Suicide
Conditions
Brief summary
This study aims to investigate to what extent a gatekeeper training (e-learning) for pharmacists and PTA is effective in changing the attitudes, knowledge, and self-efficacy. Moreover, it aims to examine how they evaluate the training and whether they were able to apply the learned skills in practice.
Interventions
BEHAVIORALGatekeeper training (e-learning)
The gatekeeper training consists of an interactive e-learning (min. 1h, max. 3h) which includes theoretical knowledge, tips, exercises and relevant examples and cases. The main topics included in the e-learning are: * Background information on suicide in Flanders (rates) * Definitions and theoretical background (suicidal process, integrative explanatory model of suicide) * Debunking existing myths about suicide * The role of the pharmacist in suicide prevention * Signal Recognition * Talking about suicide and suicidal thoughts (start the conversation) * How and to whom to refer as pharmacist or FTA * Medication management and medication in the context of suicide * Rights and obligations of a pharmacist/PTA in the context of suicide prevention * Self-care
Sponsors
University Ghent
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
PREVENTION
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* ≥ 18 years old * Have access to internet * Speak Dutch * Working as a (public) pharmacist or pharmaceutical technical assistant (FTA)
Exclusion criteria
* Hospital pharmacists or industrial pharmacists are not included in this study and thus constitute an exclusion criterion.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Changes in attitudes: Attitudes Towards Suicide Scale (ATTS) | Change from Baseline (before intervention) to post-test (after a week of access to e-learning) | The ATTS is a 37-item to be scored on a 5-point Likert scale (1= disagree completely to 5 = agree completely) to measure participants' attitudes towards suicide. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Changes in self-efficacy: Measurement of Perceived Self-efficacy | Change from Baseline (before intervention) to post-test (after a week of access to e-learning) | The Measurement of Perceived Self-efficacy is a 10-item self-report questionnaire to be scored on a 4-point Likert scale (1= Completely false to 4 = completely true) |
| Changes in perceptions/myths | Change from Baseline (before intervention) to post-test (after a week of access to e-learning) | Self-developped questionnaire: 4 statements to be rated as true or false; 2 question about how participant would feel if a patient said they have suicidal thouhgts |
| Gatekeeper training evaluation | Post-test (after a week of access to e-learning) | 8 evaluative statements about the e-learning to be rated on a 5-point Likert scale (Totally disagree, disagree, neutral, agree, totally disagree). Question to rate the e-learning on a scale of 1 (not good at all) to 10 (excellent) Additionally three open questions where participants can give feedback about what they liked/did not like/ general comments. |
Other
| Measure | Time frame | Description |
|---|---|---|
| Previous experience with suicide (prevention) | Baseline and post-test (after a week of access to e-learning) | At baseline: motivation to participate (9 options), previous trainings (yes/no, specify if yes) At baseline and post-test: experience with suicidal patients (contact and confidence; 5 point Likert scale), knowing what to do or who to refer to (5-point Likert scale), knowing where to find information (5-point Likert scale), which actions previously taken in case of suicidal patient (list of 12), to who do you refer (5 options) |
| Follow-up | Follow-up (three months after baseline) | Questions concerning: application of acquired skills and knowledge; actions undertaken in context of suicide prevention (12 options); experienced barriers to application of acquired skills and knowledge; need of extra support |
| Socio-demographic characteristics | Baseline | Age, Gender, Years of work experience |
Countries
Belgium
Outcome results
None listed