Interprofessional education on opioid use and pain identifies team-based learning needs

Wilson, Marian; Bray, Brenda S.; Remsberg, Connie M.; Kobayashi, Rie; Richardson, Barbara

doi:10.1016/j.cptl.2020.11.011

Cited by 12 publications

(11 citation statements)

References 26 publications

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“…Pharmacy programs are incorporating instruction on buprenorphine and interprofessional collaboration in treating people with OUD. 39 Student pharmacists and trainees can model best practices during clinical and internship experiences.…”

Section: Discussionmentioning

confidence: 99%

“…Case-specific examples for resolving barriers to buprenorphine dispensing include effective communication strategies with patients, providers, and care team members, illustrating best practices for interprofessional collaboration. Pharmacy programs are incorporating instruction on buprenorphine and interprofessional collaboration in treating people with OUD 39 . Student pharmacists and trainees can model best practices during clinical and internship experiences.…”

Section: Discussionmentioning

confidence: 99%

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Community Pharmacists’ Knowledge and Perceptions of Buprenorphine for Patients with Opioid Use Disorder

Lehr

Nolan

2023

J Addict Med

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Objectives: The aims of the study are to evaluate community pharmacists' knowledge and perceptions regarding buprenorphine for opioid use disorder and their willingness to dispense buprenorphine and to identify opportunities for education. Methods: An electronic survey of Michigan pharmacists (n = 11,123) assessed demographics, training, buprenorphine knowledge, dispensing, perceptions of stigma, diversion, and confidence in patient/provider interactions. Composite scores for knowledge, stigma, diversion, and confidence were calculated. Cross-tabulations and logistic regressions examined associations. Results: There were 775 surveys returned (response 7%, n = 11,123) with 390 community pharmacists completing the survey. Twenty-five percent practiced in a rural area. Common practice sites were chain or independent pharmacies (30% each). Ninety-seven percent had buprenorphine training, 50% from Accredited Continuing Pharmacy Education. Eighty percent reported that their pharmacy dispensed buprenorphine with 90% of rural pharmacists compared with 71% urban responding yes. Composite knowledge scores did not differ between urban or rural location ( P > 0.05). Predictors of willingness to dispense buprenorphine were urban location (odds ratio, OR, 0.55; 95% confidence interval [CI], 0.34-0.91; P = 0.01), independent pharmacy (OR, 0.53; 95% CI, 0.30-0.94; P = 0.03), Accredited Continuing Pharmacy Education training (OR, 0.54; 95% CI, 0.34-0.87; P = 0.01), low stigma/diversion (OR, 0.51; 95% CI, 0.37-0.70; P = 0.00), and confidence in patient/provider interactions (OR, 0.14; 95% CI, 0.10-0.19; P = 0.00). Conclusions: Most survey pharmacists practice at pharmacies that dispense buprenorphine for opioid use disorder, with a larger proportion from rural pharmacies reporting availability. Pharmacists at independent pharmacies in urban locations have increased willingness to dispense buprenorphine, with urban pharmacists having lower perceptions of diversion compared with rural. Differences in buprenorphine availability, pharmacist willingness to dispense, and perceptions are opportunities for education. Limitations include one state, response bias, self-assessed competencies, and small samples.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Community Pharmacists’ Knowledge and Perceptions of Buprenorphine for Patients with Opioid Use Disorder

Lehr

Nolan

2023

J Addict Med

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“…Other IPE interventions focused on opioid addiction rather than naloxone administration. [10][11][12] These trainings, however, did not include key interprofessional teams of nursing, PA, and pharmacy students. In addition, previous studies have not fully examined important outcomes related to interprofessional collaborative dynamics and competency during naloxone training, such as through the Interprofessional Collaborative Competencies Attainment Survey (ICCAS).…”

Section: Introductionmentioning

confidence: 99%

“…Monteiro et al 9 described an IPE workshop for administering intranasal naloxone, but they examined only medical students' baseline and retention knowledge concerning naloxone. Other IPE interventions focused on opioid addiction rather than naloxone administration 10–12 . These trainings, however, did not include key interprofessional teams of nursing, PA, and pharmacy students.…”

