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Interprofessional Naloxone Student Training to Manage Suspected Opioid Overdose
Elizabeth Riley1, Stephanie Trotter, Lindsey Dayer
1Author Affiliations: Clinical Associate Professor, College of Nursing at UAMS (Riley); Clinical Assistant Professor, College of Nursing at UAMS (Trotter, Stickley, LaBorde, Richardson, and Ward); Associate Professor and Director of Experiential Education, College of Pharmacy at UAMS (Dayer); Assistant Professor and Director of Didactic Education in the Physician Assistant Studies, College of Health Professions at UAMS (Teigen); Assistant Professor, College of Nursing at UAMS (Nagel); Clinical Instructor, College of Nursing at UAMS (McFerguson); Associate Professor of Assessment and Evaluation, Office of Educational Development at UAMS (Anders).
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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