Date of Publication


Project Team

Ellen Long-Middleton, Mary Masson


Purpose. Stimulant medication use and abuse is growing throughout the country, especially on college campuses. Diversion, through selling or giving of stimulant medication among college students is a common practice. Over half of college students currently taking a stimulant for Attention Deficit Hyperactive Disorder (ADHD) report diverting medication to a peer at least once. Reasons for misuse of stimulants include increased academic performance, increased attention, weight loss, and increased motivation. A standardized student provider agreement was needed for the student population at a small private college health center given a lack of clear expectations for the use of stimulants for ADHD treatment therapy. The nurse practitioners (NPs) of this college health center identified the need for a new agreement, and also identified the need for an educational session for providers to discuss current diversion statistics and best practice for reducing diversion of stimulant medications.

Methods. A closed question pre-test survey was administered to health center NPs to assess knowledge and comfort level in addressing stimulant medication diversion. The current best practice components of existing student provider agreements were reviewed, followed by a post-test survey. Based on discussion during the educational intervention, NP preferences were incorporated into a drafted student-provider agreement followed by iterative refinement of the agreement by the NPs.

Results. The educational session was held with 100% attendance from NPs. All pretest and posttests were completed, with results demonstrating increased comfort and knowledge regarding best practice. Over the course of one semester, a student-provider stimulant therapy agreement was successfully developed.

Conclusion. The education session resulted in improved participation in best practice guideline changes. The student provider agreement was approved by health center NPs and will be implemented in the fall 2018 academic year.

Document Type


Included in

Nursing Commons