Curriculum development through understanding the student nurse experience of suicide intervention education – A phenomenographic study

Heyman, Inga; Webster, Brian; Tee, Stephen

doi:10.1016/j.nepr.2015.04.008

Cited by 18 publications

(22 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Diagnostic definitions relate to 'intentional self-harm' and 'sequale of intentional self-harm/injury/poisoning of undetermining intent' (Samaritans, 2016). Death by suicide is a public health concern and one of three leading causes of death worldwide for those aged between 15-44 years (World Health Organisation, 2012;Heyman et al, 2015). Table 1 lists the rates of suicide for the UK and home countries.…”

Section: Background Factorsmentioning

confidence: 99%

See 1 more Smart Citation

Preventing suicide; nurse education and the occluded issue of gender

Kerr

Martin

Fleming

2018

Nurse Education in Practice

View full text Add to dashboard Cite

Suicide prevention training recommended as part of national suicidal strategies across the UK has contributed to a reduction in suicide. Previous studies have found suicide prevention training changes attitude and increases confidence in ability to utilise suicide prevention strategies. There is limited evidence relating to the different responses to suicide prevention training by females and males. As the majority of nurses are female it is important to know if they report the same increases in confidence after suicide prevention training. An exploratory study utilising a survey design and repeated measures was used to investigate the effect of SafeTALK training on the level of general perceived self-efficacy (GPSE) in student nurses and to observe for any gender-related differences. A sample (N = 128) of first year student nurses were asked to complete a GPSE assessment pre and post SafeTALK training. Males reported higher scores on both total pre and post-training scores of GPSE and on mean scores per question compared to females. An effect of time (F (1, 118) = 20.07, p = .001) but no effect of gender (F (1, 118) = 3.53, p = .06) was found. A post-hoc sample size calculation revealed that a replication of the current investigation with a sample size of N = 15 (males), N = 155 (females), would be likely to find a statistically significant difference between genders in GPSE scores. It may be prudent to consider joint facilitation, with both male and female facilitators of SafeTALK training sessions. Specific pedagogical strategies can also be used to promote an increase in self-efficacy in those people undertaking SafeTALK training.

show abstract

Section: Background Factorsmentioning

confidence: 99%

“…The rationale for this course of action is based on four factors: 1. It is responsibility of all nurses to preserve the safety of people (Heyman et al, 2015;Hulat, 2017), 2. High risk groups come from a range of physical and mental health backgrounds as well as age ranges (Berlim et al, 2007;Huh et al, 2012), 3.…”

Section: Background Factorsmentioning

confidence: 99%

Preventing suicide; nurse education and the occluded issue of gender

Kerr

Martin

Fleming

2018

Nurse Education in Practice

View full text Add to dashboard Cite

show abstract

“…As early as the 1990's it was identified that student nurses attitudes towards caring for people who were suicidal were positively influenced by using an alternative interactive teaching strategy rather than a traditional method of teaching [14]. Reliance on non-traditional approaches is not adequate to effect changes in student nurses' values and beliefs [17]. Simulation as a supplement to traditional teaching approaches, and designed around suicide risk assessment, has the potential to provide nursing students the opportunity to not only change attitudes but also to develop essential skills.…”

Section: Introductionmentioning

confidence: 99%

The Potential of Simulation to Enhance Nursing Students’ Preparation for Suicide Risk Assessment: A Review

Davison¹,

Mackay²,

McGivern³

2017

OJN

View full text Add to dashboard Cite

Suicide risk assessment is a critical skill in preventing suicide. Yet most nurses do not feel confident in assessing suicide risk. Development of this potentially life-saving skill needs to begin at the undergraduate nursing level. As simulation is an effective pedagogical tool utilised within nursing education, the aim of this paper was to explore the potential of simulation in preparing student nurses' for suicide risk assessment. Literature was examined to identify what simulation modalities were employed within nursing education and the outcomes associated with these. The findings suggest that to varying degrees all simulation modalities have the potential to decrease student anxiety, and increase student confidence, knowledge and communication skills when working with people at risk of suicide. However the use of Standardised Patient (SP) simulation adds an authenticity to the experience and allows for the assessment of a wider range of human responses, including key nonverbal communication skills. The sense of realism provided by SP allows for more in-depth understanding into the person's experiences, which is critical in the assessment of a person's mental health needs and risk of suicide. The majority of simulations identified were located within a mental health setting. Given that student nurses may encounter a person who is suicidal in any clinical setting, further research is needed on simulation which integrates mental health assessments and suicide risk assessment into a variety of clinical areas.

show abstract

“…Nurses have a significant role in mental health care delivery and need to be aware of their personal impact in providing high-quality mental health care and promoting positive images of mental health. However the preparation of student nurses in issues of mental health can be challenging, given prior personal experiences and assumptions (Heyman et al 2015). This is particularly the case when the time devoted to mental health issues in a generic training programme is limited.…”

Section: Introductionmentioning

confidence: 99%

“…Through effective experiential and clinical theory based education, student nurses can become aware of these important interpersonal processes in order to bring about attitudes that improve outcomes (Heyman et al 2015). One of the key principles is the adoption of personcentred care.…”

mentioning

confidence: 99%