Theoretical Frameworks to Guide Education on Care of Mothers With Substance Use Disorder: A Narrative Review

Background: Substance use disorder (SUD) affects a growing number of women in the United States, especially those of reproductive age. Nursing programs often lack adequate SUD education, limiting nurses’ preparedness to care for affected mothers. Purpose: This review explores theoretical frameworks that can enhance nursing education to support care for mothers experiencing SUD. Methods: Although the original intent was to review literature on theory-informed educational interventions focused on maternal SUD care, no such articles were identified. As a result, the scope was broadened to include theories used to develop SUD education for nursing care more generally, with the aim of identifying transferable frameworks. Results: Thirteen articles met the inclusion criteria, highlighting theories such as experiential learning, transformative learning, and self-determination. Findings suggest these frameworks positively impact students’ empathy, confidence, and competence in SUD care. Conclusions: Integrating theory-based approaches in nursing curricula can improve care for patients with SUD and inform future interventions tailored to the needs of mothers, addressing a critical gap in nursing education.