成瘾研究与治疗杂志

抽象的

The Perceived Knowledge of Nursing Students, Their Therapeutic Attitudes, and Their Interest in Addictions Education

Abera Lambebo

This study aims to explore the perceived knowledge of nursing students regarding addictions, their therapeutic attitudes towards individuals with addiction, and their interest in receiving education on addictions. A cross-sectional survey was conducted among nursing students from multiple educational institutions. The survey included questions related to their perceived knowledge of addictions, attitudes towards addiction treatment, and interest in addictions education. The findings revealed variations in perceived knowledge levels among nursing students, with a significant number expressing a need for more education on addictions. Moreover, the majority of participants demonstrated positive therapeutic attitudes towards individuals with addiction. These results emphasize the importance of incorporating comprehensive addictions education into nursing curricula to enhance students' knowledge, attitudes, and competencies in addressing addiction-related issues in their future nursing practice.

This cross-sectional study examines the interest of nursing students in receiving education on addictions. A survey was conducted among nursing students from multiple educational institutions, assessing their interest in addictions education and the factors influencing this interest. The results indicate a high level of interest among nursing students in learning about addictions, with the majority expressing a desire for more comprehensive education on this topic. Factors such as personal experiences, perceived relevance to future practice, and the potential impact on patient care were identified as key drivers of interest. These findings underscore the importance of integrating addictions education into nursing curricula to meet the needs and aspirations of nursing students, ultimately enhancing their competencies in addressing addiction-related issues in their professional practice.