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BARRIERS AND FACILITATORS TO INTEGRATING SBIRT IN NURSING, SOCIAL WORK AND INTERPROFESSIONAL EDUCATION

PRESENTED BY: NORC at THE UNIVERSITY OF CHICAGO

July 27, 2016

Webinar Moderator

Tracy McPherson, PhD

Senior Research Scientist Public Health Department NORC at the University of Chicago 4350 East West Highway 8th Floor, Bethesda, MD 20814 esap1234@gmail.com

Acknowledgements

Funded by: Partners:

2016 SBIRT Webinar Series

hospitalsbirt.webs.com/webinars.htm

Access Materials

http://hospitalsbirt.webs.com/integrating-sbirt

¨ PowerPoint Slides ¨ Materials and

Resources

¨ Recording ¨ Certificate of

Completion

Ask Questions

Ask questions through the “Questions” Pane Questions will be answered live at the end

• f the webinar

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Technical Facilitator

Misti Storie, MS, NCC

Technical Consultant misti.storie@gmail.com www.mististorie.com

Webinar Presenters

Hildie Cohen

Survey Director Health Sciences Department NORC at the University of Chicago 55 E Monroe Street, 31st Floor Chicago, IL 60603 Cohen-Hildie@norc.org

Webinar Presenters

Hannah Joseph

Research Analyst Public Health Department NORC at the University of Chicago Joseph-Hannah@norc.org

Webinar Presenters

Danielle Noriega

Research Analyst Public Health Department NORC at the University of Chicago 55 E Monroe Street, 30th Floor Chicago, IL 60603 Noriega-Danielle@norc.org

Introduction Overview

¨ What is SBIRT? ¨ Overview of the Integrating SBIRT in Nursing

and Social Work Education Project (Integrating SBIRT Project)

¨ Barriers and Facilitators to Integrating SBIRT ¨ Overview of Resources ¨ Q & A

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What is SBIRT?

A comprehensive, integrated, public health approach to the delivery of early intervention and treatment services for people with substance use disorders and those at-risk for developing them.

Where is SBIRT?

§

Addiction Treatment Centers

§

Colleges/Universities

§

Community Mental Health Centers

§

Community Youth Programs

§

Counseling

§

Dental Clinics

§

Emergency Department

§

Employee Assistance Programs

§

Faith-based Programs

§

Federally Qualified Health Centers

§

Health Promotion and Wellness Programs

§

HIV Clinics

§

Hospital Inpatient

§

Juvenile Justice, Drug Courts

§

Occupational Health and Safety, Disability Management

§

Peer Assistance Programs

§

Primary care

§

School-based Health Centers

§

Trauma

Impetus for Integrating SBIRT Project

¨ SBIRT is endorsed by leading professional associations/government

agencies: American Academy of Pediatrics (AAP) Policy Statement – NEW July 2016! American Medical Association (AMA) Substance Abuse and Mental Health Services Administration (SAMHSA) Center for Medicare and Medicaid Services (CMS) National Institute on Alcohol Abuse and Alcoholism (NIAAA)

¨ Slow uptake among health professionals. ¤ Fewer than 50% AAP-affiliated providers systematically screen adolescents. ¤ Health professional education efforts have been slow but growing. ¤ Support from federal agencies to educate pre-service professionals and the

existing workforce is necessary but insufficient.

¨ Need mechanisms for bringing education to scale.

Aims of Integrating SBIRT Project

¨ Engage the leading national associations, experts,

practitioners, students, researchers, and accrediting

• rganizations for schools of social work and nursing.

¨ Develop and sustain an adolescent SBIRT learning

collaborative of schools of social work and nursing.

§ Fostering partnerships, collaboration, technical support, and

sharing lessons learned.

¨ Develop, implement, and evaluate adolescent SBIRT curricula

with an Instructor’s Toolkit and Kognito interactive virtual patient simulations for nursing and social work students.

The Integrating SBIRT Project Overview

¨ 22 colleges/universities implementing SBIRT as part of formal

program and evaluation

¨ Available resources:

¤ Technical assistance and mentoring ¤ Kognito’s online virtual human simulation training n Offered Free to evaluation schools and privately for a fee ¤ Instructor’s Toolkit with Learner’s Guide ¤ Webinars and additional resources

¨ Participation in Learning Collaborative

Integrating SBIRT Project by the Numbers!

q 352 Learner’s Guide requests q 198 Learning Collaborative members q 695 users completed the Kognito simulation q 26 webinars available on http://sbirt.webs.com/ Map of Requests for Learner’s Guides as of 6/22/16

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Common Barriers in Educational Settings

¨ Lack of time to add “something else” to the curriculum. ¨ Not required to teach substance use education, not an accreditation

standard.

