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- Creators: School of International Letters and Cultures
- Creators: Quie, Georgette
Abstract
Objective: To assess the attitudes and knowledge of behavioral health technicians (BHTs)
towards opioid overdose management and to assess the effect of online training on opioid
overdose response on BHTs’ attitudes and knowledge, and the confidence to identify and
respond to opioid overdose situations.
Design/Methods: Pre-intervention Opioid Overdose Knowledge Scale (OOKS) and Opioid
Overdose Attitude Scale (OOAS) surveys were administered electronically to five BHTs in
2020. Data obtained were de-identified. Comparisons between responses to pre-and post-surveys questions were carried out using the standardized Wilcoxon signed-rank statistical test(z). This study was conducted in a residential treatment center (RTC) with the institutional review board's approval from Arizona State University. BHTs aged 18 years and above, working at this RTC were included in the study.
Interventions: An online training was provided on opioid overdose response (OOR) and
naloxone administration and on when to refer patients with opioid use disorder (OUD) for
medication-assisted treatment.
Results: Compared to the pre-intervention surveys, the BHTs showed significant improvements
in attitudes on the overall score on the OOAS (mean= 26.4 ± 13.1; 95% CI = 10.1 - 42.7; z =
2.02; p = 0.043) and significant improvement in knowledge on the OOKS (mean= 10.6 ± 6.5;
95% CI = 2.5 – 18.7; z =2.02, p = 0.043).
Conclusions and Relevance: Training BHTs working in an RTC on opioid overdose response is
effective in increasing attitudes and knowledge related to opioid overdose management. opioid
overdose reversal in RTCs.
Keywords: Naloxone, opioid overdose, overdose education, overdose response program
The purpose of this study is to investigate the role of health misinformation and the lack of credible health information as determinants of health disparities affecting the Hispanic population in the United States during public health emergencies. Using the COVID-19 pandemic as a quintessential and relevant exhibit of a public health emergency, a review of literature was conducted to identify the interactions between the accessibility of health misinformation and credible health information in exacerbating pre-existing socio-economic barriers that affect the Hispanic population. The findings of this study were then analyzed to develop solutions for future public health emergencies to ensure that vulnerable communities are provided equally accurate and accessible health information as non-vulnerable communities in order to promote a more effective nationwide public health response. These solutions include providing more educational resources to help vulnerable communities find accurate information online and increasing surveillance of misinformation sources online, especially in the Spanish language.
The education that a student receives in the United States is influenced by an array of factors. One of the main influential factors is the financial resources a school has access to. Additionally, identities such as race, class, and gender all substantially impact the level of education a student has access to. Often students in minority groups, such as Hispanic students, experience additional challenging educational experiences than others. This is due to the intersectionality of their identities impacting their education. Within the Hispanic population, the unique educational experiences of Hispanic females are often disregarded. This paper analyzes the implications of intersectionality on the education of Hispanic females in Arizona. In order to examine this, a qualitative research study involving interviews with Hispanic female college students was done. Interviews consisted of questioning the participants about their K-12 educational experiences in Arizona’s education system, the school factors impacting their education, the familial factors impacting their education, and their college experiences. Key findings show that the educational experiences of Hispanic female students in Arizona are impacted by (a) familial support, (b) the role of Hispanic values/traditional gender roles, (c) a lack of financial resources, (d) an underrepresentation of Hispanic culture, (e) and inadequate college readiness resources. The findings of the study show that the intersectionality of gender and race/ethnicity creates additional disadvantages for the education of Hispanic female students. Furthermore, the results emphasize the need to take intersectionality into account when examining the educational differences that exist in the education system.