Because of the high prevalence of suicide, health-care professions students need training in recognition of clients’ suicidal thoughts, assessment of suicide risk, and specific narrative techniques. This study explores health-care professions students’ perceptions of and feedback on a simulation module on suicidal behavior.
Methods
Thematic analysis was conducted on feedback from group interviews with participants.
Results
Students valued the reassuring effect of a best practice video. The sense of reality in the simulation scenarios was highly appreciated. Although being filmed was stressful for some students, reviewing and discussing key moments in the recordings appeared a major advantage. Debriefing was essential to discuss and emotionally discharge the experiences of role players and observers.
Conclusions
Simulation training for caregivers on suicidal behavior can be designed and evaluated on other mental health topics as well.
AlfesC. M. (2015). Standardized patient versus role-play strategies: A comparative study measuring patient-centered care and safety in psychiatric mental health nursing. Nursing Education Perspectives, 36(6), 403–405. https://doi.org/10.5480/14-1535.
2.
BearmanM., PalermoC., AllenL. M., & WilliamsB. (2015). Learning empathy through simulation: A systematic literature review. Simulation in Healthcare, 10(5), 308–319. https://doi.org/10.1097/SIH.0000000000000113.
3.
BedicsJ. D., AtkinsD. C., HarnedM. S., & LinehanM. M. (2015). The therapeutic alliance as a predictor of outcome in dialectical behavior therapy versus non-behavioral psychotherapy by experts for borderline personality disorder. Psychotherapy, 52(1), 67. https://psycnet.apa.org/doi/10.1037/a0038457.
4.
BolsterC., HollidayC., OnealG., & ShawM. (2015). Suicide assessment and nurses: What does the evidence show. Online Journal of Issues in Nursing, 20(2). https://doi.org/10.3912/OJIN.Vol20No01Man02.
BrownJ. F. (2008). Applications of simulation technology in psychiatric mental health nursing education. Journal of Psychiatric and Mental Health Nursing, 15(8), 638–644. https://doi.org/10.1111/j.1365-2850.2008.001281.x.
7.
BrownG., & EdmundsS. (2011). Doing pedagogical research in engineering. Engineering Centre for Excellence in Teaching and Learning. Loughborough University Institute. .
8.
DazziT., GribbleR., WesselyS., & FearN. T. (2014). Does asking about suicide and related behaviors induce suicidal ideation? What is the evidence?Psychological Medicine, 44(16), 3361–3363. https://doi.org/10.1017/S0033291714001299.
9.
DemedtsD., Tricas-SaurasS., & BilsenJ. (2022). Nursing students' attitudes, future role, and knowledge regarding euthanasia due to unbearable mental suffering: A single-site pilot study. Creative Nursing, 28(1), 61–68. https://doi.org/10.1891/CN-2021-0030.
10.
DoolenJ., GiddingsM., JohnsonM., de NathanG. G., & BadiaL. O. (2014). An evaluation of mental health simulation with standardized patients. International Journal of Nursing Education Scholarship, 11(1), 55–62. https://doi.org/10.1515/ijnes-2013-0075.
GordonM., FellC. W., BoxH., FarrellM., & StewartA. (2017). Learning health “safety” within non-technical skills interprofessional simulation education: A qualitative study. Medical Education Online, 22(1), 1272838. https://doi.org/10.1080/10872981.2017.1272838.
13.
GouldM. S., CrossW., PisaniA. R., MunfakhJ. L., & KleinmanM. (2013). Impact of applied suicide intervention skills training on the national suicide prevention lifeline. Suicide and Life-Threatening Behavior, 43(6), 676–691. https://doi.org/10.1111/sltb.12049.
14.
HagenJ., KnizekB. L., & HjelmelandH. (2017). Mental health nurses' experiences of caring for suicidal patients in psychiatric wards: An emotional endeavor. Archives of Psychiatric Nursing, 31(1), 31–37. https://doi.org/10.1016/j.apnu.2016.07.018.
15.
HawtonK., BergenH., CooperJ., TurnbullP., WatersK., NessJ., & KapurN. (2015). Suicide following self-harm: Findings from the multicentre study of self-harm in England, 2000–2012. Journal of Affective Disorders, 175C, 147–151. https://doi.org/10.1016/j.jad.2014.12.062.