¨ Lack of awareness, skills, and knowledge about substance use

prevention/early intervention and SBI.

¨ Not sure how to get started and what resources are available. ¨ Not sure where to include the education?

¤ separate course vs. woven throughout multiple courses, addiction specific

• vs. more general course, elective vs. required course?

¨ Lack of engaging, visual learning opportunities to supplement lecture/

didactic content.

Guided by Results of Needs Assessment Analysis

Barriers and Facilitators to Integrating SBIRT Education in Nursing and Social Work Programs

Goal of this presentation

¨ To better understand the barriers to SBIRT education

as reported by needs assessment respondents.

¤ Review the needs assessment sample. ¤ Understand which barriers appear to be most

significant and for which groups.

¨ To identify preliminary facilitators to SBIRT

education reported by Track B grantees.

Needs Assessment Survey

¨ Background

¤ Field, professional role, professional degree ¤ Program size, program funding

¨ Adolescent-specific and general alcohol and other substance use

content in program curriculum

¤ Whether receive training in SU and how important R considers

these areas

¤ Rating level of importance of using different modalities in SBIRT

curriculum

¤ What barriers to integrating SBIRT education are most

significant?

Needs Assessment Data Collection

¨ Data Collection Timeframe ¤ August 2015-January 2016 ¨ Recruitment method ¤ Newsletters, social media (LinkedIn), list serves, flyers distributed at

conferences (INEBRIA, AACN, CSWE)

¤ Snowball recruitment ¨ Groups participating in recruitment ¤ NORC at the University of Chicago’s Learning Collaborative ¤ BIG Initiative, IRETA/National SBIRT ATTC, AACN, CSWE, Fellow Hilton

grantees

¤ Other colleagues outside of NORC who are affiliated with Nursing and

SW schools

¤ Track A and B faculty participants completed with their first milestone

Needs Assessment Limitations

¨ Snowball sample ¨ Not necessarily nationally representative ¨ Small sample size ¨ Missing data, respondents not required to answer all

questions in the web survey

¨ Those who knew about SBIRT already may have been

more likely to participate in the survey.

¤ Every attempt to reach out to a diverse range of

participants in order to recruit those who were not already familiar with SBIRT.

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7/27/16 ¡ 5 ¡ Needs Assessment Sample, Field of Practice

N=264 total 132 Nurses 108 Social Workers 24 Other

• Addition Services
• Mental Health &

Behavioral Health

• Education
• Evaluation
• Homeless Services
• Public Health
• Research
• State Government
• Physician

Needs Assessment Sample, Professional Role

¨ 23 Clinical Preceptors ¨ 19 Field Placement Supervisors ¨ 142 Educators ¨ 62 Practitioners ¨ 83 Students ¨ 27 Other ¤ Retired, administrator, adolescent substance abuse

counselor, case manager, clinical intern, consultant, dean, department chair, supervisor, researcher, training and technical assistance

The 264 respondents, reported professional role overlap

Needs Assessment Sample by field and professional role

Educator/ Faculty/ Instructora

Practitionerb Studentc

Other Total Nursing 55 13 64 132 Social Work 80 7 19 2 108 Other 10 10 4 24 Total 145 30 83 6 264

a Any Clinical preceptor, Field Placement Supervisor or Educator that did not also identify as

a Student as well.

bAny Practitioner who did not identify as an Educator or Student as well. cAny respondent who identified as a Student

Percent of Respondents Rating Barriers as Significant

¨

Lack of Student and Faculty Interest is not the most significant concern in either field.

