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In response to soaring overdose deaths across the United States, our project aims to address the gaps in substance use disorder (SUD) education and care by building an educated interprofessional health workforce who will be prepared to deliver culturally responsive care and navigate the complexities of working people with SUDs. We are poised to launch an interprofessional education (IPE) initiative that directly engages with the rural, underserved communities, and the disproportionately affected American Indian and Alaska Native (AI/AN) populations. Thus, University of Michigan (UM) nursing, physician assistant, medical schools in Ann Arbor and Flint will partner with Northern Michigan University (NMU) and Keweenaw Bay Ojibwa Community College (KBOCC) nursing schools in the upper peninsula of northern Michigan to revise, innovate, and disseminate our IPE SUD curriculum to rural and tribal communities. Marquette and Baraga Counties, the respective locations of NMU and KBOCC, as well as Genesee County, where the UM-Flint is situated, are classified as rural regions that are recognized by Health Resources & Services Administration (HRSA) as regions with health and mental health professional shortages.1 We have secured clinical sites to provide clinical observations for students in these regions, including Great Lakes Recovery Center in northern Michigan, and Wellness Services and Packard Health in lower southeastern Michigan (See LOCs). UM Ann Arbor and Flint will partner with NMU and KBOCC to collaboratively revise and innovate upon the existing IPE SUD curriculum, provide immersive clinical observations at secured clinical sites in mental health and health professional shortage areas, and disseminate the enhanced curriculum within rural and tribal institutions to train healthcare professional students. This proposed grant will fulfill the requirements to educate the future healthcare workforce who will be prepared to address SUD particularly with rural, underserved, and AI/AN communities. In addition, the grant will build capacity for the northern schools to sustain the curriculum after the grant ends.

Both treatment and education gaps exist nationally and in the state of CT with regard to implementation of patient-centered approach to the care of individuals with substance use and substance use disorder framed in a chronic illness and recovery model. In response to Substance Abuse and Mental Health Services Administration (SAMHSA) FY 2024 Provider's Clinical Support System-University NOFO TI-24-001, the goal of this proposed project entitled, "Responsive Integration of Substance use Education (RISE)" is to create a comprehensive curriculum for Yale medical and PA students throughout their health professions training to learn about substance use, address stigma and discrimination by teaching that substance use disorder (SUD) is a treatable health condition, and to arm students with the skills to screen, assess and care for patients with SUD. To meet this goal, we have several specific objectives: 1. Train 140 first year medical and PA students per year on how to take a patient-centered and comprehensive substance use history utilizing a three step process, focusing on stigma reduction, through a didactic workshop. Students will undergo a follow up simulation exercise. (Goal: to address education gap) 2. Provide up to 8 first year medical and PA students per year with a 9-month longitudinal placement in an integrated addiction setting (Goal: to address education gap) 3. Enroll up to 6 medical and PA students in their clinical rotation period per year in a two­ or four-week intensive elective in clinical addiction medicine with opportunities for ongoing mentorship and sponsorship in additional addiction focused training activities. (Goal: to address treatment gap) 4. Train 140 final year medical and PA students per year, regardless of planned career path, in the application of harm reduction skills in practice through case-based teaching activities. (Goal: to address treatment gap) To accomplish our goals and objectives, we will build upon successful training activities to carry out the RISE program. The RISE program will be delivered to Yale medical and PA students through a variety of educational strategies including didactic and workshop training and small group activities, standardized patient simulations, longitudinal clinical placements, and intensive elective opportunities with student mentorship and sponsorship activities. We will train 140 students annually for a total of 420 students over the three year project period. The population of students to be trained are 67% White, 7% Black, 19% Hispanic and 1.7% from a federally recognized tribe. Roughly 70% of trainees are women and 12% are from a socioeconomically disadvantaged background.

The overarching goal of the MI CARES Expansion program is to provide robust education on the clinical, social, and basic sciences underlying substance use disorders (SUDs). This project will support broad-based addiction medicine education implementation, including clinical experiences at Michigan State University (MSU) and the University of Alabama (UAB). Educating and training medical students to treat persons with SUDs is a national priority. The Centers for Medicare and Medicaid Services declared an ongoing public health emergency (PHE) precisely because of the opioid crisis. Provisional data from the Centers for Disease Control (CDC) predicted 110,640 overdose deaths in the US in 2023. We propose establishing the MI CARES program to meet this need, which will train medical students at MSU and UAB. Our collaboration across multiple medical schools will take the current educational program from an elective at MSU to required curricula at MSU and UAB. MSU is a land-grant institution whose purpose is to serve those in Michigan. With eight community campuses, including in urban and rural areas, the school aims to train primary care providers who will serve Michigan and underserved communities. While an urban school, UAB trains physicians who serve throughout Alabama, with many practicing in medically underserved and rural areas, particularly in primary care. The populations served by this grant are medical students and, in turn, the populations in these areas. UAB and MSU serve 50-70% rural and medically underserved communities. The curriculum of the MI CARES program is designed to provide comprehensive training to medical students in treating persons with SUDs. It includes asynchronous modules, synchronous didactics in large and small group settings, and clinical experiential days. All these components are grounded in an anti-stigma framework, emphasizing the importance of treating persons with SUDs with kindness, compassion, and evidence-based practices. This training will equip the next generation of physicians with the skills to meet the nation's biomedical, behavioral, and clinical needs treating people with SUDs and promote a physician pipeline poised to lead SUD healthcare. The overarching goal of MI CARES medical student education is to provide support to expand and implement the MI CARES curriculum to increase student knowledge of evidence-based addiction practices and reduce negative attitudes towards persons with SUD. We will implement the required curricula at MSU and UAB to obtain this goal. The second goal is to identify curricular needs at each school to assess gaps in current offerings, including where MI CARES didactic materials can support medical student education. We will obtain this information by performing a gap analysis at each school. This analysis will be followed by an implementation goal where we will support MSU and UAB in the implementation of a complete addiction medicine curriculum that covers the required elements of the grant, board examination expectations, and best practices to train students to be champions for the care of persons with a SUD. Over each grant year, we will train at least 200 medical students across two institutions, with students who will ultimately practice in numerous states. We will monitor the curriculum through a student attitude survey, the modified substance abuse attitudes survey (mSAAS), student knowledge assessments, and student surveys of clinical experiences, with our measurable outcomes of sustained knowledge and attitude changes over time relating to SUD and substance use treatment.

