Examining the Effectiveness of a Coping Skills Intervention for Anxiety for Junior High School Students Amid the Covid-19 Pandemic

This study implemented a school-based intervention aimed at improving coping flexibility, and to determine the intervention effects on coping and anxiety in children during the COVID-19 pandemic. A total of 692 first and second year of junior high school students (347 boys, 320 girls, and 25 neither) participated. Of the 19 classes first and second year of junior high school, 10 participated in the intervention in July 2021 and nine participated in January 2022. The results showed that the intervention program effectively reduced students' anxiety. With regard to coping, there was no change in "seeking support," a decrease in "problem avoidance," and an increase in "positive interpretation and recreation." The current intervention, which aimed at improving coping flexibility, was effective in reducing anxiety and promoting coping among junior high school students during the COVID-19 pandemic. In future it may be necessary discussed to reduce the burden on schools to accept outside experts by using information-technology equipment and other means to conduct the intervention remotely.

School-related violence during the COVID-19 pandemic

During a global pandemic, there are unique and unprecedented challenges to all segments of society. For more than 3 years, schools and families alike have been faced with compromising life situations that have resulted in forms of anxiety and violence. Early studies are provided as are directions for further research in this area. Addressed are issues related to violence in the home, issues related to quarantined situations, some of the stresses of the global COVID-19 pandemic on children, parents, teachers, and community members, and the lessons learned during this very difficult time frame. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Exclusionary discipline: Urban elementary school teachers' perceptions of African American students' behaviors

School suspension and expulsion are not limited to middle and high school students;these exclusionary approaches to discipline begin in early childhood settings such as elementary schools. Most studies regarding exclusionary discipline have been conducted on the middle and high school level, but there are very limited studies regarding exclusionary discipline in early childhood or elementary school level. African American elementary school students are disproportionately represented in multiple school suspensions. Although the majority of school suspensions were not due to violent school crimes, but for discretionary offenses, zero tolerance policies have substantially contributed to students being suspended or expelled for trivial infractions. The purpose of this study was to use qualitative research to investigate New York City's public elementary school teachers' perceptions of African American students' behaviors, and how teachers would describe effective behavior intervention approaches for African American students. Data were collected through the use of interviews and journal prompts completed by teachers during the fall of 2021. Results from this study showed that African American students were perceived by the teacher participants as having similar behaviors to other children of various racial and ethnic groups, and needed effective behavior intervention approaches that addressed mental health counseling, extra-curricular and movement activities, preventative measures to discipline, and culturally responsive education. The results obtained from this study may inform educators and policymakers of social justice alternatives to exclusionary discipline. Further studies are needed to examine the "sit still culture" and the role of movement activities and kinesthetic learning modalities as behavioral intervention approaches to lessen disruptive behaviors and curb punitive exclusionary practices, as well as the effects of social justice alternatives to exclusionary discipline as a support system for black students post COVID-19. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Teaching virtual job interview skills to college students with IDD using literacy-based behavioral interventions

College students with intellectual and developmental disabilities (IDD) face challenges searching for jobs, often lacking communication and social skills needed during formal interviews. The COVID-19 pandemic complicates interviews, forcing students to search online and attend virtual interviews. This study used a multiple probe design across participants to examine the acquisition of literacy-based behavioral interventions (LBBIs) on virtual job interviews. Using a video conference platform, students answered interview questions from researchers acting as employers. LBBIs were customized, incorporating students' input. Results indicated that LBBIs were effective for teaching and maintaining virtual job interview skills, and across novel employers. The findings have implications for using LBBIs to teach virtual job interview skills to students with IDD, and for researchers including these students in remote instruction. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

A needs assessment of intervention services for students with emotional, social, and behavioral challenges in an orthodox Jewish high school

