Observational studyNurse education today2022
Enhancing nurses' capacity to provide concurrent mental health and substance use disorder care: A quasi-experimental intervention study.
Observational study in Nurse education today, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The influencing factors of stigma towards people with mental illness among nursing students: a mixed-method systematic review.Medical education online · 2024Pooled it
- Nurses' stigmatizing attitudes toward patients with substance use disorders and their impact on care quality.BMC nursing · 2026Article
- Guidelines for the nursing care of patients diagnosed with dual diagnosis in psychiatric hospitals of Ghana: a qualitative study.BMC nursing · 2026Article
- Exploring the interplay of mental health knowledge, stigma, and social distance among clinical nurses: a study in Liaoning, China.Frontiers in psychiatry · 2025Article
- Participation in Project ECHO to advance rural primary care providers' ability to address patient mental health needs.Medical education online · 2023Article
- Bridging the Gap: Canadian Healthcare Providers' Perspectives of Harm Reduction and Substance Use Education in Hospital.Journal of the American Psychiatric Nurses AssociationArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
Abstract
backgroundPatients experiencing concurrent disorders (i.e., co-occurring mental health and substance use disorders) are prevalent in mental health settings and their health and social outcomes are often poor. This reflects persistent stigma as well as inadequate preparatory training or continuing education for healthcare professionals, including nurses.
objectiveTo explore the impacts of the 1-day 'Enhancing Concurrent Disorder Care Intervention' on nurses' and student nurses' capacity to deliver care, grounded in current evidence, to patients with concurrent disorders in inpatient mental health settings.
designA Quasi-experimental intervention design was used with pre- and post SETTINGS: Five acute mental health units across two hospitals in British Columbia, Canada, as well as two schools of nursing representing students completing clinical practicum rotations within these settings.
participantsSeventy-six nurses (Registered Nurses and Registered Psychiatric Nurses) and student nurses practicing in inpatient mental health care.
methodsThis educational intervention was informed by a pilot study, which included content validation from international concurrent disorder experts, and further refined through collaborative processes with lived experience and nurse partners. Intervention impacts were examined using online surveys conducted prior to the intervention and within two weeks post-intervention. Surveys assessed knowledge and attitudes about concurrent disorders using a validated instrument and questions developed by the study team. Descriptive statistics alongside paired and independent t-tests and two-way ANOVAs were used to compare survey scores before and after the intervention.
resultsFindings indicate that the intervention was effective in improving participants' knowledge and attitudes toward patients with concurrent disorders across participant groups.
conclusionsEnhancing care and outcomes for patients with concurrent disorders is a global priority. Brief educational interventions aimed at nurses can provide an effective, low-barrier mechanism to address knowledge gaps that contribute to harmful care and adverse outcomes.
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