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Prisma Health-Upstate, University of South Carolina School of Medicine Greenville (UofSCSOMG), and Clemson University School of Nursing in Greenville, SC (CUSON) will develop and implement Project TRANSFORM (Teaching Recovery-informed Addiction Care And Negating Stigma FOR Medical Professionals) to provide training for professionals in the health care team who in the course of their roles may serve individuals and families affected by SUD. The proposed module-type educational pedagogy includes review of sensitivity to the unique needs of those affected, information on various substances of use, and clinical considerations and supportive intervention strategies for health care professionals. The project will serve an estimated 5,200 students over the two year period. The Project Goal is to expand the number of practitioners to deliver high-quality, evidence-based SUD treatment. The objective is to expand the integration of substance use disorder (SUD) education into the standard curriculum of a minimum of 20 relevant healthcare and health services education programs over two years. The proposed approach for this project is to: 1. Develop an online curriculum that will cover each of the subject areas required in the FOA. The modules will be in an online platform where the instructor can either assign the curriculum to be done outside of the class or the instructor can use the curriculum as a part of their lecture. 2. Provide each module to consist of the evidence based educational piece followed by a short quiz on the topic, then a review of the quiz and topic. Following the module will be brief videos, produced by national experts in addiction medicine, education and recovery in collaboration with a professional video company, interviewing people in recovery and their experience with that particular drug and what was helpful to them in recovery. This innovative approach of integrating the medical knowledge with lived experience education provided by individuals living with addiction and in recovery will result in an educated, compassionate and involved healthcare workforce addressing SUD.

Emergency departments (ED) across the country are experiencing an alarming increase in patients seeking care for substance use disorder (SUD) including opioid use disorder. Today, the ED is considered a frontline in the treatment of these patients. To meet this demand, emergency physicians and medical toxicologists must be able to effectively care for these patients, yet education, training and competencies in this area are limited. This program, On the Frontline: Training Emergency Medicine Residents and Medical Toxicology Fellows to Effectively Screen, Assess, and Treat Patients with Substance Use Disorder, is intended to meet this need. To that end, this project will develop and test SUD curricula for emergency medicine residency and medical toxicology fellowship programs among nearly 1,000 emergency medicine residents and 90 medical toxicology fellows. The curricula will then be shared with all emergency medicine resident and medical toxicology fellowship programs across the country. The curricula will also be used to develop questions about SUD assessment, and treatment in board certification exams for both emergency medicine and medical toxicology. Lastly, medical toxicologists consult on overdose patients in the ED daily and play a critical role in providing guidance to emergency departments on SUD. Medical toxicology fellows will take this training one step further and provide in-service training to the multidisciplinary emergency department team and staff that care for patients with SUD.

The Council on Social Work Education (CSWE) is the national association representing social work education in the United States and the sole accrediting agency for social work education in the U.S. and its territories. CSWE proposes a project, Substance Use Disorders (SUD) Expansion of Practitioner Education in Social Work, to address the lack of a high-quality standardized SUD curriculum in accredited schools and programs of social work. CSWE will partner with at least 32 colleges and universities to integrate a newly designed SUD curriculum into their accredited programs of social work. This will strengthen the preparation of future social work practitioners to deliver high-quality, evidence-based SUD prevention, treatment and recovery services. The new curriculum will align with social work competencies used in CSWE’s accreditation standards and will include plug and play modules as well as a newly developed SUD social work course. An integral part of social work education is the field experience. According to CSWE’s accreditation standards, “The intent of field education is to integrate the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum—classroom and field—are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice.” Each field experience is supervised by an MSW practitioner. Therefore, the SUD curriculum will contain a field component where students will practice with individuals, families and groups affected by a substance use disorder. To accompany the curriculum, an assessment matrix will be developed to ensure that programs are assessing student competency in a standardized way.

