Is the outpatient mental health workforce ready to save lives? Suicide prevention training, knowledge, self‐efficacy, and clinical practices prior to the implementation of a statewide suicide prevention initiative

2021 ◽  
Vol 51 (2) ◽  
pp. 325-333
Author(s):  
Christa D. Labouliere ◽  
Kelly L. Green ◽  
Prabu Vasan ◽  
Anni Cummings ◽  
Deborah Layman ◽  
...  
Keyword(s):  
Mental Health ◽  
Suicide Prevention ◽  
Health Workforce ◽  
Self Efficacy ◽  
Clinical Practices ◽  
Outpatient Mental Health ◽  
Mental Health Workforce ◽  
Prevention Training ◽  
Suicide Prevention Training

scholarly journals Efficacy of mentoring skills in Indian Air Force suicide prevention training: Challenges and opportunities

2020 ◽  
Vol 63 ◽  
pp. 71-76
Author(s):  
B Thomas ◽  
S Chaturvedula
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Qualitative Analysis ◽  
Ab Initio ◽  
Suicide Prevention ◽  
Air Force ◽  
Prevention Program ◽  
Mental Health Promotion ◽  
Prevention Training ◽  
Suicide Prevention Training

Introduction: Mental health promotion and suicide prevention are important initiatives of Indian Air Force (IAF) for its personnel. Institute of Aerospace Medicine (IAM), Bengaluru, has been conducting suicide prevention training programs for the IAF personnel since 1997. More than a 100 programs have been completed. In-time identification of the vulnerable, empowerment of instructors, provision of information about suicide prevention and improvement of approach toward the ab initio who are at risk are the focus of the suicide prevention program (SPP). This paper aims at assessing the efficacy of the mentoring skills imparted during the suicide prevention training in successfully identifying and providing support to the vulnerable ab initio cadets in the training establishments of IAF. Material and Methods: Mentors (n = 34) who are instructors in the training establishments in IAF and who have completed SPP conducted by IAM participated in the study. A feedback tool which was to assess the usefulness of the SPP in terms of the extended use of mentoring skills in their work, problems faced in the identification of the vulnerable persons, challenges faced in their mentoring activities were administered. Qualitative analysis was carried out and compiled. Results: Qualitative analysis brought out certain important issues regarding the challenges faced by the mentors and their competency in effectively dealing with the challenges. The results provide support in improving the existing SPPs and the role of mentors in mental health promotion in IAF. Conclusion: Suicide prevention program being conducted at IAM (IAF) was found to be beneficial to the mentors. It also addressed some of the professional and personal challenges faced by them. The findings of the study has brought out important take home messages for refining the program in the future.

scholarly journals Student pharmacists and mental health nurses training together in suicide prevention: an evaluation of interprofessional education

2021 ◽  
Vol 29 (Supplement_1) ◽  
pp. i13-i14
Author(s):  
H C Gorton ◽  
R Elliott ◽  
I Noonan
Keyword(s):  
Mental Health ◽  
Suicide Prevention ◽  
Interprofessional Education ◽  
Pharmacy Students ◽  
Longitudinal Impact ◽  
Mental Health Nurses ◽  
Professional Groups ◽  
Before And After ◽  
Prevention Training ◽  
Suicide Prevention Training

Abstract Introduction Suicide prevention is a Government priority and affects every sector of society.(1) The role of mental health nurses (MHN) in suicide prevention is more obvious than that of pharmacists. However, the requirement for suicide prevention training in community pharmacy staff has been incentivized in England through its inclusion in the Pharmacy Quality Scheme. (2) There is no standardized requirement for suicide prevention training in the MPharm degree so we curated an interprofessional education (IPE) session involving pharmacy and MHN students in order to learn about suicide prevention in a mutually beneficial way. Aim We aimed to evaluate the IPE session to understand the attitudes towards suicide and preparedness to help someone thinking about or planning suicide of both sets of students. We aimed to compare any changes in attitude before and after the session both within and between pharmacy students and MHN students. Methods We delivered two IPE sessions on suicide, 3.5 hours in length. Students attended one session. This was compulsory for pharmacy students and optional for MHN students. We evaluated the session through a duplicated, anonymous online survey, via the Qualtrics® platform, at the start and end of the session. Students were informed that this was an optional evaluation. They self-assigned a code that we used to link their answers. We invited students to answer a series of questions to assess their attitudes and preparedness to suicide prevention. We summarised these data using descriptive statistics related to individual statements and composite scores. We used Independent-samples median test and Wilcoxon-Signed Rank Tests to compare data distributions between professional groups before the session, between groups after the session and then to understand change within subject groups, using paired data only. Results 104 students completed the initial survey of which 46% (n=48) were pharmacy students. MHN students reported being more prepared to respond to suicide (median:14, IQR 12–15) than pharmacy students (median: 8, IQR 6–10). Prior to the session, there were no statistically significant differences in responses to the attitude questions between MHN and pharmacy students, barring one question (‘I don’t feel comfortable assessing someone for suicide risk’). A statistically significant increase in preparedness was reported both pharmacy students (p<0.005) and MHN students (p<0.005), following the session (n=76 in paired analysis). MHN students (median: 15, IQR 15–17) continued to report higher levels of preparedness than pharmacy students (median=13, IQR: 10–15). Conclusion We present an innovative session in suicide awareness involving two professional groups. MHN self-reported higher levels of preparedness in suicide prevention than pharmacy students both before and after the session but an improvement was seen in both groups. These results indicate that IPE between MHN and pharmacy students could improve preparedness relating to suicide. More work is needed to explore the optimal content of training and longitudinal impact of training involving more students, as well as understanding if self-reported preparedness translates to professional behaviour, all of which are limitations of the current study References 1. HM Government H. Preventing suicide in England: Third progress report on the cross-government outcomes strategy to save lives. London: HM Government; 2017. 2. NHS Business Service Authority. Drug Tariff; 2020 [cited 07 Oct 2020]. Available at: https://www.nhsbsa.nhs.uk/pharmacies-gp-practices-and-appliance-contractors/drug-tariff

