Date of Award

Spring 2024

Project Type

Clinical Doctorate

College or School

CHHS

Department

Nursing

Program or Major

DNP

Degree Name

Other

First Advisor

Dr. Beth Ely

Second Advisor

Dr. Julie Coté

Abstract

BACKGROUND: College is a period of transition to adulthood where many students experiment with alcohol consumption. Peer educators can bring access to evidence-based alcohol consumption education through student-centric strategies. This quality improvement project aimed to implement an evidence-based training program for college peer educators followed by the delivery of campus alcohol education in a six week period. Feasible ideas for sustainable college peer educator training were generated at this medium-sized public university. The impact of training on six peer educators’ self-reported professional leadership skills, knowledge, and confidence was measured.

METHODS: The Certified Peer Educator (CPE) training program (NASPA) was used for this project. Two assessment tools were utilized for each CPE to reflect on their self-reported leadership knowledge, skills, and confidence levels. Before and after training, the CPEs completed the 16 item Self-Appraisal of Abilities tool. Before initiating training and after concluding the delivery of student body education, the CPEs provided their self-appraisals on the 40 item Self-Reported Six Learning Domains of Peer Educators tool. A literature review was conducted to identify evidence-based alcohol consumption knowledge and teaching tools for the CPEs to utilize.

RESULTS: Over a six week period, CPE training occurred followed by the application of knowledge and skills in 22 campus educational events reaching 620 campus students. CPE post training self-reported scores improved for each of the six CPEs. CPE post education delivery scores demonstrate that four out of six CPEs demonstrated an increase in their knowledge, skills, and confidence in each of the six domains. Specific CPE topics such as knowing campus resources and how to safely and effectively intervene as a bystander experienced growth.

CONCLUSIONS: CPE training and educational delivery to the college campus student body may be an effective strategy to increase the knowledge, skills, and confidence of potential participants. Peer education may provide a feasible strategy to deliver student-led health education and harm reduction on a college campus. Having a no cost peer education program is a beneficial option for interested students to develop these skills especially leadership amongst peers. Continuing a peer education program is recommended.

Keywords: peers, peer education, harm reduction, college students, alcohol

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