Section: Introductionmentioning

confidence: 99%

Interprofessional Naloxone Student Training to Manage Suspected Opioid Overdose

et al. 2023

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Purpose The study purpose was to examine the effect of interprofessional naloxone training on students' knowledge, confidence, and interprofessional collaboration competency. The overarching goal was to decrease mortality related to opioid overdoses. Design/Methods A training session for interprofessional students consisted of a lecture presentation, demonstration, and hands-on practice regarding appropriate administration of naloxone for suspected opioid overdose. A questionnaire elicited baseline and change in knowledge, confidence, and interprofessional collaboration competency scores at pretraining and posttraining. In addition, changes in knowledge and confidence were also measured 3 weeks after the training. Thematic analysis explored training components that students perceived as valuable or needing improvement. Results Participants (N = 100) were nursing (n = 33), physician assistant (n = 37), and pharmacy (n = 30) students. Pretraining and posttraining comparison demonstrated increased knowledge (P < .001), confidence (P < .001), and collaboration scores (P < .001). At 3 weeks, knowledge and confidence remained higher than pretraining (P < .001). Knowledge was trending downward compared with posttraining (P = .09). Thematic analysis identified 4 themes: (a) indications for administration of different naloxone types, (b) learning modalities, (c) knowledge application, and (d) improvements. Conclusions An interprofessional naloxone administration training resulted in increased knowledge, confidence, and interprofessional teamwork. Educators can adapt this training for a variety of future or current healthcare professionals to improve immediate intervention and outcomes in suspected opioid overdoses.

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“…[17][18][19][20][21][22] In particular, interprofessional courses show improvements in addiction educational outcomes and students' ability to work collaboratively in the team-based delivery of SUD care. [23][24][25][26][27] Both professionals and learners report that current educational programs offer inadequate training on addiction topics. 3,[28][29][30] PWUDs are harmed by this lack of proficiency as widespread stigma toward PWUDs in healthcare is a Patrick C. M. Brown and Dana A. Button contributed equally to this work.…”

Section: Introductionmentioning

confidence: 99%

Assessing Student Readiness to Work with People Who Use Drugs: Development of a Multi-disciplinary Addiction Educational Survey

et al. 2022

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BACKGROUND: As health profession schools implement addiction curricula, they need survey instruments to evaluate the impact of the educational interventions. However, existing measures do not use current non-stigmatizing language and fail to capture core concepts. OBJECTIVE: To develop a brief measure of health profession student readiness to work with people who use drugs (PWUDs) and establish its content validity. METHODS: We conducted a literature review of existing instruments and desired clinical competencies related to providing care to PWUD and used results and expert feedback to create and revise a pool of 72 items. We conducted cognitive interviews with ten pre-clinical health profession students from various US schools of nursing, pharmacy, and medicine to ensure the items were easy to understand. Finally, we used a modified Delphi process with twenty-four health professions educators and addiction experts (eight each from nursing, pharmacy, and medicine) to select items for inclusion in the final scale. We analyzed expert ratings of individual items and interdisciplinary agreement on ratings to decide how to prioritize items. We ultimately selected 12 attitudes and 12 confidence items to include in the REadiness to Discuss Use, Common Effects, and HArm Reduction Measure (RE-DUCE-HARM). Experts rated their overall assessment of the final scale. RESULTS: Twenty-two of twenty-four experts agreed or strongly agreed that the attitudes scale measures student attitudes that impact readiness to work with PWUDs. Twenty-three of twenty-four experts agreed or strongly agreed that the confidence scale measures student selfefficacy in competencies that impact readiness to work with PWUDs. Seven of 72 initial items and none of the 24 selected items had statistically significant differences between disciplines. CONCLUSIONS:The REDUCE-HARM instrument has strong content validity and may serve as a useful tool in evaluating addiction education. Additional research is needed to establish its reliability, construct validity, and responsiveness to change.

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Interprofessional education on opioid use and pain identifies team-based learning needs

Cited by 12 publications

References 26 publications

Community Pharmacists’ Knowledge and Perceptions of Buprenorphine for Patients with Opioid Use Disorder

Community Pharmacists’ Knowledge and Perceptions of Buprenorphine for Patients with Opioid Use Disorder

Interprofessional Naloxone Student Training to Manage Suspected Opioid Overdose

Assessing Student Readiness to Work with People Who Use Drugs: Development of a Multi-disciplinary Addiction Educational Survey

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