Evaluation of the Effects of an Educational Module About Electronic Cigarettes on Undergraduate Health Professional Students' Knowledge and Perceptions

Abstract

Background: The safety and health effects of electronic nicotine delivery systems (ENDS), or e-cigarettes, are largely unknown. Additional research continues to emerge. There are public misconceptions about ENDS, especially as compared to conventional cigarettes. To that end, healthcare providers are among the first to be trusted by patients to answer questions, provide evidence-based information and dispel myths. Students training to become health professionals should be prepared to address the current issues and trends in health behavior. The purpose of this descriptive study was to examine the effects of viewing an evidence-based e-cigarette educational module on health professional students' knowledge, perceptions and confidence in providing information to patients about e-cigarettes.

Methods: Following IRB approval, 220 students in senior health professions programs from Respiratory Therapy, Nursing, Medical Dietetics, and Health Sciences elected to participate. Students took a pre-survey, viewed a seven minute online educational video including synthesis of ENDS evidence-based research, and completed a post-survey. Data analyses included descriptive statistics and t-tests.

Results: Participants indicated that they received very minimal education about ENDS in their curricular content, but also reported that they were likely to be exposed to questions both in and outside of their health profession programs. They indicated that they had received ENDS information from advertisements, peers, and social media. T-tests analyzing differences after viewing the module found that seven of the eight pre- and post-survey questions were statistically significant (P<.001), which indicates the ENDS module positively impacted knowledge and perceptions. Most participants had low confidence in counseling about ENDS initially, but student's confidence in counseling a patient about ENDS increased following viewing of the module (P< .001).

Conclusions: Students were poorly informed, yet indicated exposure to ENDS both in their professional settings as well as outside of their programs. Health professions programs are challenged to provide updated content on emerging topics such as ENDS. Brief online educational modules with an overview of evidence-based research may address this need. Overall, this pilot study supports the use of a short ENDS education module to increase students' perceptions, confidence, and knowledge of ENDS.