Family nurse practitioner workforce response to the public health opioid crisis through curriculum revision

Abstract

The opioid crisis continues to pose a critical public health challenge in the United States, demanding an adequately trained primary care workforce. In response, a Family Nurse Practitioner (FNP) program revised its curriculum to prepare students to care for individuals with Opioid Use Disorder (OUD) through a multi-pronged educational intervention. Grounded in Social Cognitive Theory, Situated Learning Theory, and Community of Practice Theory, the revised curriculum integrated a 24-hour Medication for Opioid Use Disorder (MOUD) waiver training, clinical shadowing with MOUD providers, and participation in a 10-month Project ECHO telementoring series based on SAMHSA’s Treatment Improvement Protocol (TIP) 63. Results demonstrated statistically and clinically significant improvements in knowledge across all domains, with an average score increase of 14.13 points (95% CI: 9.99-18.27). Notable gains were observed in understanding prescribing guidelines, addiction as a chronic condition, state laws, and use of de-stigmatizing language. Data from reflective narratives revealed several emergent themes, including reduced stigma, recognition of addiction as a chronic illness, and the value of dignity and empathy in patient care. Students reported shifts in perception due to experiential learning and exposure to recovery-focused clinical environments. This innovative curriculum highlights the effectiveness of integrating didactic, clinical, and community-based strategies to enhance FNP student readiness to address OUD in primary care. Future research should explore long-term impacts on clinical practice and patient outcomes. The approach may lend itself to other pressing challenges in public health.

Keywords

Medication for opioid use disorder / MOUD curriculum / Nurse practitioner student training / Opioid use disorder

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