Montclair State University (MSU) an Hispanic Serving Institution (HSI) with over 4,000 graduate students is proposing The Montclair Diagnosis to Recovery (MSU-D2R) program, which infuses SUD education, training and certification and Mental Health First aid certification into all graduate nursing programs at MS. This proposal extends the availability of the 2 certifications through online access to MHFA and also, asynchronously, to the 8 module D2R course to other MSU students, faculty and affiliated medical center staff who are treating persons with SUD. A yearly SUD 1-day conference will be provided to MSU students, community leaders, hospital administrators and healthcare professionals in person and online to provide updates and further engage the community and enhance networking. Population to be served: MSU-2DR will be serving the diverse students and faculty as well as the myriad healthcare workers providing care in MSU's affiliated medical centers. MSU is a minority, Hispanic Serving Institution (HSI) with 6 nursing programs (AY 24-25) devoted to providing care to the people of NJ. Our immediate communities of Essex and Passaic counties have over 60,000 individuals being referred for substance use treatment annually. An analysis of discharge data indicates that 20% (n=17.408) received outpatient care (op), with an additional 20% in intensive outpatient care (IOP) and 21% in detox residential care. The New Jersey Substance Use Overview indicates that in Passaic County alone those who use substances and are provided treatment account for over 4,520 individuals. However, current graduate education of nurses does not have a focus on treatment for substance use. MSU-D2R will rectify that by implementing the following strategies and interventions to achieve our goals of increasing capacity of nursing faculty, staff, students and nursing professionals to identify and refer or treat patients in need of SUD interventions. Increasing access by 100% to SUD training in MSU's graduate Nursing programs and offering the 3 major components, Mental Health First Aid Certification, an 8-module online asynchronous D2R substance use disorder certification, and a 1-day conference for non-nursing students and faculty MSU. These same D2R components will be provided to staff serving in our affiliated medical institutions, including those serving in HPSA areas, expanding the capacity of current NJ and NY nurses and hospital staff to provide best practice interventions for patients with SUD through access to online programs and conferences on SUD. These goals will be achieved through the development and implementation of an evidence-based, trauma informed, SUD focused 8-module online certificate program. The SUD training program (online and in person) will train a minimum of 150 people per year, training and educating 500 people over the three years of the grant.

The SEIS project aims to provide training and education based on a strong foundational understanding of substance use disorders (SUD) to Physician Assistant and Clinical Psychology students from the University of Texas Health Science Center San Antonio (UTHSCSA), and students from the University of Texas at San Antonio (UTSA), Clinical Mental Health Counseling Programs. The target populations include students from primarily Hispanic-serving institutions in San Antonio and Bexar County, a region marked by significant behavioral and mental health disparities, especially among active and retired military populations that call this area home. The project seeks to address the shortage of adequately trained SUD treatment providers in this area by integrating evidence-based training curricula into the respective academic institutions. SEIS focuses on developing an interprofessional training curriculum that equips students with the necessary competencies for SUD screening, intervention, treatment, and support recovery services (SBIRT). The curriculum will emphasize SBIRT strategies and trauma-informed approaches to promote behavioral health equity and the reduction of stigma associated with SUDs. By fostering partnerships among academic institutions, the project aims to increase the number of healthcare students prepared to address SUDs upon graduation and institutionalize SUD training within health professions programs. The program's primary goal is to increase the number of students, residents, faculty, and health professionals trained in SUD screening, assessment, and services to address the treatment gap experienced by individuals with SUD or engaging in risky substance use, particularly vulnerable populations. The objectives of the program include: 1) Introduce a minimum of 250 students to optimal strategies for screening and intervening in SUDs by integrating tailored curricula into three academic programs across two universities; 2) Support faculty development in delivering SUD education through at least three yearly workshops with a 90% attendance rate annually; 3) Enhance student knowledge in evidence-supported assessment and treatment of modalities for SUD, achieving a 20% proficiency increase on post-training assessments for each participant; and 4) Demonstrate an 80% satisfaction rate on the Interprofessional Education (IPE) assessment survey indicating successful achievement of interprofessional goals and effective collaboration across disciplines. Throughout the project's duration, the objectives will be evaluated at key points to ensure measurable outcomes. Annually, the project aims to serve at least 95 individuals annually, including educators and clinicians, who will utilize the training to enhance addictions education and positively impact clients struggling with SUDs. Over the three-year project period, approximately a total minimum of 275 trainees are expected to benefit from this initiative. SEIS aims to equip stakeholders with the necessary knowledge and skills to address SUD concerns in the Bexar County region, fostering a workforce that chooses to live and stay where they learn.

Howard University Provider's Clinical Support System (HU-PCSS) will implement a 3-year, systematic, stepwise approach to enhance education and training about substance use disorders (SUDs) and SUD treatment for all Howard University (HU) College of Medicine (HUCM) medical students; College of Nursing and Allied Health Sciences (CNAHS) Master of Science in Nursing (MSN), Doctor of Nursing Practice (DNP), and Physician Assistant (PA) students. HU-PCSS will also enhance training about SUDs and SUD treatment for HU dental, pharmacy, social work, and graduate clinical psychology students. HU’s historic mission focuses on teaching and training underrepresented students who go on to serve underserved and minoritized communities. HUCM graduates approximately 110 medical students each year; 76% identify as Black of African American, 8.7% as Hispanic, and 8% as Asian; 55% as female; and 19% are first generation college students. The PA program enrolls approximately 20 students each year; 66% of those providing information identify as Black, 10% as White, and 10% as Hispanic; and 75% as female. The MSN and DNP programs enroll approximately 10 students per year; 100% identify as Black; 90% as female. Languages spoken include English, Amharic, Igbo, Oromo, Spanish, and French. The proposed PCSS-HU will be led and implemented by the Project Director, Project Coordinator, and a cadre of faculty champions from diverse backgrounds and with expertise in Addiction Medicine, including faculty in HUCM’s departments of Community and Family Medicine and Psychiatry, CNAHS graduate nursing programs and PA program, College of Pharmacy, and School of Social Work. Graduate health professions students will gain experiential learning through clinical clerkships or placements in trauma-informed, recovery oriented clinical services in HU’s Addiction Medicine programs and partnering Federally Qualified Health Centers located in Health Professional Shortage Areas that treat underserved, minoritized populations experiencing extremely high overdose death rates and severe health and behavioral health disparities. Beginning in Year 1, PCSS-HU will 1) address currently identified gaps and train medical students, graduate nursing students, and PA students in Motivational Interviewing, SBIRT, and overdose prevention (overdose education and naloxone distribution); 2) ensure that all students participate during clinical clerkships in a minimum 8-hour training on opioid or other substance use disorder, guidelines for safe prescribing of opioids for pain, and management of pain; and 3) begin a systematic process of curriculum development to plan and implement a SUD curricular "thread" and SUD clinical placements that will be integrated throughout the preclinical and clinical curricula. In Year 2, PCSS-HU will pilot implementation of the SUD threads into preclinical courses, clinical clerkships, and electives, using a process of continuous implementation evaluation to inform modifications of the curriculum and training. In Year 3, PCSS-HU will continue both 1) the implementation of the SUD curriculum and clinical placements for all medical, MSN, DNP, and PA students and 2) the process of continuing evaluation and, as needed based on the evaluation, modification of the training provided. HU-PCSS will provide training about SUDs and SUD treatment to a minimum of 135 graduate health professions students each year and a minimum of 405 graduate health professions students over the 3-year grant period. Incorporating the SUD curriculum into the general curriculum for all graduate health professions students ensures sustainability of the training after the end of the grant period.