The Physician Assistant Education Association (PAEA) will lead the Expansion of Practitioner Education-Physician Assistant (PRAC-ED-PA) project to (1) Increase the number of PAs delivering high-quality, evidence-based SUD treatment by 2021, (2) Expand the integration of SUD education into PA programs by 2020, and (3) Advocate to include SUD questions on PA certification exams before 2021. PAEA was founded in 1972 and represents all 242 PA education programs in the United States. We serve approximately 2,000 faculty along with approximately 26,000 applicants and more than 18,000 students split between didactic and clinical education phases in each year. The Association is responsible for leadership, program support, faculty development, advocacy, assessment, and collecting and disseminating information on PA education programs. Our programs now graduate more than 9,000 new PAs each year who practice medicine in all specialties across every state, multiple territories, and the District of Columbia. PAEA strives to ensure quality PA education through the development and distribution of education services and products geared toward meeting the emerging needs of PA programs, the PA profession, and the healthcare industry. PAEA's vision is Health for All. Its mission is leadership, innovation, and excellence in PA education. The immediate population to be served will be 900-1,000 students in 10 pilot programs whose knowledge will be enhanced through expansion of existing behavioral health and SUD curricula in 2020 and 2021. PAEA will employ a strategy requiring the 10 pilot programs to actively assist in the process of adapting existing SUD curricula into a 6-8 hour modular format that is suitable for programs to integrate as a stand-alone curriculum or to merge with other curricular components where SUD content is delivered. After piloting and modifying the curriculum, we will expand it to 10 additional programs and 400-500 more students will be impacted by 2021. Progress toward achieving the objectives will be measured and analyzed through scores on student pre- and post- assessments in addition to satisfaction scores and faculty evaluations to continuously improve the quality of the curriculum. The success of the advocacy goal will be measured through the acceptance by the National Commission on the Certification of Physician Assistants (NCCPA) of the PRAC-ED-PA SUD curriculum as one resource for test item writers and the continued inclusion of SUD questions in the Physician Assistant National Certifying Examination (PANCE). The 6-8 hour PRAC-ED-PA curriculum will be made available to all PA programs. This expanded SUD treatment knowledge will be drawn upon by PA graduates to reduce stigma associated with SUD and impact the care they will provide to millions of patients over the course of their careers. These demographically diverse patients, and their families, constitute the ultimate population to be served by new graduates in every specialty and practice setting.

Project Name: The NP Substance Use Disorder Medical Education Project (NP-SUDMedEd) Population(s) to Be Served: (demographics and clinical characteristics): Nurse Practitioner (NP) students enrolled in schools and universities with Nurse Practitioner education programs. Strategies/Interventions: The American Society of Addiction Medicine (ASAM) will work in partnership with the American Association of Colleges of Nursing to expand the integration of substance use disorder (SUD) into the standard curriculum of NP programs through development and implementation of a high-quality, evidence-based online module for NP students. In implementing its proposed curriculums, ASAM will build on its extensive experience as the single largest provider of live and online education programs on addiction medicine. The nationally recognized ASAM Fundamentals of Addiction Medicine, an innovative educational program empowering primary care and other providers to diagnose and treat patients at risk for, or with, addiction, will be adapted for ASAM’s proposed NP-SUDMedEd curriculum. The curriculum will be piloted in year with 10 universities/schools with NP education programs and after modification as needed in year 2, with 10 additional universities/schools. Project Goals and Measurable Objectives: Goal: Reduce stigma around SUD and increase SUD treatment providers through development and piloting of a curriculum designed for university NP programs on identifying and treating of SUDs Objective 1: By 11/15/2019, develop curriculum on SUD treatment that includes components on: 1) screening, brief intervention, and referral to treatment (SBIRT) strategies; 2) assessment; and 3) treatment principles and their application particularly with regard to alcohol, marijuana, stimulants, and opioids. Objective 2: By 9/14/2020, pilot and ensure use of curriculum in at least 10 schools/universities with NP education programs. By 9/14/2021September 14, 2021, implement and ensure use of modified curriculum by 10 additional schools/universities with NP education programs. Objective 3: By 9/14/2020, collect data from participating NP students and educators to evaluate pilot curriculum and develop report that outlines needed curriculum modifications for Year 2. Objective 4: By 10/15/ 2020, modify curriculum based on Year 1 pilot evaluation and identification of recommended curriculum improvements. Objective 5: By 9/14/2021, work collaboratively with the American Academy of Nurse Practitioners Certification Board (AANPCB) to integrate SUD questions into the certification process by inviting SUD content experts who meet qualification requirements to participate in AANPCB certification examination item-writing sessions. Number of People to Be Served Annually and Through Life of Project: 750 Nurse Practitioner students in year 1 and 750 in year 2 for a total of 1,500.

