Abstract
Cannabis education is recommended for nursing programs; however, knowledge gaps persist. Key objectives of this study were to evaluate prior knowledge deficits, develop an innovative cannabis curriculum, and evaluate efficacy of the curriculum. This pilot study included a pre/postevaluation of 17 students using an online, synchronous educational session. National guidelines were used as a conceptual framework to develop an evidence-based educational intervention inclusive of cannabis pharmacology, the endocannabinoid system, and physiology. Using a paired samples Wilcoxon signed-rank test, a significant increase in both self-assessed (p < .001) and tested knowledge (p < .001) was observed. Students strongly agreed that cannabis education influenced clinical practice. Students strongly recommended that this content be formally integrated into the program curriculum. This study confirmed that cannabis knowledge gaps exist in a single advanced practice nursing program and indicates the benefits of an educational intervention. Further research is needed to validate and generalize these findings.
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