In 1995, Universidad Central del Caribe premiered its Graduate Program in Substance Abuse Counseling was initiated, offering a Post-Baccalaureate Certificate in Substance Abuse Counseling and the Master of Health Sciences in Substance Abuse Counseling. UCC is a Hispanic Serving Institution (HSI) located in Bayamón that also created the first and only Fellowship in Addiction Medicine for primary care physicians in Puerto Rico. During the past couple of years, the mental and behavioral health of people living in Puerto Rico has experienced a dramatic decline. The dramatic rise of SUDs and OUDs in the Puerto Rican population will most likely continue to increase due to the shortage of adequately trained professionals that can collaborate in the prevention, diagnosis, and treatment (MOUD/MAUD) of them. The purpose of the proposed UCC-PCSS-U Program is to train graduate-level medical students to effectively prevent, identify, diagnose and treat mental and behavioral health conditions, specifically substance use disorders (SUD) and opioid use disorders (OUD). The UCC-PCSS-U program has 3 main goals: (1) increasing the number of graduate-level medical students completing the theorical and clinical requirements for the Substance and Opioid Use Disorders in Medicine Immersion Program; (2) establishing a didactic and hands on experience in SUD/OUD prevention, MOUD, and recovery services framed in a long-term illness and recovery management model; (3) place graduate-level medical students in clinical rotation sites that provide robust mental health and SUD/OUD services in underserved community-based settings. Our proposed training program will integrate the Recommended Core Curriculum Topics for Substance Use Disorders in Early Academic Career Healthcare Education Programs as outlined on SAMHSA's Core Curriculum Elements on Substance Use. The UCC-PCSS-U program will impact medical students at UCC, who will participate in theoretical coursework and clinical rotations. After course completion, participants will demonstrate efficiency and efficacy in managing people with substance use disorders (SUD's) and Opioid Use Disorders (OUD's). This three-year program will help medical students to create awareness about the SUD/OUD, and the importance of the treatment process and services to the community. This is an efficient public health education-oriented plan that will allow us to serve our underserved communities. Our medical students will increase awareness of mental health and substance abuse treatment, thus reducing barriers and stigma to treatment and prevention in SUD/OUD. The Substance Opioid Use Disorders in Medicine Immersion Program clinical/theoretical framework will address SUD's/OUD's and how to manage them as complex chronic conditions, to avoid sequelae and premature death. This will be achieved by developing a training program that will merge the knowledge of an interdisciplinary team led by Board-Certified Addiction Medicine doctors, and composed of substance abuse counselors, clinical psychologists and other professionals. The proposed UCC-PCSS-U Program will enroll 180 participants in the three-year period (Y1:50; Y2:60; Y3:70). After the initial implementation of the UCC-PCSS-U, we will conduct additional regional trainings/workshops that will impact students from other institutions and professionals from diverse disciplines.

The Utah COLLABORATE (COLLectively Arranging and Bringing Optimized Recovery and Addiction Training and Education to the University of Utah) project aims to bolster interdisciplinary education on Substance Use Disorders (SUD) for healthcare professional students at the University of Utah, including medical students (MD), physician assistant/associate (PA) students, nurse practitioner (NP) students, and others. This initiative enjoys the support of the academic leadership across these three healthcare professional programs. In the COLLABORATE project, dedicated staff and planning groups will craft and integrate a comprehensive SUD curriculum into the academic programs of MD, NP, and PA students at the University of Utah. A core curriculum will be complemented by immersive clinical experiences within multidisciplinary teams, focusing on both specialty SUD care and primary care settings. These experiences will span various communities, including urban, rural, tribal, and underserved areas, encompassing Health Professional Shortage Area (HPSA) designated sites and Federally-Qualified Health Centers (FQHC’s). Additionally, students will have access to elective SUD-related activities as part of this enriched curriculum. The COLLABORATE initiative prioritizes early exposure to SUD training and clinical encounters for University of Utah's MD, NP, and PA students. This approach ensures that students gain fundamental skills in identifying, assessing, intervening, and treating addiction, while also learning how to support recovery and combat stigma. Although current curricula for University of Utah's MD, NP, and PA students include some SUD education, the COLLABORATE project will significantly expand and enrich their SUD training. Faculty, education leadership, and staff at the University of Utah will collaborate closely with students and Certified Peer Support Specialists (CPSS) to design and deliver practical, clinically relevant curricular components, training sessions, and experiences. These initiatives will promote a recovery management approach, grounded in trauma-informed care and stigma reduction, recognizing SUDs as long-term illnesses. CPSS will play integral roles within the Curriculum Development Group, aiding in both curriculum design and delivery, serving on the project Advisory Board, providing support in clinical settings, and guiding students to community resources. COLLABORATE aims to increase the number of Utah healthcare professional students and future prescribers equipped to address the needs of individuals at risk for or living with SUD. Over a span of three years, an estimated 285 individuals annually, or a total of 855 individuals, will benefit from this enhanced SUD education. The majority (82%) of these individuals will comprise University of Utah's MD, NP, or PA students, many of whom will transition into clinical practice following their training. While primarily targeted at these students, some COLLABORATE training sessions will be open to other healthcare professionals, students, and participants of the University of Utah Project ECHO. All newly developed curricular materials will be made available online at no cost, extending the reach of COLLABORATE far beyond the confines of the University of Utah's MD, PA, and NP programs. This dissemination of resources will enhance SUD education for a broader audience of healthcare professionals, students, and community members, ultimately improving access to SUD screening, assessments, and services nationwide.

Educating students early in their professional coursework will increase confidence and decrease stigma associated with treating patients with substance use disorder (SUD). An interdisciplinary cohort of Doctor of Nursing Practice (DNP) (nurse practitioner), Public Health, and Counseling students will observe and engage with SUD community experts to learn foundational best practice protocols and methods for SUD assessment and treatment.  Interventions include implementation of the SAMHSA 12 SUD modules, interdisciplinary work among the healthcare students, synchronous and asynchronous work with our students, community partners and subject matter experts. Further interventions include creation of a Community Advisory Committee for ongoing and real time feedback to allow for appropriate content and activity adjustment. Equally important will be implementation of direct clinical observation time for our students within the community organizations, especially those that treat rural and culturally diverse populations, allowing for direct learning of curricular content. Specifically, our goals include: ·       Training students early in their academic careers o   Provide evidence-based substance use prevention training o   Demonstrate increased confidence levels (assess, diagnose, treat) ·       Teach students that SUD is like any chronic disease, thereby reducing stigma/discrimination o   Teach Motivational interviewing o   Complete 3 interdisciplinary activities and clinical observation ·       Increase access to SUD screening, assessment, and services o   Provide SUD assessment and treatment CE/CME opportunities o   Establish a sustainability plan so that the SUD curriculum becomes permanent o   Recruit additional community clinic sites It is expected that 106 students will complete the curriculum in Year 1 with 52 students in subsequent years for a total of 210 students over the 3-year project timeline. The number of students may increase due to establishing partnerships with the Idaho College of Osteopathic Medicine, Idaho State University Family Medicine Residency and the addition of Certified Registered Nurse Anesthesia students beginning in Year 2. Trained health professionals will have a profound impact on SUD treatment in Idaho and the United States.

