James Kristina E, Rogers Julia, Accardi Rachael, Aryal Gokarna, Ludwig-Beymer Patti, Davidson Judy E
University of California, San Diego Health, La Jolla, California, USA.
Purdue University Northwest, Hammond, Indiana, USA.
J Nurs Scholarsh. 2025 Jul;57(4):631-642. doi: 10.1111/jnu.70006. Epub 2025 Mar 21.
Nurses and healthcare support staff have a higher suicide risk than the public. This elevated risk calls for increased efforts to support mental health. Additionally, nursing leaders' education on employee-specific suicide prevention is lacking.
An evidence-based project was implemented using the PICO question: Among nurse leaders at an academic healthcare system in California, does the provision of an educational program using role-playing practice and the creation of a suicide prevention toolkit versus no standard education or training improve self-efficacy and knowledge on how to take action with a team member who is suspected of being suicidal or voicing suicidal ideation?
Education sessions were planned based on the literature, with surveys collected preintervention, immediately posteducation, and 1-month postintervention to assess suicide prevention self-efficacy and knowledge. Knowledge was measured using a researcher-constructed questionnaire validated by six suicide prevention experts. The General Self-Efficacy Scale (range: 10-40) was used.
Sixty participants attended one of 11 scheduled remote-learning sessions. Mean self-efficacy significantly improved (pre: 31.3 [n = 46, min: 18, max: 40]; immediate post: 33.49 [n = 37, min: 24, max: 40]; 1-month post: 33.77 [n = 31, min: 28, max: 40]) (X = 8.0184, df = 2, p = 0.01815). The proportion of incorrect knowledge questions was significantly lower postintervention (mean pre: 24.5%, immediate post: 11.5%, 1-month post: 10.7%, X = 23.195, df = 2, p = 0.000001). All participants (100%, n = 55) recommended the program. Leaders reported feeling better prepared to support suicidal employees.
Project results demonstrate the need to provide suicide prevention training for leaders. The authors recommend requiring training/return demonstration competency as a component of new leaders' onboarding. This program can easily be modified for nurses from prelicensure through senior leadership.
Suicide rates in healthcare members are higher than those of the general population. Suicide prevention programs can help nursing leaders feel better prepared to support and connect at-risk healthcare workers with resources.
护士和医疗保健辅助人员的自杀风险高于普通公众。这种较高的风险要求加大力度支持心理健康。此外，护理领导者在针对员工的自杀预防方面缺乏教育。
采用基于证据的项目，使用PICO问题：在加利福尼亚州一个学术医疗系统的护士领导者中，提供一个使用角色扮演练习的教育项目并创建一个自杀预防工具包，与不进行标准教育或培训相比，是否能提高自我效能以及关于如何与疑似有自杀倾向或表达自杀意念的团队成员采取行动的知识？
根据文献规划教育课程，在干预前、教育后立即以及干预后1个月收集调查问卷，以评估自杀预防自我效能和知识。知识通过由六位自杀预防专家验证的研究人员编制的问卷进行测量。使用一般自我效能量表（范围：10 - 40）。
60名参与者参加了11次预定的远程学习课程中的一次。平均自我效能显著提高（干预前：31.3 [n = 46，最小值：18，最大值：40]；教育后立即：33.49 [n = 37，最小值：24，最大值：40]；干预后1个月：33.77 [n = 31，最小值：28，最大值：40]）（X = 8.0184，自由度 = 2，p = 0.01815）。干预后错误知识问题的比例显著降低（平均干预前：24.5%，教育后立即：11.5%，干预后1个月：10.7%，X = 23.195，自由度 = 2，p = 0.000001）。所有参与者（100%，n = 55）都推荐该项目。领导者报告说感觉在支持有自杀倾向的员工方面准备得更好了。
项目结果表明需要为领导者提供自杀预防培训。作者建议将培训/返回演示能力要求作为新领导者入职培训的一部分。该项目可以很容易地针对从预执业护士到高级领导的护士进行修改。
医疗保健人员的自杀率高于普通人群。自杀预防项目可以帮助护理领导者更好地准备支持有风险的医护人员并为其提供资源。
