Measuring the Influence of Curricular Content and Personal Stories on Substance Use Stigma.
Journal
The Journal of nursing education
ISSN: 1938-2421
Titre abrégé: J Nurs Educ
Pays: United States
ID NLM: 7705432
Informations de publication
Date de publication:
May 2022
May 2022
Historique:
entrez:
6
5
2022
pubmed:
7
5
2022
medline:
11
5
2022
Statut:
ppublish
Résumé
Understanding of the lived experience is an important educational strategy for improving attitudes toward stigmatized patient groups. This study evaluated the influence of a personal story intervention on nursing students' attitudes toward people who use opioids and measured attitudinal change from students' regular mental health and addictions curriculum. This study used a single-group longitudinal design. Stigma outcomes were measured using the Opening Minds Provider Attitudes Toward Opioid Use Scale. Mean scores were analyzed for four time periods: control, social contact intervention, curricular component, and 3-month follow-up. Qualitative feedback also was collected. Stigma scores improved significantly from pre- to postsocial contact intervention. No differences were observed for curricular content, control period, or follow-up. Qualitative findings suggest the personal story was associated with positive student-reported attitudes. Integrating personal story interventions with traditional curriculum elements is a promising educational approach for improving perceptions and behaviors of nursing students toward people who use drugs.
Sections du résumé
BACKGROUND
BACKGROUND
Understanding of the lived experience is an important educational strategy for improving attitudes toward stigmatized patient groups. This study evaluated the influence of a personal story intervention on nursing students' attitudes toward people who use opioids and measured attitudinal change from students' regular mental health and addictions curriculum.
METHOD
METHODS
This study used a single-group longitudinal design. Stigma outcomes were measured using the Opening Minds Provider Attitudes Toward Opioid Use Scale. Mean scores were analyzed for four time periods: control, social contact intervention, curricular component, and 3-month follow-up. Qualitative feedback also was collected.
RESULTS
RESULTS
Stigma scores improved significantly from pre- to postsocial contact intervention. No differences were observed for curricular content, control period, or follow-up. Qualitative findings suggest the personal story was associated with positive student-reported attitudes.
CONCLUSION
CONCLUSIONS
Integrating personal story interventions with traditional curriculum elements is a promising educational approach for improving perceptions and behaviors of nursing students toward people who use drugs.
Identifiants
pubmed: 35522772
doi: 10.3928/01484834-20220303-08
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM