The Perceived Impact of Substance Use Education on Social Work Students' Knowledge, Attitudes, and Skills.

Autor:	Putney J; Department of Social Work, University of Vermont, Burlington, VT, USA.; Simmons University School of Social Work, Boston, MA, USA., Halmo R; Simmons University School of Social Work, Boston, MA, USA., Collin CR; Northeastern University College of Social Sciences and Humanities, Boston, MA, USA., Abrego-Baltay B; Simmons University School of Social Work, Boston, MA, USA., O'Brien M; Department of Social Work, University of Vermont, Burlington, VT, USA., Thomas KA; Simmons University School of Social Work, Boston, MA, USA.
Jazyk:	angličtina
Zdroj:	Substance use & addiction journal [Subst Use Addctn J] 2024 Jul; Vol. 45 (3), pp. 446-452. Date of Electronic Publication: 2024 Jan 31.
DOI:	10.1177/29767342241229051
Abstrakt:	Background: In 2021, the Substance Abuse and Mental Health Services Administration (SAMHSA) published a report revealing that over 46 million individuals in the United States had a substance use disorder (SUD). In the same year, a record number of drug-related overdose deaths were reported. Social workers play an important role in connecting with people who use substances and providing adequate care and treatment; yet, negative attitudes and lack of holistic knowledge about individuals who use substances create challenges in providing effective care. Social work curricula that integrates substance use content has been identified as one way to address this. Methods: A 14-week course was introduced in one institution's Master of Social Work curriculum with the goal of providing students with a comprehensive education on SUDs. Foundational knowledge and practical skill development were covered. Seventeen trained instructors taught a total of 1204 students between May 2020 and January 2022. Quantitative and qualitative data were collected to explore changes in student's self-perceived knowledge, attitudes, and skills related to substance use. Results: Among those who completed the survey (N = 553), the majority felt that the course would have a positive impact on their future work and professional development. Specifically, 96.4% reported being satisfied or very satisfied with the course overall. Among those who completed a 30-day follow-up survey (n = 69), data revealed an increase in students' self-perceived knowledge, accompanied by a shift in attitudes and positive changes in self-perceived client-centered care skills. Conclusions: Findings from this article support the development, implementation, and evaluation of evidence-based substance use content within social work curricula. This has implications for improving knowledge, attitudes, and skills among social workers who work with people who use substances. Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Databáze:	MEDLINE
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