Abstract
Purpose. The purpose of this study was to identify the most important and feasible factors required for reform and successful inclusion of substance use prevention
curriculum into aging-infused certificate and degree programs at 4-year universities.
Methodology. This study employed a Delphi technique through three iterative rounds to
gather data and identify the most important and feasible factors required for reform and
inclusion, which would lead to successful implementation of substance use prevention
curriculum in aging-infused certificate and degree programs at 4-year universities. A total
of 14 participants completed the Round 1 electronic survey. During Rounds 2 and 3 of
data collection, 13 participants completed each survey respectively.
Findings. The faculty experts identified ten important curriculum components (ICC),
eight feasible curriculum components (FCC), eight important faculty support resources
(IFSR), and nine feasible faculty support resources (FFSR) for inclusion, which would
lead to successful implementation of substance use prevention curriculum in aginginfused programs at 4-year universities. A high level of consensus was reached on eight
ICCs, five FCCs, five IFSRs, and five FFSRs.
Conclusions. The findings from this study provided curriculum content and support
resources that educators can use to achieve successful inclusion of substance use
prevention curriculum in aging-infused programs at institutions of higher education. This
study concluded that the important and feasible factors identified by the experts reflect
the need for expansion of the curriculum components and faculty support resources
facilitated to students and educators at postsecondary institutions, use expert knowledge
and experiences to reform student-centered instruction and curriculum, and recommend
instructional strategies and academic support for curriculum reform based on the
experiences of key stakeholders.
Recommendations. Postsecondary institutions and faculty can ensure successful
inclusion of substance use prevention curriculum in aging-infused programs at 4-year
universities by implementing the eight ICCs, five FCCs, five IFSRs, and five FFSRs
identified within academia. Further research is needed to develop substance use
prevention curriculum that implements the important and feasible curriculum components
and faculty support resources identified within this study.