Faculty experiences of teaching substance use disorders: A qualitative phenomenological study
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Authors
Moore, Nicole
Issue Date
2025-04-29
Item Type
Thesis
Language
en_US
Keyword
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education::Nursing education
Alternative Title
Abstract
Substance use disorders (SUD) affect billions of individuals globally, yet the research
shows that pre-licensure nursing programs have struggled to adequately incorporate SUD content into
the curriculum. Further, the research demonstrates that nurses are not prepared to comprehensively
treat patients with SUD diagnoses due to the presence of stigma and lack of education. The purpose
of this study was to explore faculty experiences of teaching SUD in an effort to begin to
understand perceived barriers and facilitators for this content within the curriculum. Using a
qualitative phenomenological approach allowed for detailed insight into faculty experiences.
Qualitative phenomenological analysis revealed that faculty noted the content to be adequate when
the program prioritized the topic, however felt the content was siloed within the
psychiatric/mental health nursing course. Faculty described the topic as ‘taboo’ for other faculty
who either skipped over or glossed over the material in other courses and left it to be fully
covered in the mental health course due to a lack of faculty expertise and experience with the
topic. The findings indicate that faculty place high value on the affective component of teaching
SUD and often integrate personal experiences into their teaching modalities. Clinical site
accessibility and community partnerships enhanced the ability of faculty to teach the content,
whereas a lack of accessibility or partnerships hindered faculty teaching.
Description
Citation
Publisher
Western Connecticut State University