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

Author

Listed:
  • Jacinta Hawgood

    (World Health Organization Collaborating Centre for Research and Training in Suicide Prevention, Australian Institute for Suicide Research and Prevention, Griffith University, Brisbane 4111, Australia)

  • Karolina Krysinska

    (Centre for Mental Health, Melbourne School of Population and Global Health, The University of Melbourne, Melbourne 3010, Australia)

  • Maddeline Mooney

    (World Health Organization Collaborating Centre for Research and Training in Suicide Prevention, Australian Institute for Suicide Research and Prevention, Griffith University, Brisbane 4111, Australia)

  • Ingrid Ozols

    (Department of Psychiatry, The University of Melbourne, Melbourne 3002, Australia
    Monash Health, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne 3800, Australia)

  • Karl Andriessen

    (Centre for Mental Health, Melbourne School of Population and Global Health, The University of Melbourne, Melbourne 3010, Australia)

  • Carmen Betterridge

    (Suicide Risk Assessment Australia, Sydney 2000, Australia)

  • Diego De Leo

    (World Health Organization Collaborating Centre for Research and Training in Suicide Prevention, Australian Institute for Suicide Research and Prevention, Griffith University, Brisbane 4111, Australia)

  • Kairi Kõlves

    (World Health Organization Collaborating Centre for Research and Training in Suicide Prevention, Australian Institute for Suicide Research and Prevention, Griffith University, Brisbane 4111, Australia)

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.

Suggested Citation

  • Jacinta Hawgood & Karolina Krysinska & Maddeline Mooney & Ingrid Ozols & Karl Andriessen & Carmen Betterridge & Diego De Leo & Kairi Kõlves, 2021. "Suicidology Post Graduate Curriculum: Priority Topics and Delivery Mechanisms for Suicide Prevention Education," IJERPH, MDPI, vol. 18(18), pages 1-12, September.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:18:p:9926-:d:639968
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    References listed on IDEAS

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    1. Kyung Im Kang & Jaewon Joung, 2020. "Outcomes of Consumer Involvement in Mental Health Nursing Education: An Integrative Review," IJERPH, MDPI, vol. 17(18), pages 1-18, September.
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    Cited by:

    1. Irene Pisnoli & Ruth Van der Hallen, 2022. "Attitudes toward Suicide and the Impact of Client Suicide: A Structural Equation Modeling Approach," IJERPH, MDPI, vol. 19(9), pages 1-10, April.

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