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Introduction In recent years, there has been a marked increase in use and misuse, of new recreational drugs in the UK. This includes, Novel Psychoactive Substances (NPSs) known by users as ‘legal highs’. These are marketed as a range of legal substances and herbal alternatives to the illicit drugs currently available on the EU and UK markets. (EMCDDA, 2013; ACMD, 2011) NPSs have become remarkably popular among users due to their availability and the fact that they are cheaper and perceived by users as being ‘legal’. It continues to be a significant challenge for the authorities to monitor and legislate the numerous new NPSs. Ayres and Bonds (2013) report that the inconsistent and illegal ingredients in NPSs present a serious risk to public health, both now and in the future. As such, this research investigates the general knowledge and views of faculty teaching staff and students in relation to substance misuse including NPSs. Methods The research addressed the following questions: Do lecturers have sufficient knowledge to train health and social care students about public health concerns regarding NPS? Do students feel prepared to work with NPS challenges in their future roles? Is curriculum learning and teaching improved when service user trainers/ experts by experience are involved in teaching in NPS? The methodology of the study used mixed methods with quantitative research (questionnaires) analysed using SPSS, and qualitative research (focus group)s using the analytic procedure, Thematic Analysis. Ethical approval was sought and granted by Middlesex University Ethics committee. Key Findings • The study highlights the lack of general substance use training, and specific lack of knowledge on NPSs, in the health and social care curriculum. While participants (both staff and students) have heard of NPS, this was through the media and not in training or practice. • Overall, no significant difference between faculty teaching staff (n=22) and students (n=29) with regards to their general knowledge of drugs, including NPSs. Surprisingly, heroin was rated as the most harmful drug, over alcohol. NPSs were not considered harmful. • Lack of awareness of risk, in particular to alcohol was noted, this in despite of the recent drug and alcohol policies incorporated into the broader Public Health agenda. • Staff and students have similar perceptions of who they perceive as a likely NPS user. 55% (n=16) of students and 45% of staff (n=10) identified teenagers as the most likely group to use NPSs. • Access to specialist placement in addiction services was reported as limited and was likened to a ‘post code lottery’, resulting in some students missing out on gaining valuable knowledge and learning experience for future practice. • Additional areas where gaps were noted was the lack of CPD (continuous professional development) in substance misuse. All participants agreed that this type of training could greatly improve their awareness of drugs, including NPSs. • Where staff and students differ is in relation to their views about substance use experts. Staff (72%, n=16) reported that they have utilised substance use experts in the delivery of the curriculum, whilst the student body (52%, n=15) reported that their input was minimal. This is due to the fact that students only perceive service users as experts. Conclusions/ Recommendations This pilot study was conducted in the summer of 2013 and highlights concerns regarding the continued lack of substance use training in the curriculum, despite the increased prevalence of substance use in the community and its connection to poor Mental Health. Furthermore, the ‘decade long ‘ calls for increase in substance use training in research and training guidelines for health and social care education (Jenkins, 2013; Crome 2009 et al, Galvani & Forrester 2008; ANSA, 2007; DH, 2006a; Rassool & Rawaf, 2008; Rasool, 1997) have yet to be addressed. It is recommended that a review of core curriculum in substance use for Health and Social Care disciplines should be conducted to align the curriculum with research recommendations and guidelines. Whilst it was perhaps not surprising that NPS were less understood by participants, the general lack of attention to drug and alcohol awareness within the wider curriculum is of great concern and yet again shines a spotlight on the urgent need for health and social care educators to respond. Limitations The study, albeit limited due to the sample size and the fact that it was conducted in one educational institution, provides an insight into whether current training for health and social care professionals adequately addresses substance use and NPSs, and student’s preparedness to care for the affected individuals and communities in their future health and social care roles. Collins A. D., Cajada, L., Foley, L. and Clancy, C. Middlesex University London, School of Health and Education The Burroughs, Hendon NW4 4BT Email: [email protected] Novel Psychoactive Substances (NPSs): Spotlight on lack of substance misuse training Thematic Map of the themes that emerged in the analysis Management of Risk Perceived Challenges Significance of Risk Consequences Lack of CPD Novel Pychoactive Substances (NPSs) & Public Health Service Users vs Subject Specialists Uneven Distribution Evidence Based Practice Curriculum Development Importance of Terminology Networking Future Directions Innovation Importance of Cultural Issues Placement Post Code Lottery References Advisory Council on the Misuse of Drugs (2011) Consideration of the Novel Psychoactive Substances (Legal Highs). London: ACMD Advisory Council on the Misuse of Drugs (2003) Hidden harm: responding to the needs of children of problem drug users. Report of an inquiry by the Advisory Council on the Misuse of Drugs, Home Office: London. Ayres T.C. & Bonds J.W. (2013). A chemical analysis examining the pharmacology of novel psychoactive substances freely available over the internet and their impact on public (ill) health. Legal highs or illegal highs? BMJ Open 2012;2:e000977.doi:10.1136/ bmjopen-2012-000977 ANSA (1997) Substance Use Guidelines on Good Clinical Practice for specialist nurses. London: ANSA Braun, V. & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology 3, 77-101. Crome, I., Chambers, P., Frisher, M., Bloor, R., and Roberts, D. (2009) . The relationship between dual diagnosis and substance misuse and dealing with mental health issues. .SCIE Research briefing 30. London: SCIE Department of Health (2006a) From value to actions: The Chief Nursing Officer's review of mental health nursing, DH, London. European Monitoring Centre for Drugs and Drug Addiction (2013) European Drug Report: Trends and Developments 2013. Lisbon: EMCDDA. Galvani S., and Forrester D. (2008). How well prepared are newly qualified social workers for working with substance use issues? Finding from a national survey in England. Social Work Education, 30(4), June 2011, pp.422-439 Jenkins L. (2013) A survey of midwives’ attitudes towards illicit drug use in pregnancy. Evidence Based Midwifery 11(1): 10-15 Robson, C. (2011). Real World Research. (3rd Edition). Chichester: Wiley. Rassool GH,., and Rawaf S,. (2008) Predictors of educational outcomes of undergraduate nursing students in alcohol and drug education, Nurse Education Today, Vol:28, Pages:691-701
