Subjects (n = 374) representing 61% of faculty in 78% of ADN and BSN programs returned the mail survey which was developed to explore the teaching content, school policies, attitudes and religious beliefs about alcohol and drug abuse among nursing faculty. Over 60% of subjects reported they had school policies that support intervention of students with alcohol and drug abuse problems and more than 40% reported such policies for faculty. Over 90% of the subjects agreed that the nurse was responsible for identifying clients at risk for alcoholism, 60% taught students to assess drinking patterns, and 12% to 38% never taught three risk assessment parameters. Over 53% of ADN and 28% BSN faculty had confronted students with alcohol or drug abuse problems. Among all subjects, 25% had worked with colleagues in recovery, 35% have significant others with addictions, 22% know persons in successful rehabilitation, and 3% reported being in a 12-Step program. A majority of subjects taught eight of the 17 topics about substance abuse in the healthcare setting and a majority never taught eight of the topics. This instruction most frequently occurred incidentally in clinical conference. Over 50% of subjects had students complete assessment for personal risk for addictions, and 40% taught skills in initiating confrontation with a chemically impaired nurse. Over 50% of the subjects knew about the Peer Assistance Network for Nurses in Illinois (PANN) and 12% (n = 24) had referred a nurse to them.

The amount of variance in teaching about addictions among healthcare professionals accounted for by 17 variable sets was over 55%. Eight variable sets made significant contributions at.05 over and above the other 16 sets in combination: (a) teaches leadership, (b) teaches alcoholism among clients, (c) extent of addictions education, (d) extent of involvement with addictions in program, and (e) belief that nurses have a higher rate of narcotic addiction, (f) type program, (g) extent awareness of PANN, and (h) values rehabilitation. These findings extend the knowledge that constructs of the HBM help explain teaching practices among nursing faculty. The amount of variance in punitive attitude toward addiction among nurses accounted for by 8 religious belief variables was 33%. The belief that alcoholism is associated with a weak will made significant contributions at.05 over and above the other 7 variables in combination.