Developing and Piloting Suicide Prevention Training in Pediatric Primary Care.

Objective: Suicide prevention is an expected competency of pediatric primary care clinicians (PPCCs). Suicide prevention training should be tailored to the recipient's setting, localized needs, and available models of care. This article describes a first step in community-participatory development and pilot evaluation of a suicide prevention training series for PPCCs. Method: Using guidance from community advisors and a survey of PPCCs (N = 81), we developed a pragmatic 3-part suicide prevention training series, consisting of a brief didactic (20 minutes), video demonstration (20 minutes), and simulated role play (30 minutes). The suicide prevention training series was piloted with 20 PPCCs to assess feasibility, acceptability, and PPCC confidence. Results: PPCCs who desired training in suicide risk identification (54%) and managing patients after risks were identified (67%), which were integrated into the training series. The training had high acceptability (mean ≥ 4.03 on the Acceptability of Intervention Measure) and feasibility (mean ≥ 3.73 on the Feasibility of Intervention Measure) across the 3 components. Participant confidence in screening, assessing, and safety planning increased 22.7% from baseline to post assessment (n = 18, Conclusion: Suicide prevention training that is responsive to the challenges inherent to the pediatric primary care setting is feasible, acceptable, and increases confidence of PPCCs in conducting evidence-based suicide prevention interventions. Considerations for the practicality and opportunities for advancement in evaluation of suicide prevention training are explored. Diversity & Inclusion Statement: We worked to ensure that the study questionnaires were prepared in an inclusive way. One or more of the authors of this paper self-identifies as a member of one or more historically underrepresented sexual and/or gender groups in science. One or more of the authors of this paper self-identifies as a member of one or more historically underrepresented racial and/or ethnic groups in science. We actively worked to promote sex and gender balance in our author group. We actively worked to promote inclusion of historically underrepresented racial and/or ethnic groups in science in our author group. While citing references scientifically relevant for this work, we also actively worked to promote sex and gender balance in our reference list. While citing references scientifically relevant for this work, we also actively worked to promote inclusion of historically underrepresented racial and/or ethnic groups in science in our reference list. The author list of this paper includes contributors from the location and/or community where the research was conducted who participated in the data collection, design, analysis, and/or interpretation of the work.