Background Although Screening, Brief Intervention and Referral to Treatment (SBIRT) has now been disseminated in many areas of the United States (US), much remains to be discovered about the training outcomes of non-physician professional trainees such as nurses, physician assistants, physical therapists, occupational therapists, and psychologists following SBIRT training. Methods Training in SBIRT, an evidence-based approach to screening substance use, was embedded into five health science graduate curricula: Physician Assistant Studies, Nursing, Occupational Therapy, Physical Therapy, and Psychology. The SBIRT curriculum was adapted for each profession to include a brief introductory module addressing SBIRT's relevance for each profession, as well as profession-specific case examples and terminology. Using a nonequivalent group design, participants completed pre-and post-training assessments of substance use related attitudes, perceived competency and knowledge. Data were analyzed using a parametric test to compare pre- and post-differences. Results Findings suggest improved attitudes as well as increased perceived competencies and core knowledge following the graduate-curriculum embedded SBIRT training, as well as between group differences on the same variables. Conclusions SBIRT training of non-physician healthcare graduate student-trainees is a feasible training activity and results in improved trainee attitudes, perceived competency, and knowledge. SBIRT training embedded into graduate health science curricula offers an early foundation to this well-established, universal screening approach.

BackgroundThe COVID-19 pandemic created many academic challenges. Shelter in place orders forced educational institutions to move on-ground learning to an online format. This necessitated transitioning traditional in-person events such as nursing residency to a virtual occurrence. Currently, there is a paucity of research to assist with transition to the virtual environment.ObjectivesThe purpose of this study was to explore faculty experiences transitioning to a virtual Doctor of Nursing Practice residency.MethodsA qualitative descriptive design was used to explore faculty experiences with virtual residency. The sample included 11 nursing faculty. Data collection consisted of answering demographic and open-ended questions through an anonymous survey.ResultsContent analysis revealed two themes: (1) Essence of Residency was Missing and (2) Virtual Residency was an Acceptable Alternative.ConclusionBased on these themes, recommendations for virtual residency improvement were identified that would be beneficial to both faculty and students, providing a better environment and enhanced virtual experience.Implications for NursingResults from this research begin building a foundation of knowledge for best practices when creating an academic nursing virtual event. Recommendations focus on ways to form a better virtual community, promote a relaxed scholarly environment, and uphold academic standards.

Active listening is an essential communication technique that requires the listener to focus and provide feedback on what is heard. The ability to listen actively demonstrates sincerity, and assumes that nothing is being shrugged or taken for granted. As a result, active listeners strive to improve professional and personal relationships, decrease misinterpretation of information, strengthen compliance, and foster understanding. Likewise, active listening can foster trust, mutual respect, and patient compliance. This paper will explore vital connections between active listening and displaying emotionally competent behaviors. Additionally, analysis of a case study as a means of strengthening these connections while improving patient outcomes will be assessed.

This descriptive study explored the concept of emotional competence in inpatient psychiatric nurse's daily interactions. Psychiatric registered nurses were asked to identify interactions of emotional competence they experienced on the nursing unit. Content analysis revealed deficits in self-awareness, mood management and managing relationships.

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