| dc.description.abstract | This dissertation investigated the efficacy of an educational intervention aimed at enhancing the management of patients with suicidal ideation in a rural emergency department. Employing a quasi-experimental mixed-method design, the study involved an educational session, administration of online pre-, post-, and post three-month surveys, and an electronic health record review. The data was then compared to determine if provider confidence was impacted by education.
The educational session, guided by the ICAR²E mnemonic developed by Wilson et al. (2020), encompassed components focused on identifying suicide risk, effective communication with patients, assessment for life-threatening conditions, risk assessment, strategies to reduce suicide risk, and extending care beyond the emergency department. The target population was emergency department personnel, including aides, nurses, and providers. Surveys were conducted before, after, and three months after the educational session. Electronic health records were reviewed for the three months before and three months after the educational session to review for changes in documentation of referrals and diagnoses.
The survey results revealed an increase in confidence in emergency personnel between the pre- and three-month surveys. However, since surveys were not linked, there was no way to identify if the same individuals completed both surveys, so information was not able to confirm increased knowledge or confidence. A chart review was conducted to assess changes in screening for suicidal ideation and depression, as well as changes in referral practices. No changes were noted in either category from the three months before the education to the three months after the education.
The co-investigator endeavored to contribute valuable insights into the effectiveness of educational interventions on provider confidence in rural emergency settings while treating patients with suicidal ideation. The outcomes hold implications for healthcare practitioners, administrators, and policymakers involved in refining emergency care protocols, ultimately fostering improved outcomes for patients with suicidal ideation. The comprehensive approach, integrating both qualitative and quantitative methods, helped support a nuanced understanding of the long-term impact of such interventions on clinical practices and provider confidence. | en_US |