The University of California, Riverside School of Medicine (UCR SOM) is implementing the Promoting Access to Treatment and Health Equity (PATH) for Substance Use Care curriculum to address the needs of a healthcare shortage area, Inland Southern California (ISC) region. This innovative curriculum focuses on training 720 individuals, including medical students, trainees, and faculty, early and consistently in substance use disorder (SUD) care competencies over 3 years, integrating SUD education into the general medical school curriculum. The curriculum, is aligned with the UCR SOM Health Equity, Social Justice, & Anti-Racism (HESJAR) Thread, and aims to develop students' abilities to address biases, and social determinant impact on health outcomes, and advocate for high-quality patient care for all communities. The PATH curriculum includes goals to build medical student and faculty competencies in treating SUD as a disease like any other chronic condition, increase access to evidence-based SUD screening and services, and leverage regional healthcare partnerships to educate and retain a diverse physician workforce. In addition, the Longitudinal Ambulatory Care Experience (LACE) program, at UCR SOM, provides students with hands-on clinical experiences and mentor-mentee relationships with primary care providers in the region, emphasizing the importance of comprehensive care. By partnering with practice groups, community clinics, and healthcare organizations in the ISC, such as Kaiser Permanente, Riverside University Health Services, and others, UCR SOM is well-positioned to expand training in behavioral science and SUD care. Measurable curriculum objectives using the Kirkpatrick model for evaluation, include assessing students' knowledge of the neurobiological basis, social, humanistic and behavioral factors of recovery, and medication assisted treatment of SUD, to ensure the effectiveness of the educational initiatives for medical students in all cohorts. This proposal outlines a holistic and data-driven approach to addressing SUD and healthcare disparities in the ISC region, emphasizing the importance of early and progressive education, hands-on clinical experiences, and strategic partnerships to improve access to quality care for diverse populations.

Project Trauma-Informed Nursing Education for Substance Use (TINES) aims to improve substance use disorder (SUD) identification and treatment in rural health professional shortage areas across Delaware, southern New Jersey, and medically underserved communities in Philadelphia. The lack of culturally competent and evidence-based SUD treatment has contributed to rising illicit substance-related morbidity and mortality in these regions. By enhancing the education and training of future nurse practitioners, including women’s health providers, Project TINES seeks to increase access to SUD treatment, recognizing that many patients rely on nurse practitioners in primary care and mental health settings for SUD care delivery. Project TINES will achieve its objectives by expanding and enhancing didactic and clinical education, ensuring that graduates are equipped to identify, assess, intervene, and treat patients with substance use issues while supporting long-term recovery. Project TINES activities will be conducted in collaboration with the community of those with lived substance use experience through the use of a community advisory board, comprised of individuals in active OUD recovery, integrated into our Steering Committee, and a peer recovery specialist as key personnel. The primary goals of TINES are to: 1) develop a Trauma-Informed Substance Use Disorder (TI-SUD) Core Curriculum, increase the number of clinical sites for nurse practitioner student training, enhance clinical site capacity, and support health systems and agencies providing SUD treatment. Project TINES will provide the necessary education, training, and technical assistance to affiliated clinical sites to support ongoing student education within and beyond the project scope.

Rowan-Virtua School of Osteopathic Medicine (RVSOM) proposes the creation and implementation of a comprehensive Osteopathic Provider Clinical Support System curriculum that will train students about substance use disorder treatment early in their medical school career through both didactic and clinical training opportunities. The ultimate goal of this project will be to reduce stigma and increase access to SUD screenings, assessments, and services within the southern New Jersey region, with a particular emphasis on prescribing medications for alcohol and opiate use disorders. The population of focus for this project will be medical students at RVSOM. The geographic catchment area of this project will include the two medical school campuses of RVSOM, located in the Camden and Gloucester counties of New Jersey. In addition to providing didactic training at RVSOM locations, our project will provide training placements and reach regional health system locations in Atlantic, Camden, Cumberland, Gloucester, and Salem counties. There is a significant need for future physicians in our region to be educated on best practices for SUD treatment, stigma reduction, and equitable access to SUD care. The four South Jersey counties in our geographic catchment area for this project have among the highest rates of drug overdose deaths in the state, with Atlantic, Salem, Camden, Cumberland, and Gloucester counties ranked #1, #3, #4, #5, and #6 for drug overdose deaths per 100,000 in New Jersey.1 Over 85% of RVSOM students are residents of New Jersey and over 50% practice in the state after graduation. Over 80% of these students go on to practice in either family medicine or another primary care specialty. As a result, there is a high probability that RVSOM students will encounter a patient with a substance use problem as part of their primary care practice after graduation. Increasing the number of osteopathic physicians trained by RVSOM to identify and treat patients with substance use disorders during primary care visits using the proposed curriculum will help to address the treatment gap in New Jersey and improve outcomes throughout our region. The goals of this project are to 1) Develop an Osteopathic Provider Clinical Support System curriculum to introduce osteopathic medical students and other health professions students to SUD treatment principles using a long-term illness and recovery management model, 2) Create Osteopathic Provider Clinical Support System curricular materials and develop strategies to increase reach and accessibility, and 3) Implement the Osteopathic Provider Clinical Support System curriculum among all medical students at Rowan-Virtua School of Osteopathic Medicine, and expand the reach of the program by making materials available to additional osteopathic medical schools, other health professions students, and professionals in regional healthcare systems. The Osteopathic Provider Clinical Support System curriculum developed by our program will consist of four two-hour webinars to be completed by all third-year medical students at RVSOM. Each webinar will include pre- and post-test assessments to determine the effectiveness of the curriculum. 1 University of Wisconsin Population Health Institute. County Health Rankings & Roadmaps 2024. www.countyhealthrankings.org.

The University of Nevada, Reno School of Medicine (UNR Med) seeks to increase the number of Nevada healthcare professionals who can address the needs of persons at risk or with substance use disorder (SUD). This effort launches core SUD graduate health professional curricula in medical, physician assistant, and nursing programs to advance workforce shortages and access to care. UNR will also launch similar strategies and continuing education across all public health programs designed to train health practitioners with the knowledge and competencies to recognize risk factors, diagnose, refer and/or treat those with SUD. UNR Med's SUD Curriculum Infusion Program (CIP) integrates SUD content while increasing inter-professional collaborations. This practice uses the recovery management model to treat SUD as any other chronic illness. This CIP partnership includes the UNR Med, Orvis School of Nursing, School of Public Health which includes the Center for Application of Substance Abuse Technologies (CASAT), and the Renown - Stacie Mathewson Behavioral Health and Addiction Institute. UNR Med’s CIP platform builds on the core curriculum elements of SUD through sustainable education, to include prevention, addressing stigma, multi-cultural delivery of care, harm reduction, trauma-informed care, shared decision making, looking at SUD through the lens of chronic illness, and treatment options such as MOUD or MAUD. As a recovery centered model, cultural humility training will be included to decrease disparities and access to care by marginalized communities. These activities will be implemented through the process of curriculum infusion which will integrate information about substance use and evidence-based treatment approaches into existing curricula in pre-service, higher education settings, and continuing education/clinical in-service settings. UNR Med’s goal is to address the shortage of behavioral health providers in mental health shortage areas by ensuring the graduates from the school of medicine, physician assistant, nursing or other health professionals possess the knowledge, skills, and values necessary to provide person-first, compassionate, comprehensive, evidence-based care for persons with substance use disorders.

