Emergency First Responders' Misconceptions about Suicide: A Descriptive Study.

BACKGROUND: In 2022, suicide was the second leading cause of external death in Spain (the first among young people aged 15-29 years). This study aims to analyze the presence of myths among emergency first responders and identify the most prevalent false beliefs among them. METHODS: The research is a observational and descriptive study carried out using a questionnaire composed of a total of 25 myths, with the response options being true or false. A total of 543 professionals took part in the study. All of them could intervene before, during, and after a suicide attempt. RESULTS: The main finding of the study is that more than 50% of the participants accept as true the statement "There are more serious and less serious problems", underlining the idea that caring for patients could be related to the importance the health professional gives to the patients' problem. Myths such as "The suicidal person wants to die" and "The suicidal person is determined to die" are also evident. CONCLUSION: The subjective thought the first responder has about suicide could affect their acts, and there is a need to train first responders in suicidal behavior to be able to create an adequate approach.

An Undergraduate Interprofessional Experience with Self-Learning Methodology in Simulation Environment (MAES©): A Qualitative Study.

This article describes the impact that a Self-learning Methodology in Simulated Environments can have on Interprofessional Education within a Crisis Resource Management simulated scenario. We used a qualitative approach. It is divided into three phases: study and design, plan of action, and analysis and evaluation. During the first phase of the study, there emerged a poor use of Interprofessional Education in the nursing and medical degrees, and it became apparent that there was a need for an implementation. Due to the possibility for better training for both technical and non-technical skills within Crisis Resource Management, a simulation scenario within this setting has been established as a learning baseline objective. The technique used to develop the scenario in the second phase of the study was the Self-learning Methodology in Simulated Environments. Its structure, comprising six items, was previously demonstrated in the literature as appropriate for healthcare degree students. The main result of the third phase shows an overall acceptance of an Interprofessional Education within Self-learning Methodology in Simulated Environments during the practice of a Crisis Resource Management scenario. The integrated application of a Self-learning Methodology in Simulated Environments, Interprofessional Education, and Crisis Resource Management result in a synergistic combination that allows students to share knowledge, technical, and non-technical skills using an innovative learning method.

Self-learning methodology in simulated environments (MAES©) utilized in hospital settings. Action-research in an Emergency Department in the United Kingdom.

INTRODUCTION: This article describes the impact of a simulation-based learning method on emergency nurses at the Royal Devon Hospital (Exeter, United Kingdom). OBJECTIVES: To determine the training needs of nurses who were recently hired, as well as to evaluate the perception on the acquisition of emergency nurse competencies after the educational intervention. METHOD: The study was composed of 3 phases. FIRST PHASE: The training needs were analysed from the point of view of the participants (through a focus group), and the institution (by consulting experts through an online questionnaire). SECOND PHASE: Various simulations were implemented and designed by the participants themselves according to their needs, using the Self-Learning Methodology in Simulated Environments (MAES©). THIRD PHASE: The results of the education program were evaluated. RESULTS: Many categories were obtained that served to determine the training needs of the participants, and to design various self-directed simulation scenarios. Three simulation scenarios were performed and afterwards discussed. CONCLUSION: The experience was positively evaluated by the participants. The participants believed that the MAES© method was adequate, given that at all times, they were the protagonists of their own learning according to their training needs, and considering their previous knowledge.