Effect of a simulated overdose response on student ability to counsel on naloxone use

Abstract

AbstractIntroductionPharmacist training on naloxone is often assessed by determining perceptions of self‐confidence in counseling; however, the impact of a specific training on counseling quality has not been well established.ObjectiveThe aim of this study was to determine if completing a simulated overdose with naloxone response results in an improved ability to counsel a patient on naloxone use.MethodsStudents in the third professional year were provided live training on naloxone information and use as part of a required skills lab. Immediately afterward, students were randomized to complete an overdose simulation with naloxone response or to counsel an individual on naloxone use. Following completion of their initial activity, students then completed the other. A checklist adapted from previously published work and the recommended naloxone training from the Commonwealth of Pennsylvania was used to assess the counseling session. Counseling results of students who completed the overdose simulation first were compared with those who completed the simulation second.ResultsHere, 100% of eligible students (N = 138) participated in the simulation and 134 (97%) participated in the counseling session. The median scores for the counseling activity were 82% (interquartile range [IQR] = 27%) for students who completed the simulation prior to counseling and 82% (IQR = 27%) for students who did not complete the simulation prior to counseling (P = .61). Furthermore, there were no statistically significant differences between any checklist item among the two groups.ConclusionThere was no difference in counseling ability between students who completed a simulated naloxone response and those who did not. Additional research is needed to better determine the effect of simulation on patient counseling skills. As naloxone training programs are further refined, consideration should be given to streamline the process to include evidence‐based methods of training which result in improved skills in both administration and counseling.