Title - Bridging Gaps: PA Training for Substance Use Disorder in Underserved Regions Abstract Project summary: Northern Arizona University (NAU) Physician Assistant (PA) Program will implement a comprehensive education and training program for students enrolled in the NAU PA Program, and interdisciplinary learners in the state of Arizona to increase their capacity and confidence to deliver evidence-based care for people with SUD, with a focus on rural and underserved communities. Abstract: The mission of the NAU PA Program is to educate individuals from inclusive backgrounds and lived experiences and graduate PAs who provide high quality, compassionate medical care to the people of Arizona. In the Class of 2023, 80% were from Arizona, 36% grew up in rural communities, and 34% identified as underrepresented minority. Students complete their clinical training in Arizona, with the majority spending over 50% of their training in rural and underserved communities. In Arizona, 25% of the population resides in rural areas and almost 40% of the population lives in a shortage area. Arizona meets only 8.5% of the mental health needs of the population. In this project, we will partner with clinical training sites to train PA students in the assessment and management of people with SUD, and with health professions programs to implement Project ECHO©, an evidence-based model to improve care for people with SUD. Project goals: 1) Improve the capacity of the current and future interdisciplinary healthcare workforce in the screening, assessment, and management of people with SUD through Project ECHO©, by delivering a chronic illness and recovery management-focused curriculum. 2) Increase the number of PA students trained in the screening, assessment, and management of people with SUD through direct clinical training experiences in mental health and SUD, in predominantly rural and underserved communities. 3) Improve dissemination of evidence-based practices in the screening, assessment, and management of people with SUD by providing other health professions training programs with a guide to recreate this program at their own institution. Summary objectives: By the end of year one: 1) >75% of NAU PA students (n=20; 33%) will complete the SUD clinical training program in mental health (MH) shortage areas. 2) We will deliver Project ECHO©, an evidence-based curriculum on the screening and management of SUD to 300 new interdisciplinary participants. 3) >75% of NAU PA students in the SUD clinical training program will receive >80% on their end-of-rotation examination. 4) >80% of Project ECHO© interdisciplinary participants will report feeling confident/very confident in treating people with SUD on the participant survey. By the end of year two: 1) >75% of NAU PA students (n=45; 75%) will complete the SUD clinical training program in mental health (MH) shortage areas. 2) We will deliver Project ECHO©, an evidence-based curriculum on the screening and management of SUD to 300 new interdisciplinary participants. 3) >75% of Project ECHO© interdisciplinary participants will report an increase the number of SUD people treated within their practice on the participant survey. 4) >75% of NAU PA students in the SUD clinical training program will receive >80% on their end-of-rotation examination. By the end of year three: 1) >75% of NAU PA students (n=60; 100%) will complete the SUD clinical training program in mental health (MH) shortage areas. 2) We will disseminate a replication tool for medical and health professions programs. 3) By the end of the three-year project, Project ECHO© will train 900 interdisciplinary learners, and 305 PA students will receive MH/SUD clinical training for a total of 1,205 program participants.

ECU-AMMPeD: Amplifying Medical, Midwifery, Nurse Practitioner, and Dental education aims to reduce health disparities and improve substance use disorder (SUD) outcomes in Eastern North Carolina by improving access to equitable, evidence-based SUD treatment through implementation of a comprehensive and sustainable academic and regional education program. Eastern North Carolina is a 41-county rural, ethnically diverse, economically distressed, medically underserved region that has been disproportionately impacted by the SUD crisis. ECU-AMMPeD's population of focus is medical, dental, nurse midwife, and nurse practitioner students and regional providers of the same disciplines. Project goals and measurable objectives include 1) increasing the supply of healthcare professionals educated at ECU who can identify and treat SUDs in mainstream healthcare upon graduation by implementing SAMHSA-aligned SUD curricula; 2) increasing the supply of virtual and in-person training sites for students by developing virtual opportunities and relationships with SUD treatment sites in health professions shortage areas; 3) decreasing inequities in SUD treatment access and delivery by providing targeted equity training to students and regional trainees; 4) increasing regional SUD treatment capacity by providing training opportunities to regional providers and sharing material developed with other programs and universities; and 5) insuring sustainability through activities to promote university and community buy-in. ECU-AMMPeD is innovative in its inclusion of medical, dental, certified nurse midwife, and nurse practitioner students. Over 200 student trainees will be served annually (years 1-3), and at least 70 additional regional trainees will be served in years 2 and 3. The ECU-AMMPeD team includes nurse practitioner and dental content experts and a physician board-certified in Addiction Medicine. Together, the team will develop SAMHSA Core Curricular Elements on Substance Use Disorder for Early Academic Career aligned curricula for each discipline and infuse it into the program's general curriculum, with an emphasis on early infusion. Education strategies will include virtual module delivery, in-person lectures, service learning, virtual case studies, clinical shadowing and precepted experiences, and interprofessional education. Five healthcare organizations providing SUD care in health professionals shortage areas have provided Letters of Commitment to offer students real-life clinical learning opportunities. In year 2, regional providers will be offered training and education opportunities. Content will be shared with other ECU programs and other universities to promote SUD content inclusion in their curricula. ECU produces a significant portion of North Carolina's physician, dental, nurse practitioner, and nurse midwife workforce. We are in critical need of SAMHSA funds to support developing the capacity of providers in this region to deliver equitable, stigma-free, evidence-based SUD care.

The UCSF TEACH-SUD curriculum represents an important leap forward in interprofessional (IP) substance use disorder (SUD) education and training that meets a critical unmet need to graduate competent clinicians knowledgeable and confident to prevent, assess, diagnose, and treat SUD. A steering committee comprised of diverse members from the UCSF Schools of Medicine, Nursing, and Pharmacy, community-based organization focused on SUD and harm reduction services in San Francisco (SF), and consultants with deep experience creating IP graduate simulation and in-person curricula will lead the development of a didactic and clinical curriculum that trains over 1500 medical students, nurse practitioners, and pharmacists over 3 years to provide compassionate, evidence-based, and recovery-oriented care in diverse locations across the Bay Area and surrounding rural counties in Northern and Central California. The TEACH-SUD curriculum will empower diverse learners with the needed foundational didactic content, clinical experiences, and mentors to address the SUD crisis in California’s urban and rural hot spots. The TEACH-SUD program development will follow the transformational education model for curriculum design to consider the larger ecosystem (specific, high need geographic areas of SF, rural Northern and Central California) and the needs of the learners, faculty, and community. Following the tenets in SAMHSA’s April 2024 “Core Curriculum Elements on SUD for Early Academic Career Medical and Health Professions Education Programs” statement, the steering committee will first review and collate ideal competencies for UCSF health professions schools and map where in each curriculum these are taught. After identifying strengths, gaps, and opportunities in IP schools’ curricula, at the end of Year 1(Y1) and beginning of Year 2 (Y2), the team will confirm the educational strategies to cover missing competency-based SUD content, grounded in strength-based, trauma-informed, and evidence-based practice. This foundational didactic material will have live, synchronous and distance learning options and be supplemented with experiential experiences. The end of Y1 and start of Y2 will include the creation and implementation of a simulation SUD experience for all 3 health professions schools. Core clinical rotations with the new committed community partners will be confirmed in the middle of Y1 to enhance the learning that occurs in the high-fidelity simulation experiences, with elective experiential learning opportunities developed in Y2 for students interested in advanced training in SUD care. Each clinical member of the steering committee brings established community clinical connections, such as the largest Opiate Treatment Outpatient Program in SF, community-based organizations for harm reduction services, and FQHC sites spread throughout Northern and Central California, creating rich opportunities for core and elective rotations tailored to student and community needs. The TEACH-SUD key personnel and steering committee members will collaboratively develop IP and evidence-based SUD curricula to optimize preparation for subsequent clinical simulation and site experiences. Curricula will include remote, in-person, simulated, and media-enriched education from a diverse group of fellows, faculty, and community preceptors interspersed with near peer teaching experiences. TEACH-SUD will leverage existing faculty experience with IP SUD training, rural health, distance learning, and technical assistance to catalyze lasting SUD education changes while growing resources through a hybrid sustainability model driven by organizational and cultural integration.