0.0 5.0 10.0 15.0 20.0 25.0 Time Lack Faculty expertise Lack Training in Curriculum Lack SBIRT field Placement Curriculum Revision Process Internship buy-in Leadership buy-in Lower Priority Lack Curriculum materials Lack faculty interest Lack Student Interest

Social Work Respondents (N=108)

0.0 5.0 10.0 15.0 20.0 25.0 30.0 Time Lack faculty expertise Lack SBIRT field Placement Lower Priority Lack Training in Curriculum Leadership buy-in Lack Curriculum materials Internship buy-in Curriculum Revision Process Lack faculty interest Lack Student Interest

Nursing Respondents (N=132)

Lack of Student Interest as a Barrier to SBIRT Education

0% 20% 40% 60% 80% 100% Educator/Faculty/Instructor Student

>60% Students and Educator Agree that Lack of Student Interest is Not At All or a Slight Barrier

Significant Moderate Slight Not at all

N with data N missing data N report “Don’t Know/ Not Applicable” 32 44 7 102 37 6

Lack of Student Interest as a Barrier to SBIRT Education

0% 20% 40% 60% 80% 100% Nursing Social Work

>60% Nurses and SW Rated Lack of Student Interest as Not at All or Slight Barrier

Significant Moderate Slight Not at all

N with data N missing data N report “Don’t Know/ Not Applicable” 67 38 3 69 54 9

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7/27/16 ¡ 6 ¡ Lack of Faculty Interest as a Barrier to SBIRT Education

0% 20% 40% 60% 80% 100%

Educator/Faculty/Instructor Student

Most Students and Educators agree that Lack of Faculty Interest is Not at all or a Slight Barrier

Significant Moderate Slight Not at all

N with data N missing data N report “Don’t Know/ Not Applicable” 31 44 8 106 37 2

Lack of Faculty Interest as a Barrier to SBIRT Education

0% 20% 40% 60% 80% 100% Nursing Social Work

SW and Nurses Rated Lack of Faculty Interest Similarly

Significant Moderate Slight Not at all

N with data N missing data N report “Don’t Know/ Not Applicable” 68 38 2 70 54 8

Lack of Faculty Interest as a Barrier to SBIRT Education

0% 20% 40% 60% 80% 100% Nursing Educator SW Educator

Nursing and SW Educators Rated Lack of Faculty Interest Similarly Significant Moderate Slight Not at all

N with data N missing data N report “Don’t Know/ Not Applicable” 58 21 1 44 11

The Barrier of SBIRT Education as a Lower Priority

0% 20% 40% 60% 80% 100% Nursing Social Work

Greater than Half Social Workers and Nurses Rated as Not at All or Slight Barrier

Significant Moderate Slight Not at all

N with data N missing data N report “Don’t Know/ Not Applicable” 69 38 1 74 54 4

The Barrier of SBIRT Education as a Lower Priority

0% 20% 40% 60% 80% 100% Educator/Faculty/Instructor Practitioner Student

Greater than Half Respondents Rated Not at All or Slight Barrier Regardless of Professional Role

Significant Moderate Slight Not at all

N with data N missin g data N report “Don’t Know/ Not Applicable” 35 44 4 8 21 1 105 37 3

The Barrier of SBIRT Education as a Lower Priority

0% 20% 40% 60% 80% 100% Nursing Educator SW Educator

Nursing Educators Rated as More of a Moderate

• r Significant Barrier than SW Educators

Significant Moderate Slight Not at all

N with data N missing data N report “Don’t Know/ Not Applicable” 59 21 43 11 1

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7/27/16 ¡ 7 ¡ Percent of Respondents Rating Barriers as Significant

¨

Both fields identified Lack of Faculty Expertise and Time as the most significant barrier.

0.0 5.0 10.0 15.0 20.0 25.0 Time Lack faculty expertise Lack Training in Curriculum Lack SBIRT field Placement Curriculum Revision Process Internship buy-in Leadership buy-in Lower Priority Lack Curriculum materials Lack faculty interest Lack Student Interest

Social Work Respondents (N=108)

0.0 5.0 10.0 15.0 20.0 25.0 30.0 Time Lack faculty expertise Lack SBIRT field Placement Lower Priority Lack Training in Curriculum Leadership buy-in Lack Curriculum materials Internship buy-in Curriculum Revision Process Lack faculty interest Lack Student Interest

Nursing Respondents (N=132)

Time as a barrier to SBIRT education

0% 20% 40% 60% 80% 100%

Nursing Social Work Most Social Workers and Nurses Consider Time to be a Moderate or Significant Barrier to SBIRT Education Significant Moderate Slight Not at all

N with data N missing data N report “Don’t Know/ Not Applicable” 78 52 3 69 36 2

0% 20% 40% 60% 80% 100% Educator/Faculty/Instructor Practitioner Student

Most Respondents Rate Time as a Barrier Regardless of Professional Role

Significant Moderate Slight Not at all Dont know/Not applicable

Time as a barrier to SBIRT education

N with data N missing data N report “Don’t Know/ Not Applicable” 38 35 2 10 20 107 43 3

What exactly is the barrier here?

