Promoting Empathetic and Stigma-Free Care for Individuals with Opioid Use Disorder: Assessing NO STIGMA Simulations in Nursing Education.
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| Title: | Promoting Empathetic and Stigma-Free Care for Individuals with Opioid Use Disorder: Assessing NO STIGMA Simulations in Nursing Education. |
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| Authors: | Viveiros, Jennifer (AUTHOR), Tyo, Mirinda (AUTHOR), McCurry, Mary (AUTHOR), Schuler, Monika (AUTHOR), Avery-Desmarais, Shannon (AUTHOR), DeGonge, Danielle (AUTHOR) |
| Source: | Substance Use & Misuse. 2026, Vol. 61 Issue 7, p971-978. 8p. |
| Subjects: | Substance abuse treatment, Psychology of college students, Empathy, Substance abuse, Graduate nursing education, Research funding, T-test (Statistics), Data analysis, Educational outcomes, Graduate students, Pilot projects, Questionnaires, Health occupations students, Caring, Statistical sampling, Nursing, Nursing schools, Descriptive statistics, Simulation methods in education, Pre-tests & post-tests, Narcotics, Research methodology, Patient-professional relations, Communication, Attitudes toward mental illness, Curriculum planning, Statistics, Baccalaureate nursing education, Masters programs (Higher education), Student attitudes, Therapeutic alliance, Data analysis software, Social stigma, Nursing students |
| Geographic Terms: | New England |
| Abstract: | Background: Stigmatizing attitudes toward patients with opioid use disorder (OUD) contribute to suboptimal care. The NO STIGMA simulation set was developed to reduce stigma toward individuals with OUD and promote positive and effective care. Methods: A two-phase sequential mixed methods study evaluated the feasibility of the No STIGMA simulations and the effectiveness on student outcomes of stigma, caring attitudes, and empathy. Pre-post measures were collected from 60 nursing students in undergraduate and graduate programs using the Drug User Stigmatization Scale (DUSS), Drug and Drug Problems Perceptions Questionnaire (DDPPQ) and the Jefferson Scale of Empathy-Health Professional Students (JSE-HCP). Simulation effectiveness was measured using the Simulation Effectiveness Tool-Modified (SET-M). Results: Results showed significant reduction in stigma (DUSS p < 0.001) and improved empathy (JSE scores p < 0.01) and therapeutic communication (DDPPQ p < 0.001). Mean SET-M score of 50.69, indicated positive perceived effectiveness. Simulations positively influenced participants' attitudes toward individuals with OUD. Conclusions: The NO STIGMA simulations effectively decreased stigma and increased empathy among nursing students. There were measurable improvements in students' attitudes, empathy and communication skills, which are essential in delivering equitable, quality care to individuals with OUD. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Background: Stigmatizing attitudes toward patients with opioid use disorder (OUD) contribute to suboptimal care. The NO STIGMA simulation set was developed to reduce stigma toward individuals with OUD and promote positive and effective care. Methods: A two-phase sequential mixed methods study evaluated the feasibility of the No STIGMA simulations and the effectiveness on student outcomes of stigma, caring attitudes, and empathy. Pre-post measures were collected from 60 nursing students in undergraduate and graduate programs using the Drug User Stigmatization Scale (DUSS), Drug and Drug Problems Perceptions Questionnaire (DDPPQ) and the Jefferson Scale of Empathy-Health Professional Students (JSE-HCP). Simulation effectiveness was measured using the Simulation Effectiveness Tool-Modified (SET-M). Results: Results showed significant reduction in stigma (DUSS p < 0.001) and improved empathy (JSE scores p < 0.01) and therapeutic communication (DDPPQ p < 0.001). Mean SET-M score of 50.69, indicated positive perceived effectiveness. Simulations positively influenced participants' attitudes toward individuals with OUD. Conclusions: The NO STIGMA simulations effectively decreased stigma and increased empathy among nursing students. There were measurable improvements in students' attitudes, empathy and communication skills, which are essential in delivering equitable, quality care to individuals with OUD. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10826084 |
| DOI: | 10.1080/10826084.2025.2588315 |