This program will increase the number of psychologists trained to assess and treat substance use disorder (SUD) through the development and implementation of a curriculum by the American Psychological Association (APA). Many psychology programs do not routinely include SUD training as programs do not have faculty with expertise in this area. Increasing the number of psychologists trained to assess and treat SUD will impact unmet need. Psychologists are well positioned to assess and treat SUD given the emphasis in their training on evidence-based practice and understanding patients using a biopsychosocial framework. Further, psychologists treat patients with problems that often co-occur with SUD. The curriculum will be developed in consultation with a nationally recognized psychologist with expertise in research, service delivery, and training in the area of SUD. The curriculum will be implemented by ten programs in year one and additional ten in the second year. The curriculum will include sufficient detail and resources to enable the instructor to implement as is. Organized as a series of content-related modules the curriculum will be built by first defining student learning outcomes for each module and include content to be covered, suggested learning activities including videos, and methods to assess student learning. It is expected that this program will impact 130 students and 10 faculty in each year of the project for a total of 260 students and 20 faculty. The APA is the organization that will oversee this program and has formal and long-standing connections to psychology training programs and the organization that administers the psychology licensure exam. These existing relationships will facilitate the adoption of the curriculum and meeting the goals for the program. There are three goals for this program: reduce unmet need for screening, assessment, and treatment of SUD by fostering a psychology workforce that is competent to screen, assess, and treat SUD; provide evidence-based training to psychology graduate students related to SUD; and enhance psychology graduate programs' capacity to provide education and training related to SUD. Data will be submitted by participating programs and students to assess the degree that the program meets the stated objectives. Such data includes, percent of students meeting course objectives, student rated increases in their SUD knowledge, utility of curriculum as applied to their clinical work, achieving ten participating programs in each year, and increases in instructor's self-reported competence to provide SUD training.

The goal of this project is to increase the competence and capability of emergency medicine residents/physicians to provide their patients with high-quality and evidence-based substance use disorder screening, assessment and treatment. The American College of Emergency Physicians (ACEP) will develop and disseminate SUD curriculum to our emergency medicine residencies to improve patient care. Emergency department (ED) residents are in a unique position to play an integral and pivotal role in reducing substance use disorder (SUD) overdose deaths and increasing linkage to addiction treatment. EDs serve as a key access point for the health care system and are often the first and only point of contact for patients with a SUD. EDs also serve as an optimal setting for screening and intervention for opioid use disorder and treatment due to high volumes of patients and the potential for staff to leverage patients’ motivation to change. It is critical that education on SUD be emphasized in every EM residency in the nation. Patients treated with respect and understanding and offered effective treatments are more likely to continue with that treatment and enter recovery programs. Today, only a handful of residencies have content experts that can expose residents to up-to-date information on the theory of addiction, brief intervention techniques and use of medication assisted treatment. Without a developed curriculum to guide them, residents will graduate with a knowledge gap, patients will not receive the best treatment, and referral networks will not be established. ACEP will partner with American Board of Emergency Medicine (ABEM), Council of Residency Directors in Emergency Medicine (CORD), and Emergency Medicine Residents' Association (EMRA). ACEP will convene subject matter experts (SMEs) to form a SUD Curriculum Advisory Group to assist in developing the curriculum. ACEP will pilot the curriculum in 12 emergency medicine residents. Evaluation data from these pilot sites will inform any necessary revisions to the curriculum and content. We will then implement in an additional 12 residencies. ABEM will develop exam questions based on the SUD curriculum. These will be included in the Emergency Medicine In-Training Exam and the Qualifying Exam. ABEM will provide ACEP the aggregate data collected from 2021 In-Training Exam comparing residencies utilizing the SUD curriculum with those not utilizing curriculum. In addition, we will compare the change in scores on the questions over time among all residencies.