The Physician Assistant Program at Bay Path University will develop a comprehensive didactic and clinical curriculum in substance use disorder (SUD), in collaboration with SUD experts and leveraging faculty expertise and clinical partnerships, that will engage 210 PA trainees over 3 years. Interprofessional development and training delivered to students in other health professions programs and local healthcare providers will disseminate best practices in treating SUD. Key components of the project, titled “PArt of the Solution: Equipping PA Students with Best Practices in the Treatment of SUD” include refinement of the first-year didactic curriculum to align with SAMHSA recommendations for SUD education, ensuring that 60 PA students each year (180 students over 3 years) become adept at strategies for SUD identification, assessment, intervention, and treatment, while combating stigma and supporting pathways to recovery. The project will expand opportunities for second-year clinical rotations at SUD treatment facilities to hone clinical skills, focusing on urban and rural communities designated as a Mental Health HPSA in western Massachusetts and north-central Connecticut. The project will fund these clinical rotations for 30 students over 3 years (10 students/year) for a total of 210 PA students served by the project. To expand its impact, the project will also collaborate with other academic institutions and healthcare partners across various clinical settings to deliver interprofessional development and training in SUD to practicing healthcare professionals and students in other healthcare professions programs in the region. The PArt of the Solution project will strengthen Bay Path University’s capacity to help mitigate shortages in healthcare professionals who are trained in the management of SUD. By elevating training standards and fostering interdisciplinary cooperation, the project aims to promote the use of evidence-based best practices within the PA profession and cultivate a proficient healthcare workforce capable of addressing the multifaceted challenges faced by individuals struggling with substance use disorder.

Substance Use Disorder Training Expansion to Advance Multidisciplinary Services in Iowa (SUD-TEAMS-IA) The University of Iowa Addiction and Recovery Collaborative (UI ARC) within the Department of Psychiatry proposes the SUD-TEAMS-IA project to create, implement, and study an expanded SUD curriculum for various healthcare starting in September 2024, including clinical experiences in healthcare provider shortage areas (HPSA). The funds for this project will provide salary support for current UI ARC staff with expertise in clinical care, education, and evaluation. The goal is to increase the competency of healthcare graduates in the care of people with substance use disorders (SUDs) and improve the treatment of SUDs throughout Iowa. Partnerships will be formed with the UI College of Nursing, UI College of Pharmacy, St. Ambrose and University of Dubuque Physician Assistant Training Programs, and Drake College of Pharmacy. Training will be provided to over 500 healthcare students over the lifetime of the project, targeting around 100-300 students each year for three years. In addition, the project will train 15 local champions in the delivery of SUD curriculum to ensure sustainability of the project. The project goals will be achieved by accomplishing the following objectives:? • Implement a longitudinal, sustainable SUD curriculum in nursing, PA, and pharmacy training programs across Iowa beginning July 2025. The curriculum’s effectiveness will be evaluated by changes in knowledge, skills, and attitudes of participants and satisfaction surveys. By completion of the grant project, UI ARC will have created a SAMHSA-approved SUD curriculum appropriate for all healthcare students, especially those serving in HPSA. • Train local champions in the delivery of the SUD curriculum to ensure sustainability of the curriculum after project completion. • All participating students will have the opportunity to participate in experiential learning rotations hosted by community-based SUD treatment programs in HPSA. Current partners in these rotations include UCS Healthcare, UI ARC, Area Substance Abuse Council (ASAC), and Prairie Ridge Integrated Behavioral Health. The project will create a research database to inform the effectiveness of the curriculum expansion to various healthcare students and their faculty, including the number of graduates who end up retaining employment in Iowa. This research database and the partnerships formed between the UI ARC, other Iowa training institutions, and community SUD treatment programs will ensure sustainability of the curriculum past project completion.

Prosumers International and Austin Mental Health Community implement the Texas Empowerment Initiative - training and leadership development project. It will train people with lived experience of mental health issues by providing resiliency and recovery workshops, training to serve on CCBHC boards, enhanced certification training for people wishing to be certified mental health peer specialists, and leadership development. This project focuses on people receiving services in the public mental health system in Texas, which is made up of 39 CCBHCs. This project continues the development of the mental health peer specialist workforce, leadership development of mental health peers, and advocacy for peer-run organizations. We will implement an enhanced certification process pilot to support people who complete the Mental Health Peer Specialists Certification training. The pilot will include supervision for the required 250 practice hours, as well as a review of skills and tools presented in the curriculum three months after their certification. They will be followed for a year after receiving their two-year certification to evaluate job satisfaction and retention. Retention of the peer workforce is an ongoing challenge. The goal is to increase retention of the workforce and to encourage those who wish to become leaders in the field and mentor them. The original cohort will consist of ten people. Additionally, we will be developing training and support for people with lived experience serving on Certified Community Behavioral Health Clinic (CCBHC) boards and advisory committees. This is designed to increase the voice of people receiving services at decision-making tables while ensuring fidelity to CCBHC standards. Three CCBHCs will be asked to participate and are asked to identify three to five people they serve to be trained and mentored to serve on their board or advisory committee. Focus for Life, a workshop that has proved effective in supporting people throughout their recovery journey, will be offered to people who are ready for their life to be different, regardless of what they know about recovery or where they are on the journey. People who would like to explore a possible career as a mental health peer specialist will be encouraged and mentored to develop their recovery, skills, and knowledge about the field. A minimum of 45 people will complete the workshop. Participants throughout the project initiatives will be included, if they wish, in ongoing advocacy efforts to raise awareness and support for autonomous peer-run programs. These programs ensure fidelity to peer values, ethics, and national practice guidelines. The advocacy efforts are designed to impact the entire system and further the implementation of recovery-based, trauma-aware psychiatric services in Texas.