scholarly journals Brief Video-Based Suicide Prevention Training for Primary Care

2021 ◽  
Vol 53 (2) ◽  
pp. 104-110
Author(s):  
Anthony R. Pisani ◽  
Wendi F. Cross ◽  
Jennifer C. West ◽  
Hugh F. Crean ◽  
Eric D. Caine
Keyword(s):  
Primary Care ◽  
Health Care ◽  
Suicide Prevention ◽  
Self Efficacy ◽  
Resource Constraints ◽  
Training Transfer ◽  
Learner Engagement ◽  
Transfer Training ◽  
Prevention Training ◽  
Suicide Prevention Training

Background and Objectives: One-third of individuals who die by suicide had primary care contact in the preceding month. Primary care trainees need engaging and effective suicide prevention training that can be delivered within tight time and resource constraints. However, training is currently scarce and its effectiveness unknown. The objective of this study was to assess learner engagement, learning, self-efficacy, and perceived ability to transfer training to practice from brief video-based modules centered around visual concept mapping of suicide prevention practices. Methods: We assigned 127 primary care trainees 21 brief instructional videos to watch. We analyzed engagement by monitoring the proportion of learners who began each video and the proportion of the video watched. We assessed knowledge and self-efficacy pre- and posttraining. Learners provided feedback on satisfaction with modules and ability to transfer training to practice. Results: Engagement was high, with most learners watching most of each video (mean=83.2%). Increase in knowledge was large (t(131 df)=19.91, P<.001). Confidence in ability to manage suicide risk rose significantly (t(131 df)=16.31, P<.001). Perception of ability to transfer training to practice was moderate. Satisfaction with modules was high. Feedback asked for patient scenarios and practical skills examples. Conclusions: This training successfully engaged primary health care trainees in suicide prevention education. Training transfer will be improved by adding skill demonstrations, a suicide attempt survivor perspective, and a memorable framework to assist implementation of knowledge. A new iteration incorporating these improvements is under evaluation. Variants for other health care settings are under development.

scholarly journals Implementing Suicide Prevention Training into an Athletic Training Curriculum: An Introductory Model

2021 ◽  
Vol 16 (2) ◽  
pp. 87-100
Author(s):  
Jennifer M. Plos ◽  
Kelly Crowley ◽  
Renee L. Polubinsky ◽  
Cara Cerullo
Keyword(s):  
Mental Health ◽  
Suicidal Ideation ◽  
Athletic Training ◽  
Suicide Prevention ◽  
Student Athletes ◽  
Training Curriculum ◽  
Athletic Training Students ◽  
Health Crisis ◽  
Prevention Training ◽  
Suicide Prevention Training

Context Best practice guidelines indicate the need for suicide prevention training for athletic trainers. However, no resources exist that address suicide prevention programs that are specifically designed for athletic trainers and their roles working with student-athletes and mental health crisis teams. Objective To describe an introductory model for implementing suicide prevention training into an athletic training curriculum. Background Current Commission on Accreditation of Athletic Training Education standards identify suicidal ideation as one of the behavioral health conditions that need to be addressed within athletic training curricula. Introducing educational models for implementing suicide prevention training and mental health emergency action plans (EAPs) into curricula will assist educators in preparing athletic training students to recognize and assist student-athletes who are in a suicidal crisis. Description An introductory educational model for implementing suicide prevention training into an athletic training curriculum that highlights gatekeeper training, appropriate suicide terminology, recognition of suicidal ideation in student-athletes, proper responses to student-athletes in crisis, use of experiential exercises, and development of a mental health—suicide-specific EAP. Clinical Advantage(s) Within this educational model, a threefold benefit exists for athletic training students: (1) engagement in meaningful experiential exercises to enhance their readiness to enter clinical practice with the skills and knowledge needed to recognize, assist, and refer student-athletes dealing with suicidal ideation; (2) skill development in the design, development, and implementation of a mental health—suicide-specific EAP; (3) interdisciplinary collaboration with mental health professionals that enhances appreciation for their expertise and promotes the value of each professional's role on the mental health crisis team. Conclusion(s) This introductory model for implementing suicide prevention training within an athletic training curriculum offers an instructional strategy that supports the Commission on Accreditation of Athletic Training Education standards, professional readiness for athletic training students, and interdisciplinary collaboration among mental health and athletic training professionals.