¨ Our hope is that supplying materials will help reduce

the burden on training programs to introduce SBIRT education.

¨ By addressing other barriers, may be able to overcome

time as a barrier.

¤ Lack of Faculty Expertise ¤ Lack of Training in Curriculum ¤ Lack of Curriculum Materials ¤ Leadership Buy-in ¤ Internship Buy-in ¤ Curriculum Revision Process

Need for additional curricula and trainings

Faculty Expertise as a Barrier to SBIRT Education

0% 20% 40% 60% 80% 100% Educator/Faculty/Instructor Practitioner Student

More Educators Identify Faculty Expertise as a Barrier than Students and Practitioners

Significant Moderate Slight Not at all

N with data N missin g data N report “Don’t Know/ Not Applicable” 30 37 9 8 21 1 104 44 4

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7/27/16 ¡ 8 ¡ Lack of Training in Curriculum as a Barrier to SBIRT Education

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Nursing Social Work

Half of Nurses and Social Workers Rated Lack of Training in Curriculum to be a Moderate or Significant Barrier

Significant Moderate Slight Not at all

Lack of Training in Curriculum as a Barrier to SBIRT Education

0% 20% 40% 60% 80% 100% Nursing Educator SW Educator

Half of Educators Rate Lack of Training in Curriculum as a Moderate or Significant Barrier

Significant Moderate Slight Not at all

N with data N missing data N report “Don’t Know/ Not Applicable” 57 20 3 43 10 2

Lack of Curriculum Materials as a Barrier to SBIRT Education

0% 20% 40% 60% 80% 100% Nursing Social Work

~2/5 SW and Nurses Rated Lack of Curriculum Materials to be a Moderate or Significant Barrier

Significant Moderate Slight Not at all

N with data N missing data N report “Don’t Know/ Not Applicable” 68 37 3 74 52 6

Lack of Curriculum Materials as a Barrier to SBIRT Education

0% 20% 40% 60% 80% 100% Educator/Faculty/Instructor Practitioner Student

Practitioners Rank Lack of Curriculum Materials to be More of a Barrier than Educators and Students

Significant Moderate Slight Not at all

N with data N missin g data N report “Don’t Know/ Not Applicable” 35 43 5 10 20 105 36 4

Curriculum Revision Process as a Barrier to SBIRT Education

0% 20% 40% 60% 80% 100%

Nursing Educator SW Educator ~45% Nurses and SW Rate The Curriculum Revision Process as a Significant or Moderate Barrier Significant Moderate Slight Not at all

N with data N missing data N report “Don’t Know/ Not Applicable” 53 20 7 41 10 4

Lack of SBIRT Clinical Site/Field Placement as a Barrier to SBIRT Ed.

0% 20% 40% 60% 80% 100% Nursing Social Work

Greater than Half Social Workers and Nurses Rated as a Moderate or Significant Barrier

Significant Moderate Slight Not at all

N with data N missing data N report “Don’t Know/ Not Applicable” 67 36 5 74 52 6

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Lack of SBIRT Clinical Site/Field Placement as a Barrier to SBIRT Ed.

0% 20% 40% 60% 80% 100% Educator/ Faculty/ Instructor Practitioner Student

Practitioners Rated Lack of SBIRT Clinical/Field Placement as Less of a Barrier than Students and Educators

Significant Moderate Slight Not at all

N with data N missin g data N report “Don’t Know/ Not Applicable” 36 43 4 10 20 102 35 8

Lack of SBIRT Clinical Site/Field Placement as a Barrier to SBIRT Ed.

0% 20% 40% 60% 80% 100% Nursing Educator SW Educator

Greater than Half Social Worker and Nurse Educators Rated as a Moderate or Significant Barrier

Significant Moderate Slight Not at all

N with data N missing data N report “Don’t Know/ Not Applicable” 56 20 4 42 10 3

Need for buy-in from all school players

Lack of Placement/Internship Site Buy-in as a Barrier to SBIRT Education

0% 20% 40% 60% 80% 100% Nursing Social Work

Greater than Half SW and Nurses Agree that Lack of Placement/Internship Site Buy-in is a Moderate or Significant Barrier

Significant Moderate Slight Not at all

N with data N missing data N report “Don’t Know/ Not Applicable” 65 39 4 63 54 15

