Competency-based Suicide Prevention Education: Implementation of a Pilot Course for Undergraduate Health Professions Students

Cramer, Robert J.; Long, Molly M.

doi:10.1007/s40596-018-0890-x

Cited by 13 publications

(8 citation statements)

References 22 publications

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“…Students completing the Understanding Suicide course experienced large gains in foundational knowledge about suicide prevention and meaningful reductions in their general stigma toward suicide. These results are consistent with recent reports of similar courses offered to undergraduates with health‐related interests (Cramer & Long, ) and those provided to graduate students in mental health fields (e.g., Almeida et al., ; Cramer et al, ). Furthermore, students who took the Understanding Suicide course endorsed less derogative and glorification attitudes toward individuals who die by suicide at the end of the course and these continued to show a slight decrease at follow‐up relative to students in the control courses.…”

Section: Discussionsupporting

confidence: 91%

“…This targeted approach restricts the potential impact such education could have for promoting suicide prevention from a broader perspective. A recent pilot study of a 6‐week online suicide prevention course delivered to 20 undergraduate students with multidisciplinary health‐related interests found that course completion resulted in improved suicide prevention knowledge and self‐reported perceptions of intervention skills (Cramer & Long, ), providing preliminary evidence that undergraduate courses may be beneficial. However, this study was limited by the small sample ( n = 17 completed post‐test) comprised of students with health/mental health interests as well as a lack of a control group or long‐term follow‐up, so it remains unclear whether the course produced any lasting change that could translate into improved suicide prevention actions.…”

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confidence: 99%

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Short‐ and Long‐Term Impact of an Undergraduate Suicidology Course

Muehlenkamp

Thoen

2019

Suicide & Life Threat Behav

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Objective Suicide prevention models emphasize the importance of education as a foundational element for success. Yet, courses on suicidology are rare and those that do exist focus on clinical intervention skills at the graduate level, missing a critical population of undergraduate students. The current study evaluated the short and long‐term impact of a semester long liberal education undergraduate course in suicidology. Method Students enrolled in either the experimental (Understanding Suicide) or control course completed pre‐ post‐ and 4‐month follow‐up surveys assessing objective knowledge about suicide, suicide stigma, attitudes towards suicidal persons, and suicide prevention advocacy. Results Mixed repeated measures ANCOVAs indicated significant interactions between course enrollment over time for all the outcome variables. Students in the suicidology course showed significant pre‐ to post‐ increases in knowledge and suicide prevention advocacy, alongside reductions in suicide stigma and negative attitudes compared to students in the control course, who showed no significant pre‐/post changes. All effects were maintained over time. Conclusion Providing general education undergraduate courses in suicidology may be an important avenue for building a motivated and informed public that can sustain suicide prevention efforts in their communities.

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Section: Discussionsupporting

confidence: 91%

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confidence: 99%

Short‐ and Long‐Term Impact of an Undergraduate Suicidology Course

Muehlenkamp

Thoen

2019

Suicide & Life Threat Behav

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“…In view of this scenario, the results of this study contribute to broaden the understanding of how certain aspects (demographic, socioeconomic, health and academic) are associated with the suicide risk in a sample of Brazilian students, and they present evidence that indicates the vulnerability of this population for suicidal behavior. They also allow for the constitution of an important situational diagnosis for postgraduate institutions and programs, especially the national ones, to implement strategies, such as lectures and institutional training programs to identify suicide risk and understand suicidal behavior, successful experiences carried out in other university contexts ( 38 - 40 ) , although based on specific risk factors for this population.…”

Section: Discussionmentioning

confidence: 99%

Factors associated to suicide risk in stricto sensu postgraduate students: a cross-sectional study

Abreu

Marcon

Espinosa

et al. 2021

Rev. Latino-Am. Enfermagem

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Objective: to analyze factors associated to suicide risk in postgraduate students. Method: a cross-sectional analytical study, developed with 565 stricto sensu postgraduate students from August to September 2019. Data collection took place using a validated instrument containing demographic, socioeconomic, health and academic variables; as well as variables of Module C of the Mini International Neuropsychiatric Interview (MINI), version 5.0; of the CAGE (Cut down, Annoyed by criticism, Guilty and Eye-opener) questionnaire; and the Depression, Anxiety and Stress Scale (DASS-21). Descriptive and multiple statistical analysis was performed using the Poisson regression model, with a significance level of 5%. Results: 40.8% prevalence of current suicide risk. The following variables were associated to current suicide risk: age > 30 years old (p=0.029), absence of faith (p=0.015), depression (p<0.001) and anxiety (p=0.018) symptoms, use of psychotropic drugs during the course (p<0.001), not having a meaningful and inspiring academic work (p=0.013), not having a good relationship with colleagues from the postgraduate school (p=0.033), having family relationship impaired by the demands of the postgraduate school (p=0.036) and concern about the financial situation (p=0.048). Conclusion: a high prevalence of current suicide risk was identified among postgraduate students, as well as a significant association of this risk with demographic, socioeconomic, academic and health variables.

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“…There is some evidence of the effectiveness of specialized training on evidence-based suicide prevention strategies, such as suicide risk assessment, safety planning, and clinical interventions, which have been delivered to mental health professionals [ 39 , 40 , 41 , 42 ], school psychologists [ 43 ], medical, nursing, and pharmacy students [ 44 , 45 , 46 ], psychology students [ 26 ], social work students [ 23 , 47 ], and students in other health professions [ 40 ]. For instance, in Australia, first-year medical, paramedical, and pharmacy students who completed an experiential suicide awareness and intervention program reported improved skills, knowledge, and attitudes toward assessment and management of at-risk individuals [ 32 ].…”

Section: Overviewmentioning

confidence: 99%

Suicidology Post Graduate Curriculum: Priority Topics and Delivery Mechanisms for Suicide Prevention Education

Hawgood

Krysińska

Mooney

et al. 2021

IJERPH

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Background: There has been limited attention to the development and delivery of tertiary suicide prevention curricula. The aim of this work was to describe the status of postgraduate suicide prevention education, with specific attention on examining the needs of the suicide prevention sector in Australia. Method: An online survey was completed by 76 stakeholders in Australia. Current curriculum learning outcomes from Griffith University’s postgraduate suicidology programs guided the development of the survey. Results: Four key learning domains were rated highest in importance by stakeholders. According to most stakeholders, skills-based qualifications were the most relevant type of qualification, and online modulized education was the most preferred delivery mode. Half of stakeholders supported suicide prevention professional development through a combination of financial support and study leave. Conclusions: The survey provided invaluable feedback regarding the priorities of Australia’s suicide prevention sector for content domains and delivery mechanisms for tertiary suicidology education. The findings showed the preferred type of organizational (employer) support that may be provided for employees to undertake such education. These findings will inform the future developments of Griffith University’s suicidology programs and may motivate other universities to consider offering same or a similar type of education to support the suicide prevention sector toward saving lives.

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Competency-based Suicide Prevention Education: Implementation of a Pilot Course for Undergraduate Health Professions Students

Cited by 13 publications

References 22 publications

Short‐ and Long‐Term Impact of an Undergraduate Suicidology Course

Short‐ and Long‐Term Impact of an Undergraduate Suicidology Course

Factors associated to suicide risk in stricto sensu postgraduate students: a cross-sectional study

Suicidology Post Graduate Curriculum: Priority Topics and Delivery Mechanisms for Suicide Prevention Education

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