Creating and test-piloting curriculum for undergraduate and graduate nursing students with training in Screening, Brief Intervention, Referral and Treatment (SBIRT) , Motivational Interviewing (MI), and principals and resources for treatment of substance use disorders with consideration of culturally diverse backgrounds to improve their ability to screen, identify, and support at-risk patients. Additionally, we will offer evidenced based curriculum that is easily incorporated into current nursing curriculum and provide guidance to instructors, with the aim of addressing current barriers in the educational environment to increase SUD education and ultimately better leveraging nurses to become potent agents in address the substance use disorder crisis.

Access to high-quality, foundational teaching of clinical skills is urgently needed to identify and treat substance use disorders (SUDs). "Expansion of Interprofessional Healthcare Practitioner SUD Education," intended for interprofessional healthcare learners, will use a massive open online course (MOOC) designed and taught by an interprofessional team of substance use prevention and treatment experts from Yale University. The course will increase access to and standardize education on evidence-based skills necessary to prevent and treat SUDs. The American Academy of Addiction Psychiatry (AAAP), collaborating with Yale University and the American College of Academic Addiction Medicine (ACAAM) and partnering with 34 universities and professional schools representing medicine, nursing, physician associate, social work, pharmacy and public health, will administer the curriculum and provide follow-up course evaluation. Students participating in the pilot will include all levels: undergraduate, graduate, residency and fellows. Plans to expand representation from other healthcare schools in the first 30 days of the funding include: psychology, family and marriage therapy, and other healthcare professionals. Data will be collected to determine the course usefulness in improving learner knowledge and confidence to screen, diagnose, and treat SUDs. Findings of the evaluation from students and faculty will be used to modify the curriculum in year 2. In year 2, we will increase the number of professional schools participating, increase the number of interprofessional students completing the course, and address licensure and certification of each discipline to integrate the course into training schools' curriculum nationwide. Secondary goals of the project are to: 1) implement and assess the impact of interprofessional learning and 2) to increase knowledge on structural determinants of health impacting patient access to high-quality SUD care.

The urgent need to prevent and treat substance use disorder and mental illness in the United States demands an increased focus on the distribution and adequacy of the workforce offering behavioral health services. This project will address these data challenges by using both traditional and novel data sources to build a comprehensive database that will allow SAMHSA to better understand the available supply and practice location of prescribers, counselors, and peer specialists in relation to an innovative mapping of population need for BH services. To meet this project's goal, we will complete the following objectives: 1. Use federal and state data sets to build the foundation of a comprehensive database of MH/SUD practitioners, which can be analyzed and updated annually. 2. Improve accuracy of data on MH/SUD practitioners' location, demographics, salary, and likelihood of being in practice through additional data collection and analysis. 3. Gather data on MH/SUD shortage areas and other measures of local need. 4. Provide analysis to SAMHSA on extent to which efforts are needed to expand MH/SUD professionals and extent to which existing numbers are sufficient. 5. Provide rapid analysis to SAMHSA and collaborate with HHS as requested.

Family medicine residents do not feel prepared to treat substance use disorder (SUD), and many residency programs do not have a required curriculum. “Implementing and Standardizing Substance Use Disorder Curricula in Family Medicine Residency Programs” is a partnership between the New Jersey Academy of Family Physicians (NJAFP) and the New Jersey Society of Addiction Medicine (NJSAM) to develop a comprehensive SUD curriculum for family medicine residency programs in New Jersey, Delaware and Pennsylvania. It features turn-key programming plus slide decks and tools to accelerate and ease implementation.

