Substance use-related continuing education course objectives: Alignment with professional competencies.

Background: Novel educational efforts are needed to prepare the current and future interprofessional health care workforce to address the range of substance use-related health problems. A 6-module massive open online course (MOOC) was developed to provide education to health professionals of various disciplines on the fundamentals of substance use-related treatment. The purpose of this project was to match course objectives to substance use-related competencies for 5 disciplines: nurses, pharmacists, physicians, physician assistants (PA), and social workers. Methods: Content expert raters within each discipline determined what Association for Multidisciplinary Education and Research in Substance use and Addiction (AMERSA) core competencies were matched to each objective for the 6 modules of the MOOC. The number of objectives across the 6 modules was summated. Results: All nursing and social work competencies were mapped to the course objectives. For physicians, PAs, and pharmacists, the proportions of knowledge-based competencies that mapped to the course objective were 58%, 76%, and 80%, respectively, and proportions of skill-based competencies that mapped to the course objective were 88%, 83%, and 75%, respectively. For those 3 groups, 100% of attitude-based competencies mapped to the course objective. Conclusions: The competency-based mapping with the MOOC objectives supports the interprofessional design of the course and discipline-specific competencies needed to promote the best outcomes for patients.

Interprofessional perspectives on faculty-to-faculty incivility from nursing and social work.

Healthcare delivery systems frequently require interprofessional collaboration between members of several health and social care professions. In the United States, two of the largest are nursing and social work. How these two professions address incivility between faculty members is not well understood. This paper describes the results of an examination of Faculty-to-Faculty Incivility (FFI) by both social work and nursing educators. National surveys of U.S. social work faculty (n = 216) and nursing faculty (n = 588) indicate common concerns between the two groups. Nursing and social work educators experience similar rates of behaviors that may be considered FFI, but social workers are more likely to identify these behaviors as uncivil. Data suggest that there are differences between nursing and social work faculty in their beliefs about the causes of FFI, and also in their reported barriers to addressing FFI in the workplace. The discussion highlights concerns that are common between the groups, contextual aspects that differ between the two professions, and ways in which interprofessional collaboration between nurses and social workers in academia and healthcare can help to address this problem among both groups.

Web-based alcohol use and cannabis use screening, brief intervention, and referral to treatment: college students' experience and perceived norms.

OBJECTIVES: The objectives were to examine students' experience, perceived student norms, and perceived campus norms regarding web-based SBIRT based on substance use risk level. PARTICIPANTS: One hundred forty-three students completed an alcohol SBIRT program and survey, and 80 students completed a cannabis SBIRT program and survey. METHODS: Undergraduates were recruited through campus-wide emails and a research management system. RESULTS: The majority of students found the SBIRT programs to be understandable, comfortable, and useful. Students reporting moderate/high-risk alcohol use were less likely to believe the information in the SBIRT program (X2 (1, N = 143) = 16.334, p < .001). Students with moderate/high-risk cannabis use were less likely to indicate that students on campus would be open to taking the web-based SBIRT (X2 (1, N = 80) = 7.680, p = .006). CONCLUSIONS: Understanding students' experience and perceived norms regarding web-based SBIRT can inform efforts to utilize this approach as part of campus prevention efforts.

Universal Prevention Strategies to Prevent Opioid Misuse on a U.S. College Campus.

Opioid misuse and risk of death due to overdose are critical public health issues and young adults are at risk. College campus communities are ideal settings for the prevention of opioid misuse among young adults due to high enrollment rates, the diversity and availability of resources within the campus community, and the range of risk and protective factors that can be targeted. This practitioner narrative describes a grant-funded three-year opioid misuse prevention project implemented on a U.S. college campus. In keeping with the focus of the grant, the project involved a range of universal prevention activities implemented across the campus community. Lessons learned regarding factors that facilitated implementation in this community context are discussed and may be useful for others interested in implementing prevention activities to help prevent opioid misuse among young adults in their campus communities. Additionally, a reflection on the project and the efficacy of universal prevention to prevent opioid misuse among college students are offered for consideration.