Date of Conferral

8-4-2025

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Theresa Parenteau

Abstract

This Doctor of Nursing Practice (DNP) project used a quality improvement approach to address the co-prescription of stimulants and benzodiazepines in patients with attention deficit hyperactivity disorder (ADHD) and anxiety in outpatient mental health settings. The project explored whether implementing a structured non-pharmacological staff education program for mental health staff could improve knowledge of safe, evidence-based treatment alternatives. The purpose of this staff education project was to improve provider knowledge of evidence-based, non-pharmacological treatment alternatives. To address this issue, a structured non-pharmacological staff education program was implemented to improve provider knowledge of safer, evidence-based treatment alternatives. Four participants completed pre- and post-surveys assessing changes in knowledge, confidence, and intent to use non-drug strategies. Descriptive analysis revealed improvements across all domains, particularly in the application of cognitive behavioral therapy (CBT), mindfulness, and group therapy. Participants’ post-survey responses reflected increased knowledge, confidence, and intent to implement at least one alternative treatment. Qualitative feedback indicated the intervention was positively received, with the content deemed relevant and the presentation clear. These findings support the integration of structured education into staff training to reduce reliance on high-risk pharmacologic combinations and promote equitable, patient-centered care. Expanding similar educational interventions across mental health settings may improve clinical outcomes, enhance care quality, and promote social change by fostering safer, holistic approaches that increase access, reduce stigma, and empower communities affected by co-occurring ADHD and anxiety.

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