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METHODS: Thirty clinical instructors and community preceptors who worked with upper level nursing students in classroom, hospital, and community settings participated in a two hour train-the –trainer on the evidence-based practice. To date, 263 nursing students participated in the curriculum component which provided knowledge about hazardous alcohol and substance use and how to screen for use, misuse and abuse. In-class activities included lecture, case studies, role plays and practice with the screening instruments. Faculty, preceptor and student participants were assessed using the Substance Abuse and Mental Health Services Administration (SAMHSA) Best Practices Assessment and Perceptions Questionnaires. Students’ perceptions on role competency were assessed longitudinally at four time points. Focus groups were conducted with students, clinical faculty, and preceptors.
RESULTS: The majority of students and faculty agreed that the training enhanced their skills in the topic area (69.0%, n=154). Both students and faculty found the training to be relevant to their nursing career (61.9%, n=155). The most useful aspects of the training reported by the participants were the educational tools and learning how to screen, intervene, and communicate with patients about substance abuse.
IMPLICATIONS: Results indicate that integration of an evidence-based screening and brief intervention model for hazardous alcohol and substance use in nursing curriculum is both feasible and effective based on student perceptions and outcomes. Implications for student satisfaction within a nursing curriculum and job readiness will be discussed. Schools of nursing should consider a similar approach increasing the number of scenarios and the amount of supervised practice in the curriculum.