized. This cycle increases the risk of patient harm, poor outcomes, and thwarts recovery efforts. Graduate faculty must develop strategies and implement curricula that increase healthcare student engagement, motivation, and competence in treating patients with SUD, while simultaneously decreasing any potential, perceived stigma. Partnering with SUD experts to create learning modules, and providing a lived clinical experience for students with direct patient contact, is a viable and valuable option that positively impacts student perceptions and their competence in providing care.
Methods: Idaho State University Graduate School of Nursing developed and implemented an in-depth SUD curriculum into the Doctor of Nursing Practice program where educational modules from Substance Abuse and Mental Health Services Administration (SAMHSA) were implemented alongside in person subject matter expert lectures, clinical hours with SUD treatment experts and patients with SUD were completed, and interprofessional work with counselling, public health, and nurse anaesthetists were provided. The Drug and Drug Problems Perceptions Questionnaire (DDPPQ) assessed provider therapeutic attitudes and was used to evaluate bias/stigma.
Results: Students were evaluated throughout this program for changes in stigma and confidence, with statistically significant increase in confidence in care of patients with SUD shown. Reduction in stigma and increase in awareness was also reported. Importance of community partnerships was noted.
Conclusions: Improved competence through increased confidence in care will improve overall outcomes and equity in treatment for patients with SUD. Curricula focused on reduced stigma and proper treatment for patients with SUD is a valuable investment and should be expanded throughout healthcare education. Continued community partnerships with subject matter experts and providers of care for patients with SUD is equally valuable and allows for direct feedback on changes within the community and any needed real time curricular adjustments.
Biography:
Dr. Michelle Anderson is Clinical Associate Professor at Idaho State University (ISU) where she is the interim Coordinator for the Doctor of Nurse Practice program. She holds a DNP in Family Practice from ISU and an MSN from Duke University. Dr. Anderson is the PI on a large grant from SAMHSA where she implements SUD curricula into the DNP program. She is the Medical Director of ISU Meridian Healthcare. Dr. Anderson received professional national awards for service through the American Association for Nurse Practitioners (AANP) for Clinical Excellence in 2013 and Advocacy in 2018 and was awarded Fellowship in 2019.
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