Suicidology Post Graduate Curriculum: Priority Topics and Delivery Mechanisms for Suicide Prevention Education.

Jacinta Hawgood,Kairi Kõlves,Carmen Betterridge,Karl Andriessen,Karolina Krysinska,Ingrid Ozols,Diego De Leo,Maddeline Mooney

doi:10.3390/ijerph18189926

Abstract

Background: There has been limited attention to the development and delivery of tertiary suicide prevention curricula. The aim of this work was to describe the status of postgraduate suicide prevention education, with specific attention on examining the needs of the suicide prevention sector in Australia. Method: An online survey was completed by 76 stakeholders in Australia. Current curriculum learning outcomes from Griffith University’s postgraduate suicidology programs guided the development of the survey. Results: Four key learning domains were rated highest in importance by stakeholders. According to most stakeholders, skills-based qualifications were the most relevant type of qualification, and online modulized education was the most preferred delivery mode. Half of stakeholders supported suicide prevention professional development through a combination of financial support and study leave. Conclusions: The survey provided invaluable feedback regarding the priorities of Australia’s suicide prevention sector for content domains and delivery mechanisms for tertiary suicidology education. The findings showed the preferred type of organizational (employer) support that may be provided for employees to undertake such education. These findings will inform the future developments of Griffith University’s suicidology programs and may motivate other universities to consider offering same or a similar type of education to support the suicide prevention sector toward saving lives.

Highlights

This article aimed to (1) provide an overview of the evolution and current status of suicide prevention education with a specific focus on enhancing tertiary education and (2) examine suicide prevention stakeholder views about suicidology priority curriculum content and delivery modes in Australia
Continual improvement and mapping of the evidence-based suicidology curriculum with suicide prevention sector needs was deemed critical for ensuring that student learning outcomes remain well aligned with the knowledge, skills, and attitudes required of them in a fast-changing environment
Our online survey with sector stakeholders to determine the priority curriculum domains and delivery modes revealed that more than half of the stakeholders deemed nine out of the 10 key learning domains currently embedded in Australian Institute for Suicide Research and Prevention (AISRAP)’s suicidology programs either as important or very important. This finding indicates that AISRAP programs overwhelmingly meet the expectations and needs of suicide prevention stakeholders in Australia

Summary

Introduction

Suicide remains an important public health problem globally and in Australia. In 2019, over 700,000 people died by suicide worldwide (a global age-standardized suicide rate of 9.0 per 100,000 population) and for every suicide, there were approximately 20 people who made a suicide attempt [1]. With the rise of mental health impacts from the COVID-19 pandemic globally, there has been speculation that suicide attempts and suicide rates will increase [2,3]. Critical attention should be paid to the longer-term effects of the COVID-19 pandemic on vulnerable groups, the economy, and the general population [5]. In Australia, over 3300 people died by suicide in 2019

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