Scholarlink

Background <p>College students are a key population for opioid use, misuse, and subsequent exposure to overdose events. However, their knowledge and attitudes in response to opioid overdose warrant further study. To assess this gap, we surveyed graduate and undergraduate students about their opioid overdose knowledge, attitudes, self-reported competence, readiness to act, and concerns or barriers to intervention.</p> Methods <p>We conducted a cross-sectional survey of 252 undergraduate and graduate students at a large public university in the southern United States. Opioid overdose knowledge was assessed using the 45-item Opioid Overdose Knowledge Scale (OOKS), and attitudes toward overdose response—including perceived competence, readiness to act, and concerns—were measured using the Opioid Overdose Attitudes Scale (OOAS). Independent-samples t tests were used to compare knowledge and attitude scores across selected groups relevant to overdose education and naloxone training, including pre-health status and prior overdose prevention training. Open-ended responses regarding interest in naloxone training were analyzed using thematic analysis.</p> Results <p>Participants demonstrated moderate overall overdose knowledge (mean OOKS score: 28.2 ± 8.6), with stronger performance in naloxone-related domains and persistent gaps in recognizing overdose risk factors and signs. Students with prior overdose prevention or naloxone training consistently reported higher knowledge, perceived competence, and readiness to intervene compared with untrained peers. Despite limited prior training (9.9%), nearly two-thirds of participants expressed interest in receiving naloxone training. Thematic analysis identified “Preparedness,” “Helping Others,” and “Confidence” as motivators and “Low Perceived Risk,” “Time Constraints,” and “Stigma” as barriers.</p> Conclusion <p>Although students exhibit moderate overdose knowledge, targeted naloxone training is essential for enhancing their competence and readiness to address opioid overdose. Tailored campus programs that address identified barriers and leverage motivational themes may strengthen emergency response and reduce overdose fatality.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Assessing knowledge, attitudes, and barriers to opioid overdose among college students

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月21日

查看全文
  • Abass Babatunde,
  • Amanda N. Stover,
  • Brian Witrick,
  • Moonseong Heo,
  • Lior Rennert

摘要

Background

College students are a key population for opioid use, misuse, and subsequent exposure to overdose events. However, their knowledge and attitudes in response to opioid overdose warrant further study. To assess this gap, we surveyed graduate and undergraduate students about their opioid overdose knowledge, attitudes, self-reported competence, readiness to act, and concerns or barriers to intervention.

Methods

We conducted a cross-sectional survey of 252 undergraduate and graduate students at a large public university in the southern United States. Opioid overdose knowledge was assessed using the 45-item Opioid Overdose Knowledge Scale (OOKS), and attitudes toward overdose response—including perceived competence, readiness to act, and concerns—were measured using the Opioid Overdose Attitudes Scale (OOAS). Independent-samples t tests were used to compare knowledge and attitude scores across selected groups relevant to overdose education and naloxone training, including pre-health status and prior overdose prevention training. Open-ended responses regarding interest in naloxone training were analyzed using thematic analysis.

Results

Participants demonstrated moderate overall overdose knowledge (mean OOKS score: 28.2 ± 8.6), with stronger performance in naloxone-related domains and persistent gaps in recognizing overdose risk factors and signs. Students with prior overdose prevention or naloxone training consistently reported higher knowledge, perceived competence, and readiness to intervene compared with untrained peers. Despite limited prior training (9.9%), nearly two-thirds of participants expressed interest in receiving naloxone training. Thematic analysis identified “Preparedness,” “Helping Others,” and “Confidence” as motivators and “Low Perceived Risk,” “Time Constraints,” and “Stigma” as barriers.

Conclusion

Although students exhibit moderate overdose knowledge, targeted naloxone training is essential for enhancing their competence and readiness to address opioid overdose. Tailored campus programs that address identified barriers and leverage motivational themes may strengthen emergency response and reduce overdose fatality.