Project Summary: The Mental and Substance Use Disorders Prevalence Study is a surveillance effort designed to produce national estimates of mental and substance use disorders among U.S. adults. The survey will include representation of household and non-household (incarcerated, institutionalized, and homeless) populations. Project Name: Mental and Substance Use Disorders Prevalence Study (MDPS). Population(s) to Be Served: The MDPS will conduct clinical assessments with adults across the United States between the ages of 18 and 65 years. The sample will include adults residing both in household (including group quarters) and non-household populations. Non-household populations will include the incarcerated (prisons, jails), institutionalized (state psychiatric hospitals), and homeless. Sampling procedures will oversample individuals at risk for mental and substance use disorders, particularly nonaffective psychosis. Strategies/Interventions: To obtain accurate estimates of mental and substance use disorders, psychiatric epidemiological surveys will be conducted from (1) a national probability household sample; (2) a national probability sample of incarcerated individuals in prisons; and (3) self-representing samples of individuals sentenced in jails and those residing in homeless shelters and state psychiatric hospitals in New York City; Seattle, Washington; and rural North Carolina. Approximately 100,000 households will be rostered to identify eligible adults to participate in the MDPS study. 56,223 individuals within households and homeless shelters will be screened to identify risk of mental or substance abuse disorders. Facility administrative rosters will be used to identify individuals residing in prisons, jails, and state psychiatric hospitals. Using screening data or facility rosters to identify respondents, trained mental health clinicians will administer clinical interviews to 8,000 individuals from the household and non-household populations. Estimates from the household and non-household samples will then be combined using statistical techniques to yield overall national prevalence estimates of seriously impairing mental and substance use disorders. Project Goals and Measurable Objectives: The MDPS will provide unbiased and precise national estimates of schizophrenia, schizoaffective disorder, bipolar disorder, major depression, post-traumatic stress disorder (PTSD), obsessive-compulsive disorder, and alcohol, benzodiazepine, opioid, stimulant, cannabis, and hallucinogen use disorders among U.S. adults ages 18 to 65.

The proposed project, titled REAL Counselor Training and Development: Reinforcing Education through Addictions-focused Learning, will enhance counselors’ knowledge and awareness of substance use disorders (SUD) in the Upstate region of South Carolina. All six of the Upstate counties surrounding Clemson University fall within the top ten counties in the state with the highest need for treatment related to at least one of the following substance use disorders: alcohol, marijuana, opioid, cocaine, or amphetamine. Four of the six counties also fall within the top five counties in the state for the highest need for treatment related to the aforementioned SUDs. Furthermore, South Carolina experienced a 135% increase in the utilization of state funded treatment services related to opioid use disorder from 2006-2016 (DAODAS.SC.GOV, 2018). These alarming numbers support the need for counselors in the region who are trained to deliver high-quality screening, assessment, referral, and treatment of SUDs. To support this need, the project team will integrate SUD training through Clemson University’s Counselor Education curriculum, which consists of two graduate-level specialty areas, Clinical Mental Health Counseling (CMHC) and School Counseling (SC). Approximately 70% of graduates from the CMHC program practice in the Upstate of South Carolina and an estimated 20% of these graduates practice in settings that treat SUDs. With this proposed project, each academic year, approximately 100 Clinical Mental Health and School Counseling students and practitioners will receive SUD training. Seventy-five master’s students in the Clinical Mental Health and School Counselor programs will increase their capacity to identify and treat SUDs through the integration of SUD instructional video modules into core curriculum courses. In addition, 100% of students in two specific courses will be required to attend, observe, and reflect on at least one substance use recovery group. The project team will also ensure that 30% of current CMHC students complete practicum or internship training in substance use treatment facilities in Upstate South Carolina. Reaching beyond the Clemson University campus, the project team will plan, implement, and deliver an annual SUD focused training and offer continuing education units for at least 25 clinical mental health and school counselors in the Upstate region. Finally, the project team will advocate to the National Board for Certified Counselors (NBCC) to request that SUD questions are added to the National Counseling Examination (NCE).

