A suicide prevention module for undergraduate health and social care students: A “Train the Trainer” approach for sustainable national implementation.

The aim of this project was to develop, pilot and evaluate a train-the-trainer programme to prepare healthcare educators nationally to sustainably deliver an evidence-informed suicide prevention module to undergraduate health and social care students

Guided by a multidisciplinary steering group, the programme consists of (i) pre-learning via a bespoke online platform; (ii) two-day in-person workshop, and (iii) facilitator manual/additional resources.

Recruitment was launched via online webinar in March 2025 with 200 registrants. Following screening interviews to identify suitably skilled candidates with capacity to deliver the module in 2025/26. The programme was piloted to 16 educators representing 11 HEIs in May 2025.

Evaluation found the programme was appropriate, feasible and acceptable. Module delivery to approx. 300 students is planned for 2025/2026, through optional and embedded offerings. This standardised, sustainable rollout will ensure healthcare students who are prepared to support those at risk of suicide through appropriate and compassionate care.

SATLE priority area: Interdisciplinary collaboration (under any of the 3 themes)

Context and needs addressed

Suicide is a major public health concern, with approximately 500 people dying by suicide in Ireland annually. Recognising the urgent need for suicide prevention capacity among future healthcare providers, a multi-phased programme of work to design, implement, and evaluate suicide prevention education for undergraduate health and social care students was undertaken. This work was led by researchers at the NSRF and School of Public Health at UCC, with funding provided by the HSE National Office for Suicide Prevention.

Beginning with an international scoping review and curriculum mapping exercise, the process involved extensive consultation with educators, students, practitioners, and professional bodies. Resulting evidence informed the development of Prepare, Support, Prevent – a four-week, suicide prevention module. The module was successfully piloted in Semester 1 2024/2025, with positive impact demonstrated on student perceived suicide prevention attitudes, behaviours and competence, as well as their personal wellbeing levels and interprofessional collaboration.

However, a theme that emerged from a previously SATLE-funded World Café (January 2024) which sought to identify potential barriers and facilitators to module implementation, was “sustainable delivery.” It was recognised that national rollout of such a module would prove to be challenging while retaining quality and fidelity. A Train-the-Trainer (TTT) approach was specifically identified as a suitable way to expand the module’s reach, making it accessible to all HEIs nationally by upskilling facilitators locally. A successful SATLE application in August 2024 led to funding being awarded to develop, pilot and evaluate such a programme.

Goals and key activities

From Nov 2024 – May 2025 the project achieved the following goals and key activities:

Goal 1: Establish key supports and infrastructure required for successful project delivery and evaluation

• Ethical approval obtained from UCC Social Research Ethics Committee.
• Two researchers completed QQI training in Training Delivery and Evaluation to inform best practice pedagogical approaches to course design.
• A multi-sectorial Steering Group was established to oversee course design and delivery.
• A research assistant was hired to progress the module content development and assist with administrative aspects.
• Specialised educational IT support was engaged to oversee platform development and course enrolment.

Goal 2: Design a comprehensive Train-the-Trainer programme

• A universally designed online platform was created for use by course participants pre-attendance and post-module completion to access useful resources.
• A comprehensive 100+ page TTT manual was created.
• Additional resource documents were compiled to help with future logistical considerations, safety protocols, recruitment video, etc.
• The workshop programme and slide decks for the two-day in-person training were developed.

Goal 3: Recruit suitable candidates to complete the Trainer-the-Trainer programme

• An online webinar was held to present pilot module findings and open TTT registration.
• Online expression of interest submissions were screened to offer interview places.
• Online interviews of potential candidates were conducted and places offered.

Goal 4: Deliver the pilot Train-the-Trainer programme

• Participants were granted access to the pre-learning materials on the online platform two weeks in advance of the in-person training.
• The two-day in-person training, held at UCD, was delivered in May 2025.
• Participants’ teaching demonstrations were assessed to ensure competence and to award certificates of completion.

Goal 5: Evaluation of the Train-the-Trainer programme

• Baseline and post-module surveys – validated tools and free-text responses were collected.

Goal 6: Disseminate information about the Train-the-Trainer programme

• Raising awareness of the programme nationally and internationally through blog posts, social media and conference presentations.

