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PURPOSE: Rates of at-risk opioid use, opioid use disorder, and opioid overdose remain alarmingly high. There are medications that can be used to treat opioid use disorder, including methadone, buprenorphine, and naltrexone, although access to care remains difficult. This review seeks to provide advanced practice psychiatric nurses (APPNs) with an overview of buprenorphine prescribing, with an emphasis on novel, long-acting delivery systems. CONCLUSIONS: APPNs should be familiar with best practices regarding buprenorphine prescribing. Some patients may benefit from long-acting delivery methods, such as subdermal implants, or subcutaneous injections. PRACTICE IMPLICATIONS: APPNs can reduce barriers to buprenorphine access and should be familiar with best practices related to buprenorphine prescribing.

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The use of psychedelics, such as psilocybin, has emerged in recent literature as a novel therapeutic treatment for various psychiatric disorders, including substance use, depression, and anxiety. While international and domestic trials are currently underway, there is data demonstrating both the relative safety and potential efficacy of psilocybin. Psychiatric mental health nurse practitioners are essential mental health providers that may be at the forefront of delivering these new treatment modalities. Therefore, they must be aware of the psychopharmacological and psychotherapeutic tenets of psilocybin to be prepared to treat patients.

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BACKGROUND: The transition from high school to college can be a stressful experience for first-year university students. Peer advisors are thought to be a valuable social support resource for first-year nursing students. PURPOSE: The purpose of this study was to assess the perceptions and experiences of both first-year nursing students and their peer advisors in a first semester seminar course. METHODOLOGY: A cross-sectional descriptive design was used on a sample that included 108 first-year nursing students and five peer advisors. RESULTS: The study revealed that 68% of the participating freshmen felt that the program met their nursing school expectations and 95.1% reported that the peer advisor group meetings were beneficial and met the goals of the courses, as anticipated. Students described their peer advisors as excellent communicators, accommodating, and sensitive to diversity. The course also offered peer advisors an opportunity for personal and professional growth. CONCLUSION: The findings of this study might help inform the academic institution's practices regarding the benefits of peer advisement program for first-year students.

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Psychiatric nursing providers and their unique challenges in the face of the COVID-19 pandemic are not well-represented in the literature. Therefore, this study sought to describe mental well-being of psychiatric nurses, and sought to elucidate factors related to mental wellness during the COVID-19 pandemic. This study utilized cross-sectional survey methodology to evaluate burnout, mental wellness, COVID-related anxiety, professional fulfillment, depressive symptoms, and anxiety symptoms among psychiatric nurses. There was a total of 151 respondents. A linear regression model was employed to identify predictors of mental wellness. The final regression model included the following predictors: depressive symptoms, burnout, professional fulfillment, and educational status. These predictors together accounted for 73% of the variance for the outcome variable of mental well-being.

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The purpose of the current study was to evaluate changes in attitudes toward psychiatric nursing and mental health problems in a sample of nursing students after exposure to high-fidelity standardized patient (SP) simulation scenarios. This study used a quasi-experimental, single-group pre-/post-survey approach. Immediately before and after exposure to SP simulation scenarios, undergraduate nursing students completed Attitudes to Mental Illness (AMI) and the Attitudes to Psychiatry (ATP) surveys. There were significant improvements in the following ATP domains: psychiatric career choice and psychiatric teaching (p = 0.046 and 0.007, respectively). There were no significant changes in the AMI survey, but items related to social stigma improved following the simulation. Findings of this study suggest a potential benefit of SP simulation on nursing students in developing their attitudes toward psychiatry and mental health problems. [Journal of Psychosocial Nursing and Mental Health Services, 59(8), 15-21.].

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ABSTRACT: Between 1999 and 2017, nearly 400,000 individuals died from opioid-related overdoses in the United States. Nurse practitioners (NPs) can be instrumental in providing care for those with opioid use disorders (OUDs) but must be adequately prepared to do so. Currently, there is limited evidence regarding how NP programs are preparing their graduates to address opioid use. The purpose of this study was to evaluate how NP programs have addressed the opioid epidemic within their curricula, and to evaluate barriers to and facilitators of curricular modifications. Electronic surveys were distributed to all 444 NP program directors in the United States. The survey consisted of 10 questions and inquired about curricular modifications made in regard to OUDs, barriers and facilitators of such modifications, and perceived importance of addressing the opioid epidemic within NP programs. A total of 130 (29.3%) of program directors responded to the survey. Of the program directors who responded, 89 (76.1%) reported that curricular modifications were made to address OUDs. Barriers to curricular modification included limited time, lack of faculty expertise or confidence, and stigma in regard to opioid use. Facilitators included faculty champions, availability of external educational resources, student interest, and financial incentives. Nurse practitioners can treat patients with OUDs, mitigating significant barriers to care reported in light of the opioid epidemic. Graduate NP programs should assure that curricula adequately cover opioid use and related management.