Addiction Psychiatry Educational Module : A Qualitative Study

Abstract

Introduction: Addiction psychiatry is a growing but underrepresented area in nursing education worldwide. Given the rising rates of substance use and behavioral addictions among youth, nursing students frequently feel unprepared to manage addiction related health issues in their clinical practice.

Objective: To assess and describe the experience of B.Sc. (N) students regarding implementation of an addiction psychiatry module at College of Nursing.

Methods: The study adhered to the COREQ criteria. A total of 54 B.Sc.(N) 6^th semester students from college of nursing, participated. Data were collected using purposive sampling technique through open ended written responses to a structured questionnaire including 6 areas: knowledge gained, perceived helpfulness, enjoyment, comprehension difficulty, learning through group activities and preferred teaching methods. Data saturation was achieved after 48 responses. Data analysis was performed using thematic analysis by Braun and Clark’s framework.

Results: Theme emerged were: Increased Knowledge, Practical use and professional value, Enjoyable experiences through interactive learning, comprehension eased by teaching methods, collaborative learning through group work, preference for role playing and simulation methods. Nearly 98.1 % students reported gaining knowledge, 96.3% find the module helpful,94.4% had enjoyed the experience, 88.9% perceived that content was easy to grasp. Role play was the most popular teaching activity 22.9%, followed by quiz competitions 14.8% and model presentations 14.8%.

Conclusion: Students responded positively to the addiction psychiatry module. Interactive teaching strategies, particularly role play and group activities, enhanced knowledge retention, perceptions of clinical relevance and teamwork. Employing hands- on training techniques to better equip future nurses to address addiction related healthcare challenges.