The Compassionate Crisis Care Network provides an alternative peer-designed and peer-led crisis prevention and recovery support program that combines in-person peer recovery support and clinical services provided via telehealth. The program target adults who are at risk for mental and behavioral health crisis or need post-crisis support. The goal of this project is to build the capacity of the Network and expanding its reach to more underserved communities across Virginia. Statewide data on individuals who received services from the public outpatient behavioral health system in 2023 indicates that the target population is about 47% female and 53% male, and 56% white, 27% black or African American, 2% Asian, 4% more than one race, and 11% other or unknown race. Service recipients also are 61% unemployed, 73% receiving Medicaid, and 14% uninsured. Among adults, mental health services represent the highest need with 36% of individuals served followed by ancillary services (29%), emergency services (16%), substance use services (10%), and developmental disability services (9%). Statewide data on the general public indicates that 11% are Hispanic or Latinx, 17% speak a language other than English at home including 8% who speak Spanish, and 6% are LGBTQ+ including 0.5% who are transgender. In 2022, the Virginia Joint Legislative Audit and Review Commission found that the number of individuals with mental illness is increasing, particularly serious mental illness. The primary challenge faced by the public behavioral health system is workforce shortages and they significantly impact individuals who are at-risk for crisis and need immediate access to services. Individuals who are racial and ethnic minorities, LGBTQ+, justice involved, homeless, and live in rural communities face additional barriers, including distrust of government and cultural stigma. The Compassionate Crisis Care Network provides an alternative crisis prevention and post-crisis support program for individuals to who do not want to pursue traditional clinical services. The Network is directed by Strength In Peers, a Recovery Community Organization (RCO), and composed of RCOs and clinical treatment partners. RCOs are independent peer-run organizations and espouse unique values, culture, and practices and provide alternative services to traditional treatment that enhance the overall system of care. They often can engage individuals in recovery services who may otherwise refuse care at other facilities. The Network also provides RCOs Medicaid reimbursement for peer support services through the partnerships with clinical providers. The project’s objectives are to: 1) develop the Network’s bylaws and a 3-year strategic plan; 2) recruit at least two new RCOs and one new clinical partner to join the Network and train them to implement the Network program; 3) recruit at least four advisory group members to lend input into services, quality, and accessibility; 4) conduct at least 3 presentations to crisis and emergency service providers and develop a webpage to provide education on trauma-informed crisis care, peer-run evidence-based practices, crisis resources, and Network services; 5) conduct an initial and a 12-month follow-up Fidelity Assessment Common Ingredients Tool assessment with each of the Network’s 5 RCOs to identify changes in fidelity to evidence-based peer-run practices after implementing the Network’s program and Medicaid billing; 6) develop a peer-designed curriculum in compassionate crisis response services and train at least 30 CPPRs; 7) develop a peer-designed curriculum in whole health integrated models of care and train at least 30 CPRSs; 8) develop recommendations for how Virginia can better align Medicaid regulations and other state funding to support peer-run evidence-based practices; and 9) provide training to at least 25 CPRSs on how to adhere to peer-run evidence-based practices while billing Medicaid or working for a clinical facility.

Mental Health and Addiction Association of Oregon (MHAAO), a peer-led nonprofit, proposes to strengthen the capacity of statewide mental health peer-led organizations to partner with state efforts to improve mental health system and related services. This will be accomplished through the Growing Oregon Peer Leaders (GOPL) statewide consumer network, a cohort-based collective that will provide training, technical assistance, mentorship, networking, and capacity building development to emerging and current mental health peer leaders statewide. The Growing Oregon Peer Leaders Collective proposes to strengthen the voice, reach, capacity, diversity, sustainability and authority of peer-run organizations and peer-delivered services providers in Oregon through a variety of technical assistance and capacity-building services. Through the strategic support and development of mental health peer leaders across Oregon, MHAAO will provide technical assistance and services to maximize impact. By focusing on leadership development, the GOPL Collective can ensure a broad reach with its award. With GOPL by their side, the peer leaders trained, developed, and supported through the GOPL series will be well positioned to build and/or enhance the infrastructure, capacity, advocacy efforts, and sustainability of their peer-led organizations and respective communities. The GOPL Collective specifically focuses on supporting the growth and development of emerging and experienced mental health peer leaders who can then sustainability work within their local communities in culturally-responsive ways. Through the promotion of activities related to fostering leadership and management skills with mental health peers and peer-led organizations, the GOPL Collective project will enhance participation, voice, leadership, and empowerment of individuals with lived experience across Oregon to effect systems change and improve the quality of mental health services. Every stage of this project will be informed by and engaged with individuals with lived experience of serious mental health challenges. MHAAO will offer technical assistance sessions to increase peer leadership capacity, connection, and workforce development across Oregon. Utilizing a cohort model, project staff will work closely with 10 GOPL Leadership members annually. Prospective candidates will apply through an application process developed by the GOPL Committee and staff. Applications shall be reviewed through an objective process by the Committee with care taken to mitigate bias, such as assigning code numbers to applicants and removing identifying information. Monthly office hours, quarterly leadership institute sessions, and as-needed support and resource connection to engage in work locally will be provided through a collaborative process facilitated by GOPL. At least six of the ten annual GOPL cohort leaders will identify as members of marginalized and underserved communities (BIPOC, LGBTQIA+, Veteran, person with a disability, etc.). In partnership with compensated peer subject matter experts and leaders, workshops and sessions will be provided to the GOPL cohorts. This will be a collaborative project between MHAAO, peer mental health leaders, and providers in coordination with state efforts at the Oregon Health Authority Office of Recovery and Resilience. The central goal of the project is to increase peer voice, participation, and leadership throughout the state to more effectively serve vulnerable communities in ways that are peer-centered, trauma-informed, culturally responsive, and equity-centered.

PSAND Statewide Consumer Network Program Project Abstract The purpose of PSAND Statewide Consumer Network Program Project is to strengthen the capacity of North Dakota's peer-led organizations to develop collaborative efforts with the state to improve mental health support system and related services for individuals with serious mental illness (SMI) or serious emotional disturbance (SED) as agents of transformation. To accomplish the first goal to enhance participation, voice, leadership, and empowerment of individuals with lived experience statewide to effect systems change and improve the quality of mental health services, the following, summarized objectives were identified: 1) Implement an Advisory Board to inform project initiatives, 2) Develop peer’s ability to use their live experience and stories to effect system change, and 3) Create a peer speakers bureau to develop leadership skills and increase awareness of the peer role. To accomplish the second goal to facilitate access to evidence-based and peer-delivered mental health practices, the following, summarized objectives were identified: 1) Participate in conference and community events, 2) facilitate the development of statewide standards for peer practice, 3) create an online statewide peer resource directory, and 4) establish an evidence-base peer resource directory. To accomplish the third goal enhance knowledge, skills, and abilities within mental health services and mental health peer support providers across the state related to recovery, peer support, and peer engagement/empowerment, the following, summarized objectives were identified: 1) Develop regional peer networks to support ongoing peer training and development, 2) Grow the Lunch and Learn sessions to increase volume of training topics to meet peer’s needs, and 3) Facilitate knowledge and skill exchange between peer workers and partners. To accomplish the fourth goal to emphasize and build leadership within peer-led organizations in communities across the state and through partnerships and collaboration with allied stakeholders, the following, summarize objectives were identified: 1) Train peers to facilitate peer support groups, 2) develop an annual Summit to bring together stakeholders, and 3) build Connections for peers to benefit from one another’s experiences and skills. To accomplish the fifth goal Build infrastructure, capacity, and sustainability of statewide peer-led organizations, the following, summarized objectives were identified: 1) Create a PSAND board recruitment and development plan, 2) Offer training to peer-led organizations to strengthen their organizations, and 3) Offer training to health system professionals to inform on evidence-based peer recovery practices. To accomplish the final goal to promote activities related to fostering leadership and management skills with mental health peers and peer-led organizations; engaging individuals with lived experience of severe mental illness, the following, summarized objectives were identified: 1) Train peers on professional leadership skills and 2) Offer trainings related to diversity, cultural responsiveness, and specific populations of focus.