Key stakeholders involved

• Steering Group – This group was instrumental in overseeing the train-the-trainer programme. They met four times during the six-month project to advise on course format, content, recruitment and evaluation. Their multidisciplinary composition ensured that input from academics, policymakers and students were included throughout, and informed the development of a programme that met all stakeholder needs.
• Webinar attendees – This online event presented the findings of the previous module pilot and formally launched the train-the-trainer recruitment. It was a key element of the project’s outreach, with over 200 registrants receiving the recording, and 130 live attendees spanning academia, governmental and community organisations nationally and internationally. This event increased the profile of the project amongst key stakeholders.
• Train-the-trainer attendees –Educators attending the Train-the-Trainer course represented 11 Irish HEIs, with affiliations to several healthcare courses. These key stakeholders have since brought the training back to their institutions with plans in place to deliver optional or embedded offerings, supported at managerial level.

Obstacles or challenges

• Suitability of applicants – High interest in the programme meant that not all applicants were suitable in terms of background or commitment. An online interview process was used to screen the shortlist from the 100 expressions of interest, which helped to confirm appropriate place allocation.
• Volume of administration – Significant interest in participation resulted in a high administrative burden. Additional support needs were addressed by hiring a research assistant who was familiar with the project previously.

Strategic alignment with national policies and relevant SATLE priority area

This work was undertaken in direct response to Action 5.4.4 of Connecting for Life, Ireland’s national strategy to reduce suicide. This action recommends the “incorporation of suicide prevention training as part of undergraduate curricula of the relevant professions.” For this policy implementation to be possible, a sustainable educational solution was required to facilitate the wider rollout of the existing suicide prevention module. The development of this comprehensive TTT programme through SATLE funding was the vital vehicle through which this was achieved.

Education for sustainable development supports initiatives that integrate sustainability principles into teaching and learning, equipping students with the knowledge and skills to contribute to a sustainable future, aligning with national and international agendas. It empowers learners with the values and attitudes to take informed decisions and make responsible actions for a just society. This TTT programme brought healthcare educators on a journey towards empowered teaching of this complex and sensitive topic of suicide prevention. In-person experiential workshops were supplemented with a comprehensive online learning platform and bespoke facilitator manual. The teaching methodologies employed elevated the learning experience to imbue these core values and attitudes throughout the programme. This equipped participants with the skills and confidence to bring this learning back to their own students and to impart on their students the necessary knowledge, skills and competence required to support those at risk.

Specifically, this work aligns with the following United Nations’ Sustainable Development Goals:

SDG 3: Good health and wellbeing

– This includes tackling mental health issues at a societal level. Creation of this training has made it possible to upskill healthcare educators in the delivery of suicide prevention training nationally and has significantly increased the reach of this module. In particular, it responds to the SDG 3 priority areas of (i) promoting and strengthening mental health and wellbeing, and (ii) improving health systems for all. This training makes it possible for all future health and social care graduates to be appropriately skilled in identifying and responding to those at risk of suicide. Student personal wellbeing is also an integral component of the training that TTT participants are now equipped to support.

SDG 4: Quality education –

This SDG calls for inclusive, equitable and quality education, promoting lifelong learning opportunities for all. Its priority action areas include (i) advancing policy, (ii) building capacity for educators, and (iii) accelerating local level action. This TTT programme has made it possible to propose this training to healthcare accrediting bodies and has created capacity for national rollout across 11 Irish HEIs to an anticipated 300 students in 2025/26 that would otherwise not have been logistically possible. Local championing and ownership of this education is leading to a national move towards sustainable delivery. The development of this TTT programme has continued extending the reach of this work, which will ultimately lead to better suicide prevention and personal wellbeing education for our undergraduate healthcare students, and improved healthcare systems.

Innovation in specified SATLE priority area

Novel pedagogical approaches –

The format of this TTT programme was multi-faceted:

• The QQI training of the researchers, coupled with the lead researcher’s Diploma in Teaching and Learning in Higher Education contributed to a programme that was dynamic, engaging and comprehensive.
• Prior to in-person training, participants accessed pre-learning on a bespoke online platform.
• A progress bar guided them through their engagement with content, and platform setup ensured that they couldn’t proceed to the next element until the previous one had been completed.
• Module content was presented via Articulate Storyline, with voiceovers on key slides and accompanying quiz questions to ensure learning.
• The facilitator manual and other document templates were invaluable to have created for participants to utilise in their future course delivery journeys.
• The two day in-person training was delivered by a muti-disciplinary team with academic and HSE backgrounds bringing education, clinical, policy and research expertise.
• Large group discussions and smaller group work culminated in assessment through paired demonstration of co-facilitation skills to be awarded a certificate of completion.

