A naloxone and harm reduction educational program across four years of a doctor of pharmacy program

Maguire, Michelle; Pavlakos, Rose; Mehta, Bella H.; Schmuhl, Kelsey; Beatty, Stuart J.

doi:10.1016/j.cptl.2017.09.007

Cited by 33 publications

(20 citation statements)

References 4 publications

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“…Evaluation of the pilot also suggests that an investment in a didactic and skills session exploring policy, access laws, identification of overdose symptoms, and the advantages and function of differing methods of naloxone administration may mitigate some of the stigma and treatment myths that persist at the practicing provider level. For example, despite the lack of any supporting evidence, many providers who report never having naloxone training still posit that facilitating naloxone access will enable risky drug behaviors 18,30. Our training content described evidence countering these claims and, based on participant responses to the evaluation question directly targeting this belief, appears to mitigate such attitudes by primary care trainees.…”

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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“…Programs with skills assessment have resulted in increased confidence in identifying patients with risk of overdose, dispensing naloxone, and communicating with patients. [53][54][55] In addition to standardizing training for practicing pharmacists, education on naloxone and safe opioid use should be integrated into schools of pharmacy. Knowledge about prescription opioid overdose and skills to help patients through overdose counseling are core competencies of pharmacists that can be achieved by education and training at student and pharmacist levels.…”

Section: Discussionmentioning

confidence: 99%

“…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%

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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“…At least 94 have pledged redoubled efforts to strengthening curriculum surrounding these issues. Other effective measures include a substance use-focused curriculum over all 4 years of pharmacy school [ 35 , 36 ] and intensive workshops [ 32 ]. The American Association of Colleges of Pharmacy has a growing special interests group (SIG) focused on substance use education in the pharmacy curriculum; this groups’ membership provides direction to pharmacy schools across the nation on continuous improvement on harm reduction education and cross-national collaboration and support to pharmacy educators implementing harm reduction in pharmacy curricula [ 47 ].…”

Section: Discussionmentioning

confidence: 99%

Assessing pharmacy student experience with, knowledge of and attitudes towards harm reduction: illuminating barriers to pharmacist-led harm reduction

et al. 2018

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BackgroundAs the burden from the opioid epidemic continues to increase in the state of Minnesota and across the nation, the University of Minnesota College of Pharmacy seeks to design an innovative, comprehensive harm reduction curriculum in order to better train student pharmacists to serve the varied needs of the greater community. This study examines incoming individuals’ baseline knowledge of and attitudes toward harm reduction in order to better inform curriculum planning and to ultimately produce pharmacists capable of impacting the devastating effects of the opioid crisis.MethodsIncoming first-year pharmacy students took a survey focused on their knowledge of opioid overdose and the drug naloxone and also provided written reflections on their perceptions of harm reduction. Data was coded using consensual qualitative research (CQR) into appropriate domains.ResultsPharmacy students beginning their professional education revealed a lack of knowledge of proper response to an overdose situation, with 18.56% unfamiliar with the opioid antagonist drug naloxone. Close to 10% (9.58%) of students expressed unwillingness to do anything other than call an ambulance during an overdose event, while 8.98% were either unsure or felt that they would not feel compelled to do something to help. Qualitative coding revealed many barriers to students’ becoming capable harm reductionists, including lack of knowledge of substance use, addiction, and harm reduction, in addition to the presence of bias and stigma.ConclusionIn order to interrupt the cycle of misinformation and stigma within the larger community and the subgroup of medical providers, gaps in student knowledge must be addressed in meaningful, specific ways over the course of their pharmacy education. Evaluating baseline knowledge and beliefs informs the design of a flexible, action-oriented curriculum to produce well-trained pharmacists ready to engage in finding solutions to the opioid crisis.

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A naloxone and harm reduction educational program across four years of a doctor of pharmacy program

Cited by 33 publications

References 4 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

Assessing pharmacy student experience with, knowledge of and attitudes towards harm reduction: illuminating barriers to pharmacist-led harm reduction

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