Montana's Peer Network's Peer Advocacy, Change, and Empowerment (PACE) Project will increase the ability of people with lived experience of mental illness or co-occurring disorders to influence the mental health system and recovery supports in communities throughout Montana. MPN will also build its capacity to provide education, training, and presentations by leveraging the lived experience of staff, Board of Directors, and statewide membership. The main goals of this project include 1) Increasing voice, leadership, and advocacy efforts for people with lived experience of mental illness or co-occurring disorders; 2) Educating members, people with lived experience of mental illness or co-occurring disorders, and the general public on person-centered, recovery-oriented services; 3) Increase MPN staff and Board of Directors knowledge, voice, and influence in the mental health system; and 4) Increase integration of recovery and wellness principles for people in recovery. To meet these goals, MPN will create in-person and virtual training opportunities, outreach materials, and publications designed for people with lived experience of mental illness or co-occurring disorders. MPN will also equip people with the skills necessary to participate in advisory and advocacy activities throughout the state. MPN will determine the effectiveness of these approaches through pre and post training surveys and evaluations and questionnaires about involvement in advisory and advocacy activities. MPN will also collect demographic and social determinants of health information to ensure that we are providing opportunities for a wide variety of members, inform additional training topics, and focus on the most pressing social determinants.

The National Alliance on Mental Illness of Kansas (NAMI KS) will enhance the capacity and infrastructure of mental health services in Kansas through the SCN/JIS project. The project will maintain, expand, and improve sustainability of the statewide consumer network for adults with Serious Mental Illness (SMI) by increasing access to peer support services, education, and statewide peer leadership with a focus on rural communities and incarcerated individuals. According to state reports, Kansas is home to over 143,000 adults with SMI. Many of these adults live in rural areas with limited support for SMI and face barriers like waiting lists, transportation, and insurance or financial issues. The current project will allow NAMI Kansas to deliver NAMI signature programs to approximately 3,000 consumers with SMI throughout the state each year via law enforcement education (NAMI Sharing Your Story with Law Enforcement-SYSLE), recovery support (NAMI Connection Support Group), recovery programming (NAMI Peer-to-Peer-P2P), and advocacy training (NAMI Smarts for Advocacy). Over the full three years of the project, approximately 9,000 total consumers will be served. NAMI KS will also convene the Kansas Peer Alliance Network (K-PAN) to finalize and implement the Peer Engagement Plan (PEP) to address high incarceration rates of adults with SMI in Kansas. The following is a condensed summary of the project goals and objectives. 1. Increase engagement of individuals with SMI in peer support organizations/groups. A. Train 10 new SYSLE presenters. B. Train 15 new Connection leaders for rural communities and correctional facilities. C. Host 100 additional Connection groups in rural communities and correctional facilities. D. Train 10 new P2P leaders for rural communities and correctional facilities. 2. Increase engagement of individuals with SMI in peer support leadership training. A. Add Connection groups to 1 new correctional facility and 3 new county jails. B. Add P2P classes to 1 new correctional facility and/or community corrections agency. C. Host Connection groups at a total of 4 correctional facilities and 7 county jails, community correction agencies, and/or short-term hospitalization centers. D. Host P2P classes at 4 correctional facilities and 7 county jails, community correction agencies, and/or short-term hospitalization centers. 3. Increase opportunities for individuals with SMI to participate in local & state leadership. A. Train 50 additional peer advocates in NAMI Smarts for Advocacy. B. Organize a rally for Peer Advocates at Mental Health Advocacy Day each year. C. Recruit & nominate peer advocates for the NAMI KS Advocacy Committee D. Recruit 20 NAMI signature program leaders for state leadership roles 4. Reducing future incarceration for individuals with SMI. A. Convene the K-PAN and develop organizational charter. B. Finalize and implement the Peer Engagement Plan. C. Facilitate K-PAN feedback on implementation of the Peer Engagement Plan. D. Facilitate community feedback on implementation of the Peer Engagement Plan. E. Document and evaluate Peer Engagement Plan results and findings.

The Nebraska Coalition for Peer Delivered Services (NCPDS) Project is aimed to significantly enhance mental health outcomes for underrepresented and underserved populations across Nebraska. With a focus on the entire state, particularly rural areas, the project is set to serve an estimated 113,186 adults and 27,050 children suffering from Serious Mental Illness (SMI) and Serious Emotional Disturbance (SED), respectively. The demographic focus extends to rural community residents, ethnic, racial, and cultural minority groups, LGBTQIA2S+ communities, veterans, and individuals previously involved in the criminal justice system, addressing the acute disparities in mental health service accessibility and delivery. In collaboration with state mental health agencies, NCPDS seeks to close critical service gaps by implementing a multifaceted approach that includes evidence-based training for peer support specialists, integration of Whole Health Peer Support models, and development of recovery-oriented services tailored to the specific needs of Nebraska's diverse population. Our goals are to build capacity within peer-led initiatives, empower peer voices in policy planning, enhance the mental health workforce through training and leadership, and promote person-centered, recovery-oriented services. Annually, the project aims to directly benefit over 30 peers through training programs to significantly elevate the standard of mental health care for all participants throughout the project's duration. Building on this commitment, NCPDS will directly address the significant disparities in mental health services by leveraging the expertise of the Wellbeing Initiative Inc. (WBI) and partnering with local organizations. The initiative's measurable objectives include the training of 40 mental health professionals and the establishment of at least 5 new partnerships for policy development by the end of Year 1, enhancing integrated care models in a minimum of 2 Certified Community Behavioral Health Clinics (CCBHC) by Year 2, and significantly improving access to mental health resources for the projected number of individuals served annually and over the life of the project. At least 70 individuals (30 peers + 40 professionals) will receive specialized training annually, totaling 210 individuals during the entire project. This concerted effort, rooted in peer support and tailored to the unique cultural and clinical characteristics of Nebraska's population, promises a scalable, sustainable model for enhancing mental health outcomes across the state. By fostering community involvement, enhancing service delivery, and promoting inclusivity, the NCPDS project takes a pivotal step towards a more equitable mental health care system in Nebraska, reflecting a holistic approach to addressing the needs of its communities.