Conference Agenda

Introduction

Healthcare providers are well-positioned to support the identification of suicide and self-harming behavior. In a recent report, almost half (46%) of individuals who died by suicide were seen in an emergency medical setting in the year prior to death and one third (32%) were seen in primary care. However, many healthcare providers report not being adequately trained on suicide prevention and lack the knowledge, skills and confidence required to deliver effective suicide care. Brief self-directed e-learning modules addressing aspects of suicide prevention care are a possible means of supporting the educational needs of busy healthcare providers. This presentation describes the development and evaluation of a bundle of three educational modules: two on identifying and responding to self-harming behaviors in youth and young adults, and one on culturally appropriate mental health care for families of Aghan refugees.

Methods

Modules were developed following review of relevant literature and with consultation and review by subject matter experts. Initially developed as PowerPoint presentations, each was adapted using Articulate Rise 360 software as e-learning modules incorporating active learning elements (e.g., quizzing, card sorting exercises, case scenarios) and took 20-30 minutes to complete. Evaluation data were collected via post-module surveys using scaled responses and open-ended responses.

Example Results

For the module on assessing and responding to intentional self-harm, 42 individuals completed the post-module assessment (34 medical students and 8 healthcare providers). 98% indicated what they learned was applicable to their current or future practice and 100% agreed they were more confident in identifying self-injury in young people. Data collection is ongoing.

Conclusion

Brief, topic-specific e-learning modules can be an effective component of suicide prevention education for healthcare providers and providers in training. Additional research is needed to assess the durability of learning associated with the modules and translation of knowledge gains to actual practice.

Background/Aims: There are few systematic psychosocial needs-based assessment approaches for young people. This Medical Research Future Fund (MRFF) study represents the first attempt in Australia to co-design a psychosocial needs-based assessment (digital) protocol with associated safety planning/management for this cohort. Young people, parents/carers, lived experience representatives, Headspace Centres and two State-based children’s hospitals are involved in this co-design study. The overall aim is to adapt the adult-based Systematic Tailored Assessment for Responding to Suicidality protocol (STARS-p) for use with young people and to create an associated STARS-Yp training to support its administration.

Method: A 4-component mixed-methodology was used to develop and evaluate the digital STARS-Yp and associated training. Qualitative and/or mixed-methods data collection involved young people, carers/parents, MHPs, experts in youth suicide research/practice.

Results: Component 1 qualitative findings from focus groups and interviews with young people, carers/parents, MHPs and experts in youth suicide will be presented including specific modifications to the main protocol sections; Component 2 quantitative/qualitative results associated with STARS-Yp training evaluation; and Components 3-4 preliminary findings will be presented including qualitative feedback on STARS-Yp utility, feasibility and uptake in the real-world hospital and community settings.

Implications: Results have important implications for workforce responses to engaging and assessing as well as supporting young people experiencing suicidal distress and future co-design processes.

INTRODUCTION
Integrating suicide prevention education in academic training is essential for suicide-prevention efforts. Given the high demand for such training, we developed, implemented and evaluated an elective course at Vilnius University. This presentation describes the course and summarizes students’ evaluations of inpacts on their knowledge and skills, as well as their overall impressions of the course.

METHODS
Psychosocial Aspects of Suicide and Prevention Approaches was offered as an online elective to Vilnius University students and delivered as six lecturers and 12 seminars, each lasting three hours. Seminars addressed topics inlcuding stress-management skills, biopsychosocial aspects of suicide, and communication. Students completed pre- and post-course questionnaires assessing subjective knowledge of stress-management techniques, emotional health, psychiatric disorders, causes and risk factors of suicide, communication and referral skills, and available help options, using a 1–10 scale. Students provided qualitative feedback on the post-course assessment.

RESULTS
31 students completed the post-training assessment. Knowledge improved significantly across all evaluated domains, with the largest being knowledge about help options (5.23 to 7.84). 14 (45.2%) students described what they disliked or felt was missing, inlcuding a lack of practical exercises and live meetings (5), shortcomings in content or structure (4), dissatisfaction with participation-based assessments (3), and ineffective group work (2). Positive aspects were mentioned by 26 (83.9%) students and included the communication and risk-assessment exercises (N = 11), clinical case examples (N = 8), lecturer diversity (N = 7), practical stress-management tasks (N = 5), and an optional in-person seminar with individuals who had lived experience of suicidal crises (N = 5).

CONCLUSION
Preliminary results indicate that structured educational modules organized as an elective course enhance students’ preparedness to recognise and respond to suicide-related concerns. Feedback highlights important areas for refinement, and further research is needed to assess long-term learning outcomes and broader preventive impact.

Background: Individuals bereaved by suicide experience elevated risks of distress, complicated grief and suicidal behaviour, yet structured postvention courses within emergency medical services remain limited. Ambulance personnel are frequently first responders to suicide deaths and require specific skills to communicate safely and supportively with affected families.

Aim: This study reports preliminary outcomes from a brief postvention course for Swedish ambulance staff. The 3-hour training was co-led by a psychiatrist and a person with lived experience of losing a child to suicide, integrating clinical expertise with experiential knowledge.

Methods: Participants included 43 ambulance professionals who provided complete demographic data: 27 ambulance nurses (63%), 14 registered or specialist nurses (32%), and 2 paramedics without a nursing degree (4%). Gender distribution was 28 men (65%), 14 women (33%), and 1 participant preferring not to answer (2%). Work experience ranged from 2 to 28 years (mean = 13.0; median = 11), indicating a highly experienced cohort. 42 participants (98%) completed the pre- and post-training questionnaires that assessed previous use of postvention skills, capability of supporting bereaved individuals, families and children, and learning expectations. Post-training questionnaires assessed topic-specific usefulness and evaluated the overall value and likelihood of recommending the training. Analyses were descriptive and based on independent samples because items were not fully matched and individual pairing was not possible.

Results: Before training, 47.7% reported never using relevant skills and 34.0% rated their capability as low or very low. Expectations were high, with 61.3% anticipating substantial learning. After training, 76.2% rated the course as valuable or highly valuable, and 83.3% reported increased likelihood of recommending it. Topic-specific usefulness ratings remained high, including increases for supporting bereaved individuals.

Conclusions: This postvention programme—integrating clinical and lived-experience teaching—was highly valued by ambulance staff. Future work should incorporate matched pre–post evaluation and longitudinal follow-up.