Suicide Prevention Gatekeeper Self-Efficacy Scale (GKSES)

Crisis ◽  
2020 ◽  
pp. 1-8
Author(s):  
Asumi Takahashi ◽  
Hirokazu Tachikawa ◽  
Nobuaki Morita ◽  
Miyuki Aiba ◽  
Yuki Shiratori ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Suicide Prevention ◽  
Self Efficacy ◽  
Reliability And Validity ◽  
Before And After ◽  
Previous Contact ◽  
Efficacy Assessment ◽  
Good Internal Consistency ◽  
Prevention Training ◽  
Suicide Prevention Training

Abstract. Background: To date there is no standardized scale for the evaluation of self-efficacy of gatekeeper skills. Aim: The aim of this study was to develop the Gatekeeper Self-Efficacy Scale (GKSES), which consists of nine items assessing laypersons' confidence in their own gatekeeper skills, and to confirm its reliability and validity. Method: Altogether 875 participants joined in gatekeeper training between 2010 and 2017 and completed the GKSES both before and after training. After exploratory factor analysis, we analyzed Pearson's correlation between total GKSES scores and Attitude Toward Suicide Scale subscale scores and performed one-way analysis of variance for the score differences by demographics. Results: The GKSES is a univariate scale with good fit. Total GKSES score correlated with the appropriate attitudes for suicide prevention. Self-efficacy ratings after training improved irrespective of attribute. Participants who had had contact with suicidal individuals and those who had received previous suicide prevention training had high self-efficacy ratings, while a greater improvement was seen in the ratings of participants who had not had any previous contact or training. Limitations: It is necessary to assess the GKSES using more participants across other populations. Conclusion: The GKSES is a simple and useful measure with good internal consistency and validity for self-efficacy assessment of gatekeeper skills.

scholarly journals Virtual Role-play: Middle School Educators Addressing Student Mental Health

2019 ◽  
Vol 6 (6) ◽  
pp. 546-557 ◽  
Author(s):  
Jane Timmons-Mitchell ◽  
Glenn Albright ◽  
Jeremiah McMillan ◽  
Kristen Shockley ◽  
Seungjong Cho
Keyword(s):  
Mental Health ◽  
Middle School ◽  
At Risk ◽  
Suicide Prevention ◽  
Self Efficacy ◽  
Role Play ◽  
Post Test ◽  
Suicide Prevention Training ◽  
The Impact

Objectives: In this study, we examined the impact of a virtual training program, Kognito At-Risk role-play simulation, on the mental health and suicide prevention gatekeeping skills of middle school educators. Methods: The validated Gatekeeper Behavior Scale was administered to 33,703 participants at baseline, post-training and follow-up. Helping behaviors were measured at baseline and follow-up. We also assessed preparedness, likelihood, and self-efficacy concerning leading conversations with youth about bullying and suicide. Results: Participants showed positive change from pre-test to 3-month follow-up on variables of interest. Hotelling's T2 test indicated that, as a set, gatekeeper attitudes of preparedness, likelihood, and self-efficacy differed between pre-test and post-test, F (3, 33,512) = 16,283, p < .001, η2 partial = .59. Number of students about whom gatekeepers were concerned (p < .05), number of students approached to discuss concerns (p < .001), and number of students referred to support services (p <.001) increased significantly with training. Conclusions: The At-Risk simulation shows promise in detecting and referring students in psychological distress, including risk of suicide. Fidelity is maintained because the program cannot be altered. At-Risk can be an effective and affordable way to provide suicide prevention training for those working in schools.

Sustaining the Effects of Gatekeeper Suicide Prevention Training

Crisis ◽  
2015 ◽  
Vol 36 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Annette Shtivelband ◽  
Patricia A. Aloise-Young ◽  
Peter Y. Chen
Keyword(s):  
Suicide Prevention ◽  
Community Outreach ◽  
Program Improvement ◽  
Further Education ◽  
Research Approach ◽  
Long Term Effects ◽  
Gatekeeper Training ◽  
Prevention Training ◽  
Continued Learning ◽  
Suicide Prevention Training

Background: Gatekeeper training is a promising suicide prevention strategy that is growing in popularity. Although gatekeeper training programs have been found to improve trainee knowledge, self-efficacy, and perceived skills, researchers have found that the benefit of gatekeeper training may not last over time. Aims: The purpose of this study was to identify strategies for strengthening the long-term effects of suicide prevention gatekeeper training. Method: In-depth interviews and focus groups were conducted with gatekeepers (N = 44) and data were analyzed using a qualitative research approach. Results: The results of this study suggest that posttraining interventions may be more effective if they include the following seven themes: (a) social network – connecting with other gatekeepers; (b) continued learning – further education; (c) community outreach – building awareness; (d) accessibility – convenience; (e) reminders – ongoing communication; (f) program improvement –- enhancing previous training; and (g) certification – accreditation. Conclusion: Posttraining interventions that incorporate the themes from this study offer a promising direction in which to sustain the effects of gatekeeper suicide prevention training.

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