Interprofessional Substance Use Disorder Education and Training (i-STEP) High-quality SUD education for students across health fields is imperative for meeting the United State's growing SUD treatment demands. This project will develop, implement, and disseminate an interprofessional curricula toolkit to train the next generation of UNC Chapel Hill students in the Masters in Social Work (MSW), Doctor of Dental Studies (DDS), and Dental Hygiene (DH) programs. By the end of the 2-year grant, i-STEP will have trained N = 150 behavioral health and oral health students (MSW n = 45; DDS n = 80; DH n = 30). To further broaden potential student audiences, we will also consult with UNCs Office of Interprofessional Education and Practice (IPEP), a campus-wide office comprised of faculty members and students from the Schools of Nursing, Medicine, Allied Health, Public Health, Education, and the Health Sciences Library. Through this campus-wide interprofessional network, i-STEP will host 3 SUD training events each year of the grant. These events will focus primarily on clinical simulation activities utilizing the expertise of patient simulations and expert trainers in Screening Brief Intervention Treatment to Referral (SBIRT) and motivational interviewing in order to help emerging professionals gain knowledge, skills, and experience in identifying, treating, and preventing SUD. The i-STEP curriculum will include four key SUD skills and interventions useful to all health professionals across clinical settings and patient populations: (1) an overview of SUD and related drugs, including opioids; (2) SBIRT; (3) motivational interviewing; and (4) SUD stigma reduction. Results from the 2016 National Survey on Drug Use and Health highlight the high number of Americans with SUD and problematic use, both across the country and across the lifespan. Notably, while 21 million people aged 12 or older needed SUD treatment, only 3.8 million received it. This discrepancy demonstrates an alarming shortfall in our social and health sectors ability to screen, identify, and treat the population of Americans with SUD. Despite current emphasis on integrated models in the assessment and treatment of SUD and opioid use disorder, longstanding silos persist in health care education and practice between behavioral, physical, and oral health. The ubiquitous issue of SUD requires coordinated interventions spanning professional boundaries and highlights the need for a health care workforce whose knowledge bridges these interconnected aspects of patient care. Strikingly few opportunities exist for social work and dental students to learn, train, and practice in shared classroom and clinical settings. By creating this project, i-STEP will enable MSW, DDS, and DH students to work together to meet patients needs and share their professional expertise to prevent and treat SUD. Efforts will be made to sustain SUD and related content across the MSW, DDS, and DH curriculums and future licensure requirements. Ultimately, i-STEP will prepare a future workforce who understands the increasing complexity of SUD and related sequelae by focusing on how behavioral and oral health providers can diagnosis, prevent, and treat SUD as routine practice.