The present study investigated the mental health needs of a Modern Orthodox Jewish High School. The researcher sought to find out what types of emotional, social, and behavioral issues students present in a Modern Orthodox High School, what types of strategies and interventions are currently being used to address these issues, and how effective teachers perceive these strategies to be. The study investigated what additional services teachers would consider to be useful to address the emotional, social and behavioral challenges of students, and what barriers to the effective delivery of mental health teachers perceive. Finally, the study investigated the differences between teachers of religious topics and teachers of secular topics as pertain to their perception of mental health challenges, perception of strategies used, and suggestions of strategies that they think should be implemented. A survey was administered via Qualtrics to all teaching staff (N = 42) via email. Respondents (n = 29) reported that the most concerning mental health challenges they perceived were anxiety, inattention/hyperactivity, family stressors and peer challenges. Teachers reported that the mental health strategies they observed the most were individual counseling/therapy and health and wellness promotion. Teachers perceived individual counseling, group therapy and parent consultation with the school psychologist/guidance staff to be the most effective interventions. Teachers reported that they perceived it would be effective to add screening for emotional/behavioral/social problems, and prevention programs for students with externalizing challenges and internalizing challenges. The main barriers reported by teachers were competing priorities taking precedence over mental health services, challenges with parent consultation, lack of staff training, difficulty identifying children with mental health needs, stigma associated with receiving mental health services. Teachers of religious topics more frequently reported perceiving higher amounts of mental health challenges, though the means were very close. This survey was conducted in the midst of the COVID-19 pandemic, and the divergence of the findings from prior research on the topic may be due to the unique mental health challenges that came about during the pandemic. The divergences may also be due to the unique nature of the Orthodox Jewish School. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Evaluating the acceptability of a technology-enhanced version of the good behavior game

The Good Behavior Game (GBG) is an evidence-based interdependent group contingency originally designed to decrease inappropriate student behavior. Despite the dearth of research on the GBG, few studies have assessed the acceptability of technology-enhanced versions of the GBG. The purpose of this study was to analyze the acceptability of a version of the Good Behavior Game (GBG) in which university students used a novel website application to simulate intervention implementation. Due to COVID-19-related school closures, participants practiced implementing the GBG while watching an animated implementation video. This study used a within-subjects quasi-experimental pretest-posttest design. The dependent variable was participants' ratings of acceptability on the Technology Acceptance Model Instrument-Fast Form (FF-TAM) before and after the simulated intervention implementation. Results indicated moderate acceptability levels prior to the simulation and significantly higher (t = 7.904;p < .001) acceptability levels following the simulation. Overall, the simulated implementation had a large effect on acceptability scores (Cohen's d = .89). Implications for practice and research are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Increasing suicide awareness in nurse anesthesiology

Purpose: This Doctor of Nursing Practice (DNP) project aims to increase suicide and gatekeeper awareness among the University of Arizona nurse anesthesiology program clinical site coordinators through an educational presentation. Community-based gatekeeper training is one of the most widely used suicide prevention strategies, educating laypersons on how to recognize, approach, and support a person at risk of suicide.Background: Anesthesia providers have a greater risk of suicide than any other healthcare specialty, with certified registered nurse anesthetists (CRNAs) and resident registered nurse anesthetists (RRNAs) being significantly impacted. For example, 41.7% of RRNAs have reported symptoms of depression, and 21.2% reported suicidal ideation during their anesthesia education.Methods: This educational intervention quality improvement (QI) project aims to increase suicide awareness among the nurse anesthesiology clinical coordinators of the University of Arizona. The volunteer participants will be sent a previously recorded educational session and an accompanying PowerPoint via email. After viewing the educational session, participants will access the link embedded in the email to direct them to an anonymous retrospective pretest assessment survey. Results: Nine clinical coordinators participated in this QI project. A statistically significant improvement was seen overall and across all three survey subscales based on the Gatekeeper Behavior Scale. Also, all participants had found the educational intervention to be useful.Conclusions: Nurse anesthesiology clinical coordinator gatekeeper training effectively provides knowledge about RRNA suicide risks and warning signs, increases suicide prevention skills, and improves self-efficacy. The relevance of this topic continues to emerge with the untoward effects of COVID-19 and the addition of the practice doctorate in nurse anesthesiology education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Telehealth risk assessment and crisis intervention for secondary students: Best practices for school-based mental health providers

