A Provider Educational Intervention on the Neurosequential Model of Therapeutics

Abstract

Background: Chronic exposure to adverse experiences in childhood is implicated in thedevelopment of psychiatric disorders. The human mind develops hierarchically, from bottom to top, and organizes in a use-dependent manner. Early life adversity can impact functioning across multiple domains. Timing of adversity relative to sensitive developmental periods can likewise impact functioning. Improved outcomes are supported through the employment of neurodevelopmentally informed interventions. Purpose: This DNP Project aimed to increase providers’ confidence, knowledge, and intent toutilize the concepts of the Neurosequential Model of Therapeutics in patient treatment techniques. Methods: This DNP Project employed an asynchronously delivered video presentation on theNeurosequential Model of Therapeutics. The Project Director administered Pre and Post intervention evaluations of provider knowledge and confidence to apply the concepts described in the presentation. The presentation and surveys were hosted on a dedicated website. Survey answer data was collected from the website and analyzed in Microsoft Excel. Outcomes are reported utilizing descriptive statistics and a paired t-Test. Results compared the difference in mean scores between pre and post surveys. Results: No difference observed in knowledge retention. Paired t-test of Likert Scale datayielded significant difference in provider confidence and intent to utilize. Conclusions: Provider education is an effective way to improve confidence and intent to utilize,however, better questions may improve reliability of knowledge retention measures in future iterations.