James Madison University Substance Use Disorder Education (JMU-SUDE) is a collaborative training program designed to develop the knowledge, skills, attitudes, and aspirations required for treatment of substance use disorder across ten academic units/programs within the seven academic departments in the College of Health and Behavioral Studies (CHBS). This includes training in Nursing, Social Work, Graduate Psychology, Health Professions (i.e., Athletic Training, Dietetics, Occupational Therapy and Physician's Assistant programs), Health Sciences, Kinesiology, and Communication Sciences and Disorders. Students and faculty are the populations to be served by this program in classroom instruction, field experiences, and conference presentations. Community educational partners, who will provide student field placements and field supervision, will also be included in conference presentations. The training includes strategic and stepwise development and provision of inter-professional content for faculty, students, and local health workers to learn the necessary skills and knowledge to provide screening, brief intervention, and referral to treatment (SBIRT) for individuals who are at risk or have been identified as having a substance use disorder. In order to provide current information for a research-based understanding of substance abuse disorder (SUD), training will also include concepts of recent advances in neurobiological foundations of addictions, harm reduction, medically assisted treatment, trauma/ACEs, and motivational interviewing. Training is designed to provide knowledge and skills in interprofessional collaborative practice, reduce stigma by addressing attitudes toward addictions, and increase aspirations in health professionals for treating individuals with substance use disorders. The goal is to develop a sustainable training program that is comprehensive across the health and mental health professional programs within the CHBS. The program will draw from existing SAMHSA curriculum models that are tailored to meet the specific professional responsibilities and roles within each department as they are integrated into the standard curriculum. Where appropriate, field experiences will be expanded and developed in the community for application and supervised training of newly learned skills and knowledge. Classroom instruction will be used for increasing knowledge for screening and treating substance use disorders, field experiences for increasing students' skills, and conference presentations for development of inter-professional collaboration across professions. Input for successful implementation will be facilitated by identifying a 'champion' for each department to facilitate implementation of new instruction into current course work and programming in the most feasible manner. Input from Community partners has been provided to advise content and teaching that address the realities of substance use treatment in community settings. With the enrollment across CHBS at approximately 180 faculty and 5,000 students, the training is expected to have significant impact for expanding the number of practitioners prepared to deliver high-quality, evidence-based SUD treatment.

The Washington InterProfessional Education for Substance Use Disorders (WIPEout-SUDs) project will facilitate interprofessional training in the screening, assessment, and treatment of substance use disorders (SUDs) for health professional students at the University of Washington (UW). To accomplish this goal, we will leverage our institution's robust infrastructure for interprofessional education as well as the depth of faculty with experience in the clinical management of patients with SUDs. Specific project goals include 1) developing learners' confidence with screening, assessment, and treatment of SUDs; 2) cultivating learners' use of interdisciplinary methods to screening, assessment, and treatment of SUDs; 3) improve learners' recognition of the unique contributions other professionals provide in the care continuum for patients with SUDs; 4) enhance learners' use of non-stigmatizing approaches when working with patients with SUDs; and 5) to familiarize learners' with harm reduction approaches as a means of engaging patients with SUDs who are not seeking treatment. By adapting existing interprofessional SUD curricula to the unique needs of our learners, we anticipate being able to rapidly develop and implement a targeted curriculum. Project objectives will include 1) ensuring >75% of learners express confidence in their ability to use an evidence-based strategy to screen, assess, or treat SUDs; 2) having learner participation from all six UW health sciences schools (medicine, nursing, pharmacy, social work, dentistry, and public health); 3) facilitating learners' reflection on interprofessional roles and unique skills; 4) supporting >75% of learners to recognize non-stigmatizing approaches at the conclusion of the training; and 5) securing >75% of learners recognizing common harm reduction approaches used in the care of patients with SUDs. This project will support our interprofessional team including the project director, other key personnel, and administrative staff. The project team includes staff from multiple UW health sciences school as well as the UW Center for Health Sciences Interprofessional Education, Research and Practice. To identify opportunities for improving the curriculum and monitoring our objectives, we will complete regular assessments of trainees and meet at consistent intervals to review project data. As part of our project, we will also work with local experts to identify opportunities to include questions related to SUDs on licensing and certification exams for the relevant health professions.

