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Learning Objective 1: Learners will know how to take care of suicidal patients from receiving suicidal education for caregivers.
Learning Objective 2: Learners will gain knowledge on the long term effects of a suicidal education intervention for suicidal family caregivers.
The purpose of this study was to evaluate the longitudinal (one year after education) effects of a suicide care education intervention on the suicidal family’s caregivers.
Methods:
A quasi-experimental approach adopted using three instruments for testing the suicide care education intervention. The three instruments are: (1) the suicidal caring ability Scale (2) the caring stress Scale (3) the suicide attitudes Scale. The experimental group attended a two-hour personal information session and received an education handbook on caring for suicidal outpatients when beginning this research and the control group received routine discharge information. There was not any intervention after the three months suicide care education. The sample was recruited from the one suicide prevention center and psychiatric wards of two hospitals from April 2010 until May 2011 and was randomly assigned to experimental or control group. The total sample group for evaluating the longitudinal effects of a suicide care education intervention was 80 family members and was divided into an experimental group (n=36) and a control group (n=44). Data was analyzed using the Statistic Package for the Social Science 17.0 version. Descriptive statistic and Friedman method were used.
Results:
Results showed that the demographic data were no significant difference except age, working condition, and occupation between the experiment and control groups. The result for the longitudinal effects of a suicide care education intervention demonstrated that there was a statistically significant differences in variables related to ‘utilizing resources’. Our data indicate that the experimental group who attended the psycho-education program had an increased ability to utilize resources for their relatives who had attempted suicide.
Conclusion:
This suicide education only increased suicidal family members’ ability in utilizing resources after one year of education intervention. Therefore, health professionals should provide continual suicidal education to help suicidal family members take care of suicidal outpatients.
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