Developing and Evaluating the Integrated Addiction Recovery Model for the Persons\u27 Engagement and Retention in the Recovery Process Among Clinical Populations from Rwanda

Background To date, research that has investigated psychosocial processes and mechanisms, which underpin addiction recovery outcomes are scarce. This study sought to develop and test an integrated addiction recovery model for the recovery process while accounting for an individual’s psychosocial context. Methods This predictive study used consecutive sampling strategies to recruit 315 participants from tertiary addiction care settings in Rwanda. Data on the hypothesized model variables and individual’s characteristics were collected with self-reported measures. Structural equation modelling techniques were used to test the model psychometric measures and associations between latent variables. Results Baseline data analyses showed a mean age at first substance use of 18.6 (SD=6.1). Early age at first substance use and individual’s characteristics, such as post-traumatic stress disorder, had a significant effect on later addiction severity with β= -.130, p=. 013 and β= .363; p= Discussion These results establish psychometric properties of the integrated addiction recovery model. The results demonstrate that retention in the addiction recovery process is underpinned by interactions between therapeutic relationships and supportive social networks through the satisfaction of basic psychological needs. However, future research is needed to conduct the model measurement invariance in a different sample

Extrinsic Factors Influencing the Person’s Motivation for Engagement and Retention in the Addiction Recovery Process. A Systematic Literature Review

Background Globally, up to 80% of patients enrolled for addiction care are lost to follow-up within the first three months of treatment. This review synthesizes evidence on extrinsic factors that influence motivation for engaging in addiction recovery and corresponding empirical definitions. Methods A systematic search for peer-reviewed articles was conducted through electronic databases, including Ovid MEDLINE, PsychINFO, CINHAL, and scanning references. The included articles were published in English or French between 1946 and 2018. Results The identified sixteen articles indicated that extrinsic factors for the person’s engagement and retention in the addiction recovery process included: motivation-enhancing healthcare structures, therapeutic relationships, and supportive social networks. Results also indicated that empirical definitions of motivation for engagement and retention in the addiction recovery process varied across studies. Conclusion Extrinsic factors can influence the person’s motivation for engagement and retention in the addiction recovery. Research with full operational definitions of motivation for engagement and retention in the addiction recovery is needed. Keywords: Addiction recovery; engagement; extrinsic factors; motivation; retentio

Reflective Practice for Professional Development Among Nursing Instructors

Reflective practice among health professionals involves considering and questioning clinical experiences. The process of learning through work involves “reflection-in-action” (the skills of self-awareness, critical analysis, synthesis, and evaluation while executing clinical activities),  and “reflection-on-action” which involves retrospective reviews of the clinical scenarios  experienced by  health professionals (Clouder, 2000; Duffy, 2009). Johns (1995)  suggests that reflective practice is the professional’s ability to understand and learn from work experiences to achieve more effective and satisfying followup work experiences. Nursing instructors play a crucial role in helping nursing students consolidate taught theories and practice through guided and regular reflection on professional experiences (Duffy, 2009). To be effective guides, nursing instructors require the knowledge and skills necessary to implement reflective practice techniques into their teaching. This workshop actively engages participants in examining reflective practice by building on Gibbs’ (1998) six-step reflective cycle (i.e., description, feelings/thoughts, evaluation, analysis, conclusion, and action plan). The goal is to help instructors develop the necessary abilities to guide reflective practice among their students