Putri Adelia Khrisna, McGrath Martina, Batchelor Rachel, Ross Victoria, Krysinska Karolina, Hawgood Jacinta, Kõlves Kairi, Reifels Lennart, Pirkis Jane, Andriessen Karl
Centre for Mental Health and Community Wellbeing, Melbourne School of Population and Global Health, The University of Melbourne, Melbourne, VIC, Australia.
Faculty of Psychology, Universitas Gadjah Mada, Yogyakarta, Indonesia.
BMC Public Health. 2025 Mar 6;25(1):889. doi: 10.1186/s12889-025-21999-8.
Suicide prevention training programs can enhance the capacity for suicide prevention by improving the attitudes and comprehension of individuals regarding suicide and increasing their skills in supporting a suicidal person. However, little is known about how training programs are implemented and how implementation is assessed. Thus, our review aims to identify the strategies and evaluation methods underpinning the implementation of suicide prevention training programs.
The systematic review adhered to the PRISMA guidelines and involved searches in MEDLINE, Embase, Emcare, PsycINFO, EBM Reviews, Scopus, and a forward and backward citation search following the full-text screening. Eligible studies (n = 28) reported the implementation strategy or implementation evaluation of a suicide prevention training program (PROSPERO #CRD42021288621).
The implementation strategies varied among three categories of training programs. Gatekeeper training predominantly utilized a train-the-trainer format and collaborations with stakeholders. Professional development training focused more on establishing supportive organizational infrastructure and extended post-training supervision. School-based curriculum training programs emphasized the distribution of educational materials and role-play activities. Surveys were the primary evaluation method, often complemented by interviews, observations, progress tracking, or focus groups. Evaluations primarily assessed acceptability, fidelity, and feasibility.
While certain training categories tend to employ specific strategies and evaluation measures more frequently than others, stakeholder collaboration, assessing content relevance, and follow-up supervision could be valuable across training programs. Tailored strategies may cater for groups with varying levels of knowledge and training in suicide prevention to enhance acceptability and feasibility. Future research should evaluate approaches that facilitate adoption and sustainability of suicide prevention training programs.
自杀预防培训项目可以通过改善个人对自杀的态度和理解，以及提高他们支持有自杀倾向者的技能，来增强自杀预防能力。然而，对于培训项目是如何实施的以及实施情况是如何评估的，人们知之甚少。因此，我们的综述旨在确定自杀预防培训项目实施所依据的策略和评估方法。
该系统综述遵循PRISMA指南，包括在MEDLINE、Embase、Emcare、PsycINFO、循证医学综述、Scopus中进行检索，并在全文筛选后进行向前和向后的引文检索。符合条件的研究（n = 28）报告了自杀预防培训项目的实施策略或实施评估（PROSPERO #CRD42021288621）。
实施策略在三类培训项目中各不相同。守门人培训主要采用培训培训师的形式以及与利益相关者的合作。专业发展培训更侧重于建立支持性的组织基础设施和延长培训后的监督。基于学校的课程培训项目强调教育材料的分发和角色扮演活动。调查是主要的评估方法，通常辅以访谈、观察、进展跟踪或焦点小组。评估主要评估可接受性、保真度和可行性。
虽然某些培训类别往往比其他类别更频繁地采用特定策略和评估措施，但利益相关者合作、评估内容相关性和后续监督在各类培训项目中可能都很有价值。量身定制的策略可以满足在自杀预防方面知识和培训水平不同的群体的需求，以提高可接受性和可行性。未来的研究应该评估促进自杀预防培训项目采用和可持续性的方法。