Over the last decade, an upward trend in the rates of youth self-injury, suicide, and violence towards others has caused growing concern. The global pandemic known as the coronavirus disease 2019 (COVID-19) has only heightened concern due to increased risk factors pertaining to stressors at the social, familial, economic, and health level, including major disruptions to typical routines and support systems. Unfortunately, there are many barriers for at-risk youth to access evidence-based mental health services. Such barriers include cost, lack of trained providers, lack of transportation, physical distancing due to the pandemic, and extended school closures. Providing school-based prevention and intervention programs that promote a positive school climate and student social, emotional, and behavioral well-being helps to address many of these barriers. This project highlights important considerations for providing these services in a school-based telehealth modality. Symptom clusters that put youth at-risk for harm to self or others are described. Best practice therapeutic modalities that can be disseminated in a school-based telehealth modality, such as cognitive behavior therapy, dialectical behavior therapy, mindfulness-based approaches, classroom-wide/school-based prevention curriculum, and postvention are reviewed. Although there is growing empirical literature for these school-based prevention and intervention approaches, additional research is needed to determine how to best support at-risk youth remotely via the school setting. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Utilizing a critical race theory lens to reduce barriers to social and emotional learning: A call to action

Social and emotional learning (SEL) and equity issues have each been complicated by the COVID-19 pandemic for students of color. This brief seeks to call to action school social workers who can identify social and emotional barriers to learning that students of color experience in schools through a critical race theory (CRT) lens. School social workers are well positioned to address equity concerns and systemic racism in schools. They play a key role in addressing SEL, reducing equity barriers, and navigating the CRT opposition. The authors view the role of the school social worker as an integral part of social and emotional teaching and learning. This is a call to mobilize school social workers to advocacy roles for SEL, equity, and racism concerns that have long impacted students of color. The authors' aim is to provide social workers with actionable strategies in reducing social and emotional barriers to learning for students of color. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Investigating the impacts of participating in a virtual literacy clinic: A case study exploring self-efficacy in pre-service teachers

This study describes how participation in a university literacy clinic impacts self-efficacy in pre-service teacher candidates. This study was conducted one and a half years into the global COVID-19 pandemic, creating the need for the clinic's program, Literacy Camp, to be completed through fully virtual means. Thus, ways in which the pre-service teachers' experience was impacted by the method of instructional delivery was also detailed. Despite the body of growing research related to virtual learning and efficacy outcomes, there was a gap in the literature related to pre-service teachers' participation in a fully virtual university literacy clinic and its impacts on their self-efficacy. This study was designed with a need to fill this hole in mind. The unique and personal experiences of 23 elementary pre-service teacher candidates completing a yearlong internship and participating in a university literacy clinic were explored in this qualitative case study, framed through a social constructivist lens (Creswell, 2013;Vygotsky, 1978) so that the voice of the individual was elevated and carefully considered. A convenience sampling scheme was utilized to collect and analyze data compiled from three main data sources provided by pre-service teacher candidate participants: an efficacy pre-survey, an efficacy post-survey, and ten daily debrief forms. Four original themes emerged from the data: Building a Learning Culture, Tutor as the Learner, Student First Approach to Intervention, and The Virtual Environment. Findings from this study indicate that participation in the virtual literacy clinic allowed pre-service teachers to successfully plan and implement a full, individualized intervention related to literacy learning for one elementary or middle school student. Participants were able to reflect on their experience to grow as a learner and recognize the impacts they made on their Literacy Camp students. Despite the challenges faced through a fully virtual learning setting, pre-service teachers were able to overcome obstacles and complete their practicum experience, gaining self-efficacy throughout the process. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Examining the online implementation of the evidence-based sound partners reading intervention on a measure of phonics skills of kindergarten and first grade students with reading difficulties

Students who do not read proficiently by the end of first grade are likely to remain poor readers and suffer academic difficulties across all subjects during their school career (Moats, 2017). Therefore, early identification and intervention of reading difficulties are essential for students' academic success (Partanen & Siegel, 2014;Vadasy & Sanders, 2011). The SARS COVID-19 pandemic prompted unexpected school closures worldwide and limited student access to intensive reading instruction, which created an urgent need to transpose curriculum to an online synchronous format. This research study utilized a multiple baseline across participants design to examine the outcomes of synchronous online tutoring using the evidence-based Sound Partners reading intervention on a measure of nonsense word fluency scores of kindergarten and first-grade students with reading difficulties. Results suggest evidence-based reading curricula can be transposed for virtual instruction while maintaining treatment integrity;there was a positive correlation between the online Sound Partners intervention and students' phonics skills. Study findings highlight factors to consider when adapting evidence-based practices to different formats and the benefits of implementing reading interventions in a virtual setting. The results illustrate the promise of transposing evidence-based practices established in the traditional in-person classroom setting to online delivery formats to support the learning needs of students with reading challenges. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Food insecurity in school-aged children

