More than 125 students came together for an interprofessional learning opportunity designed to prepare future clinicians and health care professionals for suicide assessment.
During the first Suicidality Assessment Workshop, Huskies enrolled in five clinical programs across the College of Health and Human Sciences (CHHS) built interprofessional collaboration skills. Students and faculty from Audiology, Nutrition, Physical Therapy, Speech-Language Pathology (SLP), and Nursing joined forces to support NIU Counseling and Consultation Services (CCS) team members Tim Puckett, Aubrey Hens, Alan A workshop was held led by Mr. Masline.
According to the Centers for Disease Control and Prevention (CDC), suicide is one of the leading causes of death in the United States. This means that clinicians and health care providers are likely to encounter individuals who may be suffering from mental health concerns, including suicidal tendencies.
Megan McKenna, clinical coordinator and clinical assistant professor in the Department of Allied Health and Communication Disorders, said it is important to educate students on actionable steps to take in the face of the current mental health crisis.
“The medical field needs more health care providers willing to work together to support patient needs,” McKenna said. “Interacting with students from other disciplines not only builds connections across the program, but also equips students with the skills they need to provide the best care to their future clients and patients.”
Student Wellness and CCS staff have implemented a teaching model of assessment to help identify individuals exhibiting signs of suicidal thoughts and behavior based on their level of distress. Presenters then considered how students could express care for the person in distress, actively listen, make appropriate referrals, and follow up with the person.
“I think this experience provided me with a lot of knowledge and real-life situations and examples that I can apply to my daily life and my medical career,” said SLP graduate student Dara Vancea. “It was important for my colleagues and I to discuss these situations and build the confidence to discuss this difficult topic with clients.”
Students were presented with client scenarios at various levels of distress and were able to brainstorm questions and next steps for clients by talking with students from other disciplines.
Professor Janet Rossetti of the School of Nursing said, “It was very exciting to hear all the ideas the students came up with in response to the scenarios presented.'' “They worked hard and shared thoughtful next steps. Having the opportunity to explore with colleagues how to communicate with those who are suffering was an invaluable exercise. ”
Danica Billingsley, audiology clinical coordinator and clinical associate professor, said she is grateful to her colleagues and students at CHHS for participating in this training.
“There are many helpers in our profession, but being a helper can be very difficult, both in direct communication with people who are having difficulties and in our own response to their experiences.” “There are cases,” Billingsley said. “Learning and practicing the tools in a low-risk, interprofessional environment can help you overcome fear or awkwardness about asking the questions you should ask, and help you plan for self-defense and follow-up care. It helps.”
This event is just one example of CHHS's commitment to using the Interprofessional Education Collaboration (IPEC) Core Competencies as a guide to foster collaborative education opportunities for students.
“Working with an interdisciplinary team allowed us to recognize diverse perspectives and leverage our expertise,” said Emily Korte, a graduate student studying nutrition and dietetics. Ta. “This collaborative effort has fostered an environment of care and empathy necessary to prioritize the physical and mental health of our future patients.”
CHHS faculty plan to continue to unite departments and disciplines through interprofessional events that prioritize meaningful student experiences.
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