- Rikki Patton, PhD, IMFT-S, Associate Professor, Social of Social Work and Family Sciences, University of Akron, Akron, OH
Background and Significance Utilizing simulation in health professions training has been connected to multiple training benefits. Yet, there is a dearth of information available on the potential benefits of infusing simulation as part of interprofessional training in substance use screening, brief intervention, and referral to treatment (SBIRT) specifically. The goal of this study is to examine health professions trainees’ perspectives about completing an SBIRT-focused simulation specifically within the context of interprofessional education. Understanding how trainees experience interprofessional engagement in SBIRT training may help inform strategies for SBIRT implementation across integrated care settings. Method This analysis is part of a larger program evaluation project aimed at developing an interprofessional training program on substance use and SBIRT. Graduate level students (n=23) from the disciplines of counseling, marriage and family therapy, nursing, social work, and speech-language pathology participated in one of six interdisciplinary small-group debriefing meetings after completing a didactic SBIRT training, a pre-simulation interprofessional team meeting and a series of SBIRT-focused virtual simulations. Data from the debriefing meetings were recorded, transcribed, and utilized in thematic analysis to explore trainees’ perspectives about SBIRT training within the context of interprofessional collaboration. . Results Preliminary thematic analysis indicated the following themes: 1) the benefits of developing one’s approach to SBIRT within the context of interprofessional engagement; 2) the universality of SBIRT across disciplines; and 3) the benefits of learning and practicing alongside other professions. Discussion Findings indicated trainees recognized both the universality of SBIRT in practice and the benefits of learning about perspectives from other professions, and how they would engage SBIRT in practice. Modeling the importance of honoring the uniqueness that each profession brings, while also having a universal language for substance use screening and brief intervention in integrated care, may provide trainees to be better equipped to engage in integrated health upon entering the workforce.
- Describe the shared language of SBIRT as it can be used across health professionals in the care of individuals with substance use disorder (SUD).
- Identify effective training program elements for engaging multiple health professions in interprofessional care of individuals with SUD.
- Discuss the outcomes of a qualitative analysis of an interprofessional simulation program used to train health professionals in the use of SBIRT.