Food insecurity in the United Kingdom has been described as a 'public health emergency' which has been exacerbated by the onset and continuation of the COVID-19 pandemic. Drawing on research evidence and a reflective account from a current primary school teacher, this chapter highlights the multifaceted impacts of food insecurity for children in schools. It also draws attention to some important considerations around food, education and food-related interventions for practitioners supporting children in schools. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The effect of rigorous, targeted, and tiered RTI to overcome the poverty performance achievement gap

National, state, and local governmental authorities have researched and reported the impacts of poverty on academic performance for multiple decades, providing guidance, legislation, accountability, equal access initiatives, and continuous monitoring for educators to address the ongoing dilemma. However, poverty performance achievement gaps are still widespread, and in many cases growing, despite the multitude of governmental policies and educational intervention practices. This qualitative research study analyzed the effect of rigorous, targeted, and tiered Response to Intervention (RTI) strategies in overcoming the poverty performance achievement gap in math and English language arts (ELA) on Indiana's ISTEP+ and ILEARN state-mandated assessments for 3rd and 4th-grade students in a Midwest public elementary school. Additionally, the study addressed poverty's impact on academic performance and poverty subgroup performance. The rigorous, targeted, and tiered (RTT) method was found to have statistically significant effects in math performance when controlling for poverty;however, interventions were not significant for ELA performance, even when controlling for poverty. Nevertheless, the study was conducted during the COVID-19 global pandemic. Surprisingly, the academic performance for the poverty and nonpoverty student groups in the treatment cohort was counter to the anticipated negative impact of the pandemic school shutdowns, intervention interruptions, and subsequent virtual learning environments. Academic institutions looking for intervention practices to address the learning needs or learning loss for poverty and nonpoverty students will find merit in the mitigation of learning loss by utilizing the RTT method;however, future research on the components of the RTT method is warranted. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Promoting youth mental health during covid-19: The feasibility of integrated social-emotional learning

Purpose: The purpose of this quality improvement project was (a) to provide education to elementary school teachers on developing an emotional vocabulary and the RULER approach (recognizing, understanding, labeling, expressing, and regulating emotions) to social-emotional learning (SEL), (b) demonstrate how to integrate RULER strategies into existing curriculum, and (c) evaluate their knowledge about, perceived benefits of, and perceptions regarding the feasibility of implementing the two social-emotional learning strategies.Background: Youth mental illness is pervasive throughout the United States (US) and has detrimental effects that permeate every level of society. School-based SEL programs have been shown to cultivate resilience and have been increasingly used as an avenue for mental health promotion. Teachers are often the primary implementers but have cited many challenges that limit their ability to regularly teach SEL curriculum, including time constraints, lack of knowledge, and lack of training.Methods: Participants were recruited via email to attend a Zoom-based education session that included an audio-visual presentation with practice application exercises. They were then asked to complete a retrospective pretest and posttest survey with questions pertaining to demographics, knowledge level, benefits associated with SEL, and feasibility.Results: Twelve teachers participated in the project and successfully completed all pretest/posttest materials. The results showed an increase in all measures for participant knowledge, perceived benefit, and implementation feasibility;however, only 67% of teachers anticipated having the time to integrate the new SEL strategies.Conclusions: The provided education did improve scores for all outcomes measures, showing that additional education for teachers could make SEL implementation more feasible. However, perceptions related to time constraints, although improved, were still somewhat low and represent an area requiring ongoing support. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Investigating a deep breathing intervention to promote mental health in p-12 schools