Lack of Placement/Internship Site Buy-in as a Barrier to SBIRT Education

0% 50% 100% Educator/Faculty/Instructor Student Practitioner

Rating Placement/Internship Site Buy-in as Barrier Differently by Professional Role

Significant Moderate Slight Not at all

N with data N missin g data N report “Don’t Know/ Not Applicable” 8 21 1 27 44 12 99 38 8

Lack of Placement/Internship Site Buy-in as a Barrier to SBIRT Education

0% 20% 40% 60% 80% 100% Nursing Educator SW Educator

Nursing and SW Educators Rate Lack of Placement/Internship Site Buy-in as a Barrier Similarly

Significant Moderate Slight Not at all

N with data N missing data N report “Don’t Know/ Not Applicable” 55 22 3 40 11 4

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7/27/16 ¡ 10 ¡ Leadership Buy-in as a Barrier to SBIRT Education

0% 20% 40% 60% 80% 100% Nursing Educators SW Educators

About Half Nursing and Social Worker Educators Rated Leadership Buy-in as a Sig. or Mod. Barrier

Significant Moderate Slight Not at all

N with data N missing data N report “Don’t Know/ Not Applicable” 58 21 1 42 11 2

Other Barriers Suggested by Respondents

¨ Space limitations ¨ Need to advocate for Substance Abuse issues within

the Mental Health Community

¨ Students trained in SBIRT enter the workforce where

SBIRT is not expected or valued. There is a need for companion efforts in work places so that recent graduates can use SBIRT after they enter the workforce.

Addressing Barriers to SBIRT Education

¨ Time is the most significant barrier (for both fields and all

professional roles)

¤ Resources n Faculty expertise (2nd most sig barrier) n Lack of Training in Curriculum n Curriculum Revision Process n Lack of Curriculum Materials n Lack of SBIRT Clinical Site/ Field Placement ¤ Lack of Buy-in n <1/2 report not a concern

n Lower Priority n Student Interest n Educator Interest

n >1/2 report significant or moderate barrier

n Lack of Placement/ Internship Site Buy-in n Leadership Buy-in

Facilitators to SBIRT Education

(from Track B school grantees’ June reports)

¨ Dean/Chair/Department buy-in facilitated implementation ¨ Training field supervisors helped implement the program ¤ Students observe practitioners using SBIRT and become more invested in learning ¨ Full integration into courses (i.e., SBIRT training and participation in Kognito

simulation was required course component)

¨ Tools for faculty to easily implement into the curriculum. ¤ Email reminders to Faculty, email templates for students ¤ Provide faculty training with direction on how and where to include SBIRT in courses ¤ Need a Faculty/Department point person to champion SBIRT and provide the material, technical

assistance and support faculty need to integrate SBIRT into courses

¤ Kognito reports helped Faculty manage and track program implementation ¤ Transparent reporting/communication process facilitated implementation ¤ Providing clear guidance for faculty about amount of time that SBIRT curriculum requires (e.g.,

Kognito training will take 1 hour, time estimates for modules)

Resources

Overview of Resources Available

¨ Website ¤ Online database ¤ Example of materials available ¨ Adolescent SBIRT Curriculum ¤ Learner’s Guide ¨ Learning Collaborative

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Website

Project Website sbirt.webs.com SBIRT web platform – sbirteducation.com

Online Resources and Materials

https://sbirt.webs.com/resources

Example Resource Page – Screening Tools Example Resource Page – Case Studies/Role Plays Tools Example Resource Page – Webinars and Videos

Adolescent SBIRT Curriculum

https://sbirt.webs.com/curriculum

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Adolescent SBIRT Curriculum

Adolescent SBIRT Learner’s Guide

¨ Comprehensive introduction to

SBIRT for adolescents and young adults by examining each component of SBIRT as it relates to individuals ages 12-21 years as well as introducing motivational interviewing skills.

¨ Case studies and a variety of

practice exercises compliment the information to facilitate learner participation.

Learner’s Guide Modules

Module 1 What is SBIRT for Youth and Why Use it? Module 2 Screening Module 3 Brief Intervention Module 4 Referral to Treatment and Follow-up Module 5 Motivational Interviewing Strategies

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¨ Each module includes: ¤ Comprehensive lessons ¤ Suggested Readings ¤ Sample conversations

and dialogue

¤ Role play activities

Module Preview

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Module 2: Screening

Learning Objectives Suggested Readings

• 1. Learn how to administer, score and

interpret the CRAFFT, AUDIT and AUDIT-C, GAIN-SS and S2BI.