Student partnership –

The TTT Steering Group included healthcare student membership and provided input to ensure a tangible and impactful partnership with students, and consideration of their views and perspectives. It also had input from multiple healthcare academics, the primary target audience for the TTT content. Partnering with students at trainer and undergraduate level in this way led to the creation of a course that was acceptable, feasible and deemed to be appropriate by participants.

Institutional or cultural change –

Higher education institutions granted permission, time and funds for their staff to attend this training, recognising the importance of their preparedness to deliver such education. They are now supporting them in the rollout of the suicide prevention module to undergraduate health and social care students across the 11 participating HEIs nationally. The train-the-trainer programme has made this progress possible, with a tangible shift in priorities at an institutional and senior management level. Sustainable rollout of the suicide prevention module through the TTT programme will also contribute to important cultural change. The module has been shown to improve participants’ attitudes towards suicide prevention, indicating a reduction in the stigma that can be such a common barrier to help-seeking. Training our healthcare students to appropriately support those at risk of suicide will have a positive cultural impact long-term, and support conversations around mental health, wellbeing and suicide prevention.

Outcomes

Impact

The impact of this TTT programme is evident and far-reaching. Course evaluation showed that participant confidence in delivery of the module content, associated case studies, student wellbeing materials and interprofessional facilitation skills were all improved post-programme completion. This will ensure that those facilitating delivery of the module are adequately prepared to do so with an appropriate level of skill and understanding. The teaching methodologies and facilitation approach to the programme were appreciated by all, with the course being deemed to be appropriate, feasible and acceptable. A testimonial from one of the course participants illustrates the depth of the impact that the course had on their approach to teaching this content, and how supported they felt throughout the training and subsequent followup by the researchers.

“I am very grateful for having been selected to be part of the ‘Train the Trainer’ programme, which was held for two days in mid-May at UCD. From the outset the programme was highly organised, planned superbly and exceptionally delivered. My learning from those two days was immense, and at all times I and my co-facilitator were being equipped and supported to deliver this suicide prevention module to undergraduate healthcare students at MTU Kerry. The resources which we received have been outstanding and following the training we have been assisted in every possible way to pass on what we have learnt from Kerrie and Michelle to the students at my campus. Thus, I feel excited, prepared and privileged to commence week 1 content with the third year Social Care students tomorrow. I have no doubt that at the end of the four weeks the students will be equipped with knowledge and practical skills to work with individuals at risk of suicide. And so, you have done what you set out to do in the most professional manner. We will all reap the rewards of your talented teaching and vision. Go raibh mile maith agaibh.”

Marguerita O’ Neill

Lecturer at MTU; Faculty of Health & Social Sciences

At the time of writing this testimonial, this participant and her co-facilitator were about to deliver the first week of Prepare, Support, Prevent to their students, and the first TTT graduates to embed the module into their curriculum. This is a significant step towards national rollout, made possible by the TTT programme, and one that a number of other HEIs are currently preparing to replicate.

This six-month SATLE funded pilot is just the beginning of a journey that allows for replicability and wider sectorial impact through this training. Plans are underway to deliver the TTT programme to health and social care educators a number of additional times in 2026, continuing to grow its reach and impact. The groundwork of this project has created strong momentum to optimise healthcare education nationally, with vital external engagement, bringing regulatory, non-governmental and healthcare bodies on board also. The standardised, high-quality training that is now being offered through this TTT programme is the foundation upon which we can build such positive change.

The programme has created strong collaborative bonds between this research group and colleagues at the participating HEIs, links which can be drawn upon for this work and other future scholarly areas of interest. The interview process screened participants so that the resulting list of successful applicants were individuals who are highly driven and motivated in the area of teaching and learning, eager to contribute to future research in this space and who were a pleasure to work with. A grant submission to the Health Research Board is currently in draft for a large-scale randomised control trial of the module. The TTT programme will be instrumental in the training of trial module facilitators in an efficient and comprehensive way. It has also facilitated the establishment of important research links at a national level, with the NSRF supporting sites in their own module evaluations, and has brought us closer to the ultimate vision of having all health and social care graduates adequately trained in suicide prevention.