{"title":"利用青少年 SBIRT 仿真技术向护理专业学生传授药物使用评估知识","authors":"Pamela Z. Adamshick, PhD, RN, PMHCNS-BC, Colleen Payton, PhD, MPH, CPH, MCHES","doi":"10.3928/01484834-20240207-08","DOIUrl":null,"url":null,"abstract":"<section><h3>Background:</h3><p>Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence-based protocol for early identification and treatment for substance use. Adolescents are a high-risk group for substance use.</p></section><section><h3>Method:</h3><p>SBIRT simulation was conducted among nursing students (<i>n</i> = 79). Surveys were administered before (pretest), immediately after (posttest 1), and 3 weeks (posttest 2) after simulation. Outcome scores including attitude, role security, therapeutic commitment, knowledge, confidence, competence, readiness, and response to scenarios and cases were compared between traditional undergraduate nursing students who received educational reinforcement before the posttest 2 survey and postbaccalaureate students.</p></section><section><h3>Results:</h3><p>Mean scores for attitude, role security, knowledge, confidence, competence, readiness, and scenarios or cases improved significantly after the simulation (<i>p</i> < .005). Traditional undergraduate and postbaccalaureate students had similar posttest 1 and posttest 2 scores.</p></section><section><h3>Conclusion:</h3><p>After SBIRT simulation, outcomes improved and were maintained after educational reinforcement, which could increase the success of interventions for substance use among adolescents. <strong>[<i>J Nurs Educ</i>. 2024;63(4):247–251.]</strong></p></section>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"40 1","pages":""},"PeriodicalIF":1.6000,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Using Adolescent SBIRT With Simulation to Teach Nursing Students Substance Use Assessment\",\"authors\":\"Pamela Z. Adamshick, PhD, RN, PMHCNS-BC, Colleen Payton, PhD, MPH, CPH, MCHES\",\"doi\":\"10.3928/01484834-20240207-08\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<section><h3>Background:</h3><p>Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence-based protocol for early identification and treatment for substance use. Adolescents are a high-risk group for substance use.</p></section><section><h3>Method:</h3><p>SBIRT simulation was conducted among nursing students (<i>n</i> = 79). Surveys were administered before (pretest), immediately after (posttest 1), and 3 weeks (posttest 2) after simulation. Outcome scores including attitude, role security, therapeutic commitment, knowledge, confidence, competence, readiness, and response to scenarios and cases were compared between traditional undergraduate nursing students who received educational reinforcement before the posttest 2 survey and postbaccalaureate students.</p></section><section><h3>Results:</h3><p>Mean scores for attitude, role security, knowledge, confidence, competence, readiness, and scenarios or cases improved significantly after the simulation (<i>p</i> < .005). Traditional undergraduate and postbaccalaureate students had similar posttest 1 and posttest 2 scores.</p></section><section><h3>Conclusion:</h3><p>After SBIRT simulation, outcomes improved and were maintained after educational reinforcement, which could increase the success of interventions for substance use among adolescents. <strong>[<i>J Nurs Educ</i>. 2024;63(4):247–251.]</strong></p></section>\",\"PeriodicalId\":54781,\"journal\":{\"name\":\"Journal of Nursing Education\",\"volume\":\"40 1\",\"pages\":\"\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-04-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Nursing Education\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.3928/01484834-20240207-08\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Nursing Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.3928/01484834-20240207-08","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NURSING","Score":null,"Total":0}
Using Adolescent SBIRT With Simulation to Teach Nursing Students Substance Use Assessment
Background:
Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence-based protocol for early identification and treatment for substance use. Adolescents are a high-risk group for substance use.
Method:
SBIRT simulation was conducted among nursing students (n = 79). Surveys were administered before (pretest), immediately after (posttest 1), and 3 weeks (posttest 2) after simulation. Outcome scores including attitude, role security, therapeutic commitment, knowledge, confidence, competence, readiness, and response to scenarios and cases were compared between traditional undergraduate nursing students who received educational reinforcement before the posttest 2 survey and postbaccalaureate students.
Results:
Mean scores for attitude, role security, knowledge, confidence, competence, readiness, and scenarios or cases improved significantly after the simulation (p < .005). Traditional undergraduate and postbaccalaureate students had similar posttest 1 and posttest 2 scores.
Conclusion:
After SBIRT simulation, outcomes improved and were maintained after educational reinforcement, which could increase the success of interventions for substance use among adolescents. [J Nurs Educ. 2024;63(4):247–251.]
期刊介绍:
The Journal of Nursing Education is a monthly, peer-reviewed journal publishing original articles and new ideas for nurse educators in various types and levels of nursing programs for over 50 years. The Journal enhances the teaching-learning process, promotes curriculum development, and stimulates creative innovation and research in nursing education.