Implementation process of “Engaging Clients Who Use Substances” guideline in a nursing school curriculum.

Abstract

Background Nursing research has led to knowledge which has contributed to improving health care and to reduce costs. The implantation of guidelines ensures the transfer of the best evidence for clinical practice [1].Substance-related problems can occur at any age, but usually begin in adolescence [2]. The Guideline Engaging Clients Who Use Substances developed by the Registered Nurses' Association of Ontario (RNAO), provides evidence-based recommendations related to the assessment and interventions for people over 11 years of age, who use substances, may be at risk of, or have a substance use disorder [3]. Objective To present the experience of the guideline implementation process of the RNAO’s Engaging Clients Who Use Substances, in the curriculum of the nursing degree (CLE) of the Atlantic Health School (ESSATLA). Methods Implementation procedures indorsed by the RNAO were followed, involving teachers, students and nurses from several clinical practice contexts. First, an analysis and reflection were made considering ESSATLA's CLE curriculum, Unit Sheets and the Engaging Clients Who Use Substances guideline recommendations. Afterwards, a guideline implementation plan was designed to fit the CLE, based on structure, process and outcome indicators. Teachers and clinical tutor train was performed and some guideline topics were included in several units: establishing therapeutic relationships [4] and person- and familycentred care [5]. Results To date, guideline implementation process results include several outcomes: seminar meetings held with all stakeholders involved in the guideline’s implementation process; a partnership training project - Partnership training seminars; a workshop scheduling plan; Portuguese translation of the “Engaging Clients Who Use Substances” in process (teacher and nursing expert stakeholder collaboration); didactic materials to support content implementation in the nursing curriculum; student evaluation tools and instruments; three students included the topic of substance use in their end-of-course monograph project; some students in the clinical practice of the elderly did a in-service training session on this subject. Conclusions The implementation of this guideline in the CLE curriculum has empowered students to become more confident and competent to care for substance abusers, namely regarding screening, the assessment process and intervention in substance use disorders. It also meets the expectations of the stakeholders involved, empowering their performance based on scientific evidence.