Mental health factors can impact student academic performance and success. Student mental health concerns such as depression and anxiety and are a growing concern within P-12 school systems. The dual pandemics of COVID-19 and racial injustice have increased concerns about student mental health and exacerbated existing traumas particularly for students from marginalized populations. Trauma-informed interventions that promote mental health in schools may be useful. Researchers utilized Consensual Qualitative Research to identify student mental health needs and outcomes for the implementation a deep breathing intervention in several schools in a large metropolitan city. The reasons for implementation, anticipated outcomes, reactions to intervention, perception of impact, and related personal experiences, as well as implications for practice and research, are all discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Improving student academic productivity within remote instruction: Investigating the effectiveness of virtual CICO

School Wide Positive Behavior Intervention and Supports is a framework by which schools can assess and develop a system of preventative strategies to decrease the likelihood of problematic behaviors. SWPBIS provides for a three tiered system of interventions with increasing supports and complexity to meet students' needs at each level. CICO was developed as a Tier 2 procedure to be implemented for students that are not demonstrating responsiveness to Tier 1 interventions within a well-developed SWPBIS framework and is intended to be implemented with students that are exhibiting disruptive non-dangerous problematic behaviors such as calling out, out of seat behavior, low productivity, and non-compliance. The research which supports the potential flexibility of CICO intervention's applicability across a wide range of modifications empowers school administrators, teachers, and behavior specialists with the confidence to apply variations of these procedures to atypical circumstances that may arise. In March of 2020, the COVID-19 global pandemic prompts schools across America to implement a novel instructional approach which allows students to attend school remotely through online access. The move towards online schooling requires a re-imagining of how behavioral support can be delivered through virtual instruction. This study reviewed the application and effectiveness of the use of Check In/ Check Out (CICO) implemented virtually during remote instruction through a commonly shared computer based platform (i.e. Google Classroom). (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Protocol for the Open Sky School: a two-arm clustered randomized controlled trial to test the effectiveness of a nature-based intervention on mental health of elementary school children.

BACKGROUND: This article outlines the protocol for a trial to test the effectiveness of a nature-based intervention called Open Sky School to reduce mental health problems among elementary school children. Experimental studies show that contact with nature (e.g. walks in parks) improve mental health. A growing number of teachers have been applying outdoor education within the regular school curriculum and evidence suggests that such teaching methods could improve students' mental health but a randomized controlled trial has never been conducted. METHODS: A two-arm clustered randomized controlled trial will be conducted in elementary schools across Québec, Canada. Following informed consent by teachers, parents and students, schools will be randomly assigned 1:1 to the intervention or the control group with a total of 2500 5-6th grade students and 100 teachers expected to participate. The intervention will take place outdoors in a green-space (2 h per week for 12 weeks) and include a toolkit of 30 activities to foster well-being (e.g. mindfulness) and academic competencies (e.g. mathematics). Questionnaires will be administered to teachers and students before, immediately after and 3 months after the intervention. The primary outcome will be reductions of mental health problems in children from pre-to-post test (Social Behavior Questionnaire: self and teacher reports). Secondary outcomes include depression, positive and negative affect, nature connectedness, and pro-environmental behaviors among children. We will explore, immediate benefits on teacher's well-being and positive and negative affect and sustained benefits among students at 3 months follow-up. For the primary outcome, we will explore moderators including child's sex, child's disability status, the green-space of neighbourhoods, the school's socio-economic position and teacher's experience. DISCUSSION: In conducting the first randomized controlled trial of the Open Sky School, our results could provide empirical evidence on the effectiveness of nature-based interventions in reducing mental health problems among elementary school children. TRIAL REGISTRATION: This study was registered with clinicaltrials.gov: NCT05662436 on December 22, 2022.

The impact of SNAP-Ed interventions on California students' diet and physical activity during COVID-19.