• 2. Practice conducting screening.

■

Winters KC, Kaminer Y. Screening and assessing adolescent substance use disorders in clinical

• populations. Journal of the American Academy of

Child & Adolescent Psychiatry. 2008; 47(7):740- 744.

■

Winters KC. Assessment of alcohol and other drug use behaviors among adolescents. In: Allen, JP, Columbus, M, Fertig, J, eds. Assessing Alcohol Problems: A Guide for Clinicians and Researchers 2nd edition. Bethesda, MD: NIAAA; 2003:101-123

■

CRAFFT: Massachusetts Department of Public Health Bureau of Substance Abuse Services. Provider Guide: Adolescent Screening, Brief Intervention, and Referral to Treatment Using the CRAFFT Screening Tool. Boston, MA: Massachusetts Department of Public Health; 2009.

■

AUDIT: Babor TF, Higgins-Biddle JC, Saunders JB, Monteiro MG. The Alcohol Use Disorders Identification Test: Guidelines for Use in Primary

• Care. Geneva: World Health Organization; 2001.

■

S2BI: Levy S, Shrier L. Adolescent SBIRT Toolkit for Providers. Boston, MA: Boston Children's Hospital; 2014.

Module Preview

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Module 2 Role Play Example

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Role play Exercise: Partner with someone to practice conducting screening. For this situation,

• ne person will act as the practitioner using the CRAFFT, and one person will act as the adolescent who

is seeking help for some bothersome behaviors. Use a blank CRAFFT located in Appendix A to complete the role play. Adolescent: You are a 15-year-old who is a freshman in high school and who just got caught coming home intoxicated after being at a party with your soccer team. Your grades have slipped lately and you’ve been grounded a lot for breaking curfew.

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Appendix

¤ Screening Tools ¤ Standard Drink Chart ¤ DSM Criteria ¤ Goal Sitting Exercise ¤ Change Plan Worksheet ¤ Mutual Support Groups ¤ Brief Intervention

Observation Sheet

¨ Brief Intervention Case

Studies

¨ Sample Release Forms ¨ Sample Client Update

Report

¨ Decisional Balance

Worksheet

¨ Pocket Card

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Learner’s Guide To Address Barriers

¨ Includes role play activities, sample dialogue and

conversation and companion PowerPoint slides to reduce time burden.

¨ Comprehensive introduction to SBIRT enables it to

act as a training tool for instructors as well as students.

¨ Independent modules allow instructors to adapt to

fit their programs.

Learn More About The Toolkit

¨ SBIRT for Youth Learning

Community: Mastering SBIRT Skills Using Virtual Patients: A Next Generation Approach: http://my.ireta.org/node/ 1232

¨ More on the Instructor’s

Toolkit: http://my.ireta.org/node/ 1173

Adolescent SBIRT Learning Collaborative

§ Launched January 2015 § 70+ schools of nursing and social work § 150+ educators, field placement

supervisors, preceptors, practitioners

§ Meets monthly to discuss project updates,

resources, news and lessons learned

Upcoming Resources

¨ Continuously adding and updating materials and

resources on website.

¨ Currently working on a version 2.0 of the learner’s

guide for fall 2016.

¨ Working to address the barrier of lack of

leadership buy-in by creating sample language to communicate with various stakeholders.

How To Access Resources

¨ Visit website: http://sbirt.webs.com/resources ¨ Submit or request resources by emailing

SBIRTTeam@norc.org

¨ Order an electronic version or hard copy version of

the Adolescent SBIRT Learner’s Guide at http://sbirt.webs.com/curriculum - ORDER YOURS TODAY!

¨ Join Us! Sign up for the Adolescent SBIRT Learning

Collaborative by visiting: http://sbirt.webs.com/join-us

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Ask Questions

Ask questions through the “Questions” Pane Will be answered live at the end

In Our Last Few Moments…

¨ PowerPoint Slides ¨ Certificate of

Completion

¨ On-demand

Recording

¨ Evaluation Survey ¨ Follow-up Email

http://hospitalsbirt.webs.com/integrating-sbirt

SBIRT Technical Assistance

Do you have questions about SBIRT implementation, evaluation, or training? Schedule a free telephonic Technical Assistance session with Tracy McPherson, co- lead of The BIG SBIRT Initiative.

Email Dr. McPherson at esap1234@gmail.com

Thank You!

Funded by: Partners: