- Journal of Nursing Education
- July 2012 - Volume 51 · Issue 7: 411-415
This article reports on a study that evaluated the effectiveness of an educational intervention, Addressing Nurse Impairment, for addressing nursing students’ knowledge acquisition, changes in self-efficacy to intervene, and changes in substance abuse stigma. A gap exists in nursing students’ education regarding the risks of addiction within the profession and how to handle a colleague suspected of having a substance use disorder. The seminar was adapted from an existing evidence-based prevention program called Team Awareness, as well as information from focus groups and a pilot test. A quasi-experimental pretest–posttest design was used to evaluate the effect of the seminar. When the control and experimental groups were compared, the results indicated that the seminar significantly affected knowledge and self-efficacy to intervene but did not significantly affect stigma. This research contributes to the body of evidence related to educational interventions for nursing students regarding substance abuse in the nursing profession.
Dr. Cadiz is Research Associate, and Dr. O’Neill is Program Director, WorkHealthy Oregon, Oregon Nurses Foundation, Tualatin; Ms. Butell is Professor, and Dr. Epeneter is Professor, Linfield-Good Samaritan School of Nursing; and Ms. Basin is Doctoral Student, Oregon Health and Sciences University School of Nursing, Portland, Oregon.
Funding for the development and evaluation of the Addressing Nurse Impairment seminar was provided to Dr. Cadiz and Dr. O’Neill by the Oregon Health Authority. The views expressed in this article do not reflect the official policies of the funder.
The authors have disclosed no potential conflicts of interest, financial or otherwise.
Address correspondence to David M. Cadiz, PhD, Research Associate, Oregon Nurses Foundation, 18765 SW Boones Ferry Road, Suite 200, Tualatin, OR 97062; e-mail: .email@example.com