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In the US, death by suicide continues to rise among youth. Yet, few studies examine the outcomes of students learning interprofessionally about suicide prevention through simulation. Youth at risk of suicide can benefit in getting treated by multidisciplinary teams. The Interdisciplinary Education, and Training Experience (IDEATE) Fellowship addresses this gap by providing Psychiatric Mental Health Nurse Practitioner (PMHNP) and Master of Social Work (MSW) students opportunities to learn didactically and experientially. Students participate in professional development seminars throughout the academic year. Each MSW student is paired with a PMHNP peer, and they engage in various joint learning activities as a team. Each semester culminates with a simulation focused on the mental health needs of children, adolescents, and transition age youth from underserved communities.
METHODS
In December 2025, a virtual clinical simulation was held. Each MSW/ PMHNP team had a telehealth encounter with an adolescent standardized patient who presented with depressive symptoms and suicidal ideation. The research team assessed the simulation outcomes by surveying the students, standardized patients, and faculty observers post-simulation.
A cross-sectional survey design was administered. All students (n = 23) completed surveys using Likert scales and open-ended questions asking them to describe their interdisciplinary competency, clinical judgment, and attitudes toward interdisciplinary collaborative practice. Standardized patients (n = 7) completed a separate survey with Likert scales. They rated communication, competence, and team dynamics. Faculty observers (n = 6) rated teams’ ability to ask about suicidal intent; competently administer the C-SSRS scale for suicide risk; and, consistency with providing emotional support. At the conclusion of the simulation, all joined in the debriefing.
RESULTS
Faculty observations indicated students were strongest in asking about suicidal intent (M = 4.64, SD = 0.50). Observers’ written feedback praised each team's therapeutic communication skills. C-SSRS competency had a wider spread of ratings (M = 4.18, SD = 0.75). Some observers cited incomplete C-SSRS protocol adherence and omission of scores. Emotional support received lower ratings (M = 4.00, SD = 0.45). Feedback noted that while some teams were able to adapt their levels of emotional support, others struggled to adjust when the patient experienced an active crisis.
About 92% of students strongly agreed or agreed that the simulation reflected real-life patient experiences, and 92% strongly agreed or agreed that the simulation improved their ability to work within an interdisciplinary team. The majority (83%) strongly agreed or agreed that the simulation strengthened their clinical decision-making skills and abilities. Almost 2/3 of students were very satisfied with the post-simulation debriefing.
Standardized patients rated the teams highly on courteousness (86%) and active listening (71%). Some standardized patients encountered teams that had challenges with interdisciplinary communication.
CONCLUSIONS
Triangulation supported the assessment of this interdisciplinary simulation. Communication challenges suggest simulation preparation may benefit from more discussion of roles, boundaries, and discipline-specific communication. Adherence to EBP protocols could be enhanced through role play practice prior to simulation. Findings suggest simulation is promising for interprofessional training in suicide crisis intervention and should be further studied.