The Expansion of Practitioner Education @ Loyola University Chicago (PracEd@LUC) takes a major step toward expanding and improving the education and training needed by social workers at all levels to provide effective treatment for individuals with Substance Use Disorders (SUDs). Moreover, because of its interprofessional approach, PracEd@LUC will prepare social workers to provide services across a variety of settings in collaboration with a broad range of other providers, ensuring that access to effective treatment grows by the end of the funding period in April 2022 by creating a curricula that engage providers to address the need for effective SUD treatment. PracEd@LUC plans to accomplish the following goals: 1) Increase knowledge and skills of SUD among masters-level social work students by integrating SBIRT, assessment, and treatment principles, specifically alcohol, marijuana, stimulants, and opioids curricula; and 2) Evaluate and modify strategies to best engage and train students in SBIRT, assessment, treatment principles and their application particularly with regard to alcohol, marijuana, stimulants, and opioids. It will accomplish these goals through the following objectives: Objective 1.1: In the first 60 days, conduct an inventory to identify foundational courses that could incorporate SBIRT, assessment and treatment content and practices and develop adaptable curricula; Objective 1.2: Expand/refine PracEd@LUC training curriculum to incorporate interprofessional perspectives at two levels of social work education: 1) within the generalist practice curriculum (final year BSW, first year MSW) in Year 1; and 2) through an advanced, interprofessional didactic training in Year 2 for specialty MSW students which would also be available to all schools at LUC and beyond; Objective 1.3: Engage community agencies and field supervisors on SUD through workforce development opportunities; Objective 2.1: Evaluate curriculum effectiveness and modify based on results of evaluation in Year 2; Objective 2.2: Work with NASW IL and ASWB to implement examination questions related to SUD on licensing and certification exams in Year 2; and Objective 2.3: Develop sustainability plan for curriculum inclusion and training of health professions post grant award in Year 2. The target population is the Masters of Social Work (MSW) program at Loyola University Chicago (LUC SSW). In 2018, there were 562 students enrolled in the MSW program. Of that, 64% were White, 17% were Black, and 14% were LatinX. Although a bilingual program launched in 2018, information is currently not available on how many students speak English as a second language. In addition, demographics regarding sexual orientation is currently not available. The unduplicated number for this project will be the enrollment of the 2020 MSW class, which will be approximately 600 students.

The University of Missouri Sinclair School of Nursing (MUSSON) will develop and implement a comprehensive Substance Use Disorder (SUD) Curriculum for integration throughout the undergraduate and graduate nursing advanced practice registered nurse (APRN) programs in order to increase screening and treatment for individuals with SUD across the lifespan. Doing so will reduce the stigma associated with SUD, improve patient outcomes and reduce costs. Registered nurses comprise the largest number of health care workers and practice in many settings including acute and primary care, schools, and community/public health settings. The MUSSON undergraduate program admitted 200 students and 198 graduated in 2018; and is increasing capacity yearly 50% over the next 5 years. A graduate degree with concentration in Adult Gerontology Clinical Nurse Specialist, Family Nurse Practitioner, Pediatric Nurse Practitioner-Primary Care, Pediatric Clinical Nurse Specialist, and Psychiatric Mental Health Nurse Practitioner. Currently the BSN to DNP program matriculates approximately 60 students per year. The program is anticipating increased numbers as we expand our Masters and post graduate certificate offerings. The majority of graduates expect to work in primary care settings caring for patients across the lifespan or in their population area (pediatric, adult gerontology). Many graduates work in rural or underserved areas in Missouri and elsewhere. Increasing the number of primary care providers trained in SUD screening and treatment increases the opportunity for evidence based screening and treatment, providing maximum impact. Simulation experiences will be included in the curriculum to provide students opportunities to practice their screening and clinical skills through real-life situational experiences. SUD education will be threaded throughout the required curriculum ensuring every student is exposed. Additional opportunities to increase the number of providers educated on SUD screening and treatment have been proposed including a continuing education offering, an interprofessional post graduate certificate, and dedicated topic and speaker at the Annual Advanced Assessment and Skills Workshop offered by SSON and MUNO. An interprofessional SUD graduate certificate will be proposed at the campus level through the SSON. Programs identified for possible inclusion include the School of Health Professions, Education, and Psychology. A continuing education offering in conjunction with University of Missouri Nursing Outreach (MUNO) targeting nurses, first responders, community health workers and other providers likely to encounter individuals experiencing substance use will be developed. SUD will included and a national speaker included in the Annual Advanced Assessment and Skills Workshop offered to graduate SSON and UM-St. Louis students, and practicing providers across the region. This multi-faceted approach is designed to improve the knowledge and skills necessary for identification and treatment of SUD not only at MU but across the state. In doing so we hope to increase screening and treatment and reduce the stigma associated with SUD.