OBJECTIVE: School-based CalFresh Healthy Living (CFHL) (California's SNAP-Ed) interventions adapted to new learning environments necessitated by COVID-19. We examined the impact of these interventions on student diet and physical activity (PA) outcomes. DESIGN: Quasi-experimental, two-group, pre-post. SETTING: California public schools with ≥50 % of students Free and Reduced Price Meal-eligible (nintervention = 47; ncomparison = 17). PARTICIPANTS: Fourth- and fifth-grade students who completed the online Eating and Activity Tool for Students at pre and post (nintervention = 1087; ncomparison = 846 students). RESULTS: Intervention students reported a significantly greater increase in consumption frequency of total fruit (by 0·16 times/d; P = 0·032), driven primarily by a greater increase in 100 % fruit juice (by 0·11 times/d; P = 0·007). Intervention students reported a significantly greater increase in total vegetable consumption frequency (by 0·45 times/d; P < 0·001) than comparison students. Specifically, intervention students reported increased, whereas comparison students reported decreased, consumption frequencies for starchy vegetables (0·05 v. -0·10 times/d, P < 0·001), salad/green vegetables (0·01 v. -0·11 times/d, P = 0·005) and beans (0·04 v. -0·03 times/d, P = 0·025). Consumption frequency of other vegetables decreased in both groups (-0·01 v. -0·09 times/d) but decreased more among comparison students (P = 0·048). No differences in pre-post change in PA outcomes were detected. CONCLUSIONS: Findings suggest that despite COVID-19-related challenges necessitating programme modifications, CFHL interventions played a role in protecting student consumption of fruit and vegetables during the 2020-2021 school year. Therefore, it appears that school-based CFHL interventions can be a viable means of safeguarding student nutrition at a time when access to nutritious food and PA opportunities are hindered.

Improving student academic productivity within remote instruction: Investigating the effectiveness of virtual CICO

School Wide Positive Behavior Intervention and Supports is a framework by which schools can assess and develop a system of preventative strategies to decrease the likelihood of problematic behaviors. SWPBIS provides for a three tiered system of interventions with increasing supports and complexity to meet students' needs at each level. CICO was developed as a Tier 2 procedure to be implemented for students that are not demonstrating responsiveness to Tier 1 interventions within a well-developed SWPBIS framework and is intended to be implemented with students that are exhibiting disruptive non-dangerous problematic behaviors such as calling out, out of seat behavior, low productivity, and non-compliance. The research which supports the potential flexibility of CICO intervention's applicability across a wide range of modifications empowers school administrators, teachers, and behavior specialists with the confidence to apply variations of these procedures to atypical circumstances that may arise. In March of 2020, the COVID-19 global pandemic prompts schools across America to implement a novel instructional approach which allows students to attend school remotely through online access. The move towards online schooling requires a re-imagining of how behavioral support can be delivered through virtual instruction. This study reviewed the application and effectiveness of the use of Check In/ Check Out (CICO) implemented virtually during remote instruction through a commonly shared computer based platform (i.e. Google Classroom). (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Increasing suicide awareness in nurse anesthesiology

Purpose: This Doctor of Nursing Practice (DNP) project aims to increase suicide and gatekeeper awareness among the University of Arizona nurse anesthesiology program clinical site coordinators through an educational presentation. Community-based gatekeeper training is one of the most widely used suicide prevention strategies, educating laypersons on how to recognize, approach, and support a person at risk of suicide.Background: Anesthesia providers have a greater risk of suicide than any other healthcare specialty, with certified registered nurse anesthetists (CRNAs) and resident registered nurse anesthetists (RRNAs) being significantly impacted. For example, 41.7% of RRNAs have reported symptoms of depression, and 21.2% reported suicidal ideation during their anesthesia education.Methods: This educational intervention quality improvement (QI) project aims to increase suicide awareness among the nurse anesthesiology clinical coordinators of the University of Arizona. The volunteer participants will be sent a previously recorded educational session and an accompanying PowerPoint via email. After viewing the educational session, participants will access the link embedded in the email to direct them to an anonymous retrospective pretest assessment survey. Results: Nine clinical coordinators participated in this QI project. A statistically significant improvement was seen overall and across all three survey subscales based on the Gatekeeper Behavior Scale. Also, all participants had found the educational intervention to be useful.Conclusions: Nurse anesthesiology clinical coordinator gatekeeper training effectively provides knowledge about RRNA suicide risks and warning signs, increases suicide prevention skills, and improves self-efficacy. The relevance of this topic continues to emerge with the untoward effects of COVID-19 and the addition of the practice doctorate in nurse anesthesiology education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)