16.
HeanS., CraddockD., HammickM., HammickM. (2012). Theoretical insights into interprofessional education: AMEE Guide No. 62. Medical Teacher, 34(2), 78–101. https://doi.org/10.3109/0142159X.2012.650740.
17.
HeymanI., WebsterB. J., & TeeS. (2015). Curriculum development through understanding the student nurse experience of suicide intervention education–A phenomenographic study. Nurse Education in Practice, 15(6), 498–506. https://doi.org/10.1016/j.nepr.2015.04.008.
18.
IsaacM., EliasB., KatzL. Y., BelikS. L., DeaneF. P., EnnsM. W., & SareenJ. (2009). Gatekeeper training as a pre-ventative intervention for suicide: A systematic review. The Canadian Journal of Psychiatry, 54(4), 260–268. https://doi.org/10.1177%2F070674370905400407.
19.
KodakaM., PoštuvanV., InagakiM., & YamadaM. (2011). A systematic review of scales that measure attitudes toward suicide. International Journal of Social Psychiatry, 57(4), 338–361. https://doi.org/10.1177%2F0020764009357399.
20.
KunstE. L., MitchellM., & JohnstonA. N. (2017). Using simulation to improve the capability of undergraduate nursing. Nurse Education Today, 50, 29–35. https://doi.org/10.1016/j.nedt.2016.12.012.
21.
Levett-JonesT., McCoyM., LapkinS., NobleD., HoffmanK., DempseyJ., ArthurC., & RocheJ. (2011). The development and psychometric testing of the satisfaction with simulation experience scale. Nurse Education Today, 31(7), 705–710. https://doi.org/10.1016/j.nedt.2011.01.004.
22.
MidorikawaH., TachikawaH., NemotoK., MoritaN., ShiratoriY., EndoG., TaguchiT., & AraiT. (2020). Mental health of gatekeepers may influence their own attitudes toward suicide: A questionnaire survey from a suicide-prevention gatekeeper training program. Asian Journal of Psychiatry, 47, 101842. https://doi.org/10.1016/j.ajp.2019.101842.
23.
OlfsonM., BlancoC., WallM., LiuS. M., SahaT. D., PickeringR. P., & GrantB. F. (2017). National trends in suicide attempts among adults in the United States. JAMA Psychiatry, 74(11), 1095–1103. https://doi.org/10.1001/jamapsychiatry.2017.2582.
24.
PalominosE., Levett-JonesT., PowerT., & Martinez-MaldonadoR. (2019). Healthcare students' perceptions and experiences of making errors in simulation: An integrative review. Nurse Education Today, 77, 32–39. https://doi.org/10.1016/j.nedt.2019.02.013.
25.
PetersL., CantR., PayneS., O'ConnorM., McDermottF., HoodK., MorphetJ., & ShimoinabaK. (2013). How death anxiety impacts nurses' caring for patients at the end of life: A review of literature. The Open Nursing Journal, 7, 14–21. https://doi.org/10.2174%2F1874434601307010014.
26.
SmithA. R., SilvaC., CovingtonD. W., & JoinerT. E.Jr (2014). An assessment of suicide-related knowledge and skills among health professionals. Health Psychology, 33(2), 110–119. https://doi.org/10.1037/a0031062.
27.
van SoerenM., Devlin-CopS., MacMillanK., BakerL., Egan-LeeE., & ReevesS. (2011). Simulated interprofessional education: An analysis of teaching and learning processes. Journal of Interprofessional Care, 25(6), 434–440. https://doi.org/10.3109/13561820.2011.592229.
28.
VandewalleJ., BeeckmanD., Van HeckeA., DebyserB., DeproostE., & VerhaegheS. (2019). Contact and communication with patients experiencing suicidal ideation: A qualitative study of nurses' perspectives. Journal of Advanced Nursing, 75(11), 2867–2877. https://doi.org/10.1111/jan.14113.
29.
VermeulenJ., BeeckmanK., TurcksinR., Van WinkelL., GucciardoL., LaubachM., PeersmanW., & SwinnenE. (2017). The experiences of last-year student midwives with high-fidelity perinatal simulation training: A qualitative descriptive study. Women and Birth, 30(3), 253–261. https://doi.org/10.1016/j.wombi.2017.02.014.
