Effectiveness of adolescent suicide prevention e-learning modules that aim to improve knowledge and self-confidence of gatekeepers: study protocol for a randomized controlled trial

Trials

Hans M Koot¹  Ad JFM Kerkhof²  Rezvan Ghoncheh¹ 

[1] Department of Developmental Psychology and the EMGO + Institute for Health and Care Research, Faculty of Psychology and Education, VU University Amsterdam, Van der Boechorststraat 1, 1081 BT, Amsterdam, The Netherlands;Department of Clinical Psychology and the EMGO + Institute for Health and Care Research, Faculty of Psychology and Education, VU University Amsterdam, Van der Boechorststraat 1, 1081 BT, Amsterdam, The Netherlands

关键词: Training;    Suicide;    RCT;    Professionals;    Prevention;    Online;    Modules;    Gatekeepers;    E-learning;    Adolescents;   

Others  :  807484
DOI  :  10.1186/1745-6215-15-52

 received in 2013-07-02, accepted in 2014-01-29,  发布年份 2014

【 摘 要 】

Background

Providing e-learning modules can be an effective strategy for enhancing gatekeepers’ knowledge, self-confidence and skills in adolescent suicide prevention. The aim of this study was to test the effectiveness of an online training program called Mental Health Online which consists of eight short e-learning modules, each capturing an important aspect of the process of recognition, guidance and referral of suicidal adolescents (12–20 years). The primary outcomes of this study are participant’s ratings on perceived knowledge, perceived self-confidence, and actual knowledge regarding adolescent suicidality.

Methods/Design

A randomized controlled trial will be carried out among 154 gatekeepers. After completing the first assessment (pre-test), participants will be randomly assigned to either the experimental group or the waitlist control group. One week after completing the first assessment the experimental group will have access to the website Mental Health Online containing the eight e-learning modules and additional information on adolescent suicide prevention. Participants in both conditions will be assessed 4 weeks after completing the first assessment (post-test), and 12 weeks after completing the post-test (follow-up). At post-test, participants from the experimental group are asked to complete an evaluation questionnaire on the modules. The waitlist control group will have access to the modules and additional information on the website after completing the follow-up assessment.

Discussion

Gatekeepers can benefit from e-learning modules on adolescent suicide prevention. This approach allows them to learn about this sensitive subject at their own pace and from any given location, as long as they have access to the Internet. Given the flexible nature of the program, each participant can compose his/her own training creating an instant customized course with the required steps in adolescent suicide prevention.

Trial registration

Netherlands Trial Register NTR3625

【 授权许可】

   
2014 Ghoncheh et al.; licensee BioMed Central Ltd.

【 图 表 】

Fig. 2.

【 参考文献 】

• [1]Statistics Netherlands. http://statline.cbs.nl/statweb/?LA=en webcite
• [2]Dijkstra M: Factsheet preventie van suïcidaliteit. http://www.veiligezorgiederszorg.nl/speerpunt-suicide/factsheet-trimbos-suicide.pdf webcite
• [3]GGD Rotterdam-Rijnmond: Jeugdmonitor Rotterdam. Rapportage gemeente Rotterdam. 2009. http://www.rotterdam.nl/COS/publicaties/MOR/055%20Jeugdmonitor%20Rijnmond%20Rapportage%20gemeente%20Rotterdam%202009.pdf webcite
• [4]Van Bergen DD: Suicidal behavior of young migrant women in the Netherlands: a comparative study of minority and majority women. Amsterdam: VU University, Department of Sociology; 2009. [PhD thesis]
• [5]De Groot M, Kerkhof AJFM, De Ponti K: Onderzoek naar aspecten van suïcide in Nederland 2008–2012: een quick scan. http://www.veiligezorgiederszorg.nl/speerpunt-suicide/wetenschappelijk-onderzoek-quick-scan-definitief.pdf webcite
• [6]World Health Organization: Public health action for prevention of suicide: a framework. http://apps.who.int/iris/bitstream/10665/75166/1/9789241503570_eng.pdf webcite
• [7]Gould MS, Kramer RA: Youth suicide prevention. Suicide Life-Threat 2001, 31:6-31.
• [8]Quinnett P: QPR gatekeeper training for suicide prevention: the model, theory and research. https://www.qprinstitute.com/pdfs/QPR%20Theory%20Paper.pdf webcite
• [9]Mann JJ, Apter A, Bertolote J, Beautrais A, Currier D, Haas A, Hegerl U, Lonnqvist J, Malone K, Marusic A: Suicide prevention strategies. J Am Med Assoc 2005, 294:2064-2074.
• [10]Isaac M, Elias B, Katz LY, Belik S-L, Deane FP, Enns MW, Sareen J: Gatekeeper training as a preventative intervention for suicide: a systematic review. Can J Psychiat 2009, 54:260-268.
• [11]Van der Feltz-Cornelis CM, Sarchiapone M, Postuvan V, Volker D, Roskar S, Grum AT, Carli V, McDaid D, O’Connor R, Maxwell M: Best practice elements of multilevel suicide prevention strategies. Crisis 2011, 32:319-333.
• [12]Robinson J, Cox G, Malone A, Williamson M, Baldwin G, Fletcher K, O’Brien M: A systematic review of school-based interventions aimed at preventing, treating, and responding to suicide-related behavior in young people. Crisis 2012, 34:164-182.
• [13]Walsh E, Hooven C, Kronick B: School‒wide staff and faculty training in suicide risk awareness: successes and challenges. J Child Adolesc Psychiatr Nurs 2013, 26:53-61.
• [14]Yu S, Chen I-J, Yang K-F, Wang T-F, Yen L-L: A feasibility study on the adoption of e-learning for public health nurse continuing education in Taiwan. Nurs Educ Today 2007, 27:755-761.
• [15]Sun P-C, Tsai RJ, Finger G, Chen Y-Y, Yeh D: What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers Ed 2008, 50:1183-1202.
• [16]Wyman PA, Brown CH, Inman J, Cross W, Schmeelk-Cone K, Guo J, Pena JB: Randomized trial of a gatekeeper program for suicide prevention: 1-year impact on secondary school staff. J Consult Clin Psych 2008, 76:104-115.
• [17]Matthieu MM, Cross W, Batres AR, Flora CM, Knox KL: Evaluation of gatekeeper training for suicide prevention in veterans. Arch Suicide Res 2008, 12:148-154.
• [18]Cross WF, Seaburn D, Gibbs D, Schmeelk-Cone K, White AM, Caine ED: Does practice make perfect? A randomized control trial of behavioral rehearsal on suicide prevention gatekeeper skills. J Prim Prev 2011, 32:195-211.
• [19]Rausch JR, Maxwell SE, Kelley K: Analytic methods for questions pertaining to a randomized pretest, posttest, follow-up design. J Clin Child Adolesc 2003, 32:467-486.
• [20]Roth PL: Missing data: a conceptual review for applied psychologists. Pers Psychol 1994, 47:537-560.
• [21]Schafer JL, Graham JW: Missing data: our view of the state of the art. Psychol Methods 2002, 7:147-177.
• [22]Graham JW: Missing data analysis: making it work in the real world. Annu Rev Psychol 2009, 60:549-576.
• [23]Bryk AS, Raudenbush SW: Application of hierarchical linear models to assessing change. Psychol Bull 1987, 101:147-158.
• [24]Gallop RJ, Dimidjian S, Atkins DC, Muggeo V: Quantifying treatment effects when flexibly modeling individual change in a nonlinear mixed effects model. J Data Sci 2011, 9:221-241.