Student nurse perceptions of substance use disorder following a contact-based intervention: A qualitative interpretive descriptive study

IF 2.5 Q2 NURSING

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-07 DOI:10.1016/j.teln.2026.07.014

Sarah A. Mahoney, Michelle E. Bussard, Matt R. Bell

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引用次数: 0

Abstract

Aim/objective

Identify nursing students’ perceptions of their clinical experiences after participating in a contact-based intervention (CBI) involving an individual’s lived experience with substance use disorder (SUD).

Background

There are limited research studies detailing teaching strategies for prelicensure nursing students when preparing them to care for individuals with SUD.

Design

A qualitative interpretive descriptive study using a reflection question.

Setting

Bachelor of Science in Nursing program in the USA.

Participants

Of 47 second semester prelicensure nursing students enrolled in a mental health nursing course.

Methods

A reflection question was analyzed to identify prelicensure students’ perceptions on SUD and the impact of CBI on clinical experience.

Results

A total of 12 parent codes and four themes were derived from 47 reflection statements. The themes included Person-Centered Care, Informed Clinical Judgment, and Influence of Pre-Existing Beliefs and Previous Exposure.

Conclusion

Research and individual experiences support the need for nurses to lead in multidisciplinary partnerships and employ strategies to transform SUD education and training.

查看原文本刊更多论文

学生护士在接触干预后对物质使用障碍的看法：一项定性解释描述性研究

目的/目的确定护理专业学生在参与基于接触的干预（CBI）后对其临床经历的看法，该干预涉及个体物质使用障碍（SUD）的生活经历。背景：在护理专业预科生准备照顾SUD患者时，详细介绍教学策略的研究有限。设计一项使用反思问题的定性解释性描述性研究。在美国获得护理学学士学位。研究对象：47名第二学期的护理学预科学生参加了心理健康护理课程。方法通过一个反思问题，了解学前班学生对SUD的认知以及CBI对临床经验的影响。结果从47个反射语句中得到12个父代码和4个主题。主题包括以人为本的护理，知情的临床判断，以及先前存在的信念和先前暴露的影响。结论研究和个人经验支持护士领导多学科合作伙伴关系的必要性，并采取策略改变SUD的教育和培训。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Learning in Nursing NURSING-

CiteScore

2.60

自引率

10.50%

发文量

119

审稿时长

37 days

期刊介绍： Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty