# University Students’ Perceptions and Experiences of a Suicide Prevention Gatekeeper Program (GUIAS_Program): Improvements and Implications for Education

## TL;DR

This study examines how university students perceive a suicide prevention training program, highlighting its strengths and areas for improvement.

## Contribution

The study introduces a student-centered suicide prevention program with input from individuals with lived experience and a co-authoring student.

## Key findings

- Students appreciated the mixed-method approach combining theory, simulations, and reflection.
- Clinical simulations were key for developing practical skills in suicide prevention.
- Participants suggested expanding content and improving dissemination to increase impact.

## Abstract

Suicide prevention in university settings presents a significant public health challenge due to the high prevalence of suicidal ideation and behaviours among students. This qualitative study explores the perceptions and experiences of students who participated in the Universtiy Manager in Suicide Identification and Care (in Spanish, GUIAS: Gestores Universitarios en Identificación y Atención al Suicidio) training programme, designed to equip them with skills for early detection and initial management of at‐risk situations.

An ethnomethodological thematic analysis was conducted using self‐recorded semi‐structured interviews. Participants were undergraduates enroled in the 2023–2024 academic year at the University of the Balearic Island, studying degrees in Nursing, Medicine, Psychology, Physiotherapy, Social Work, or Pedagogy. A total of 21 students submitted interviews; however, theoretical data saturation was reached after analysing 15.

Thematic analysis identified four key themes: (a) satisfaction with programme design, (b) satisfaction with content, (c) achievements and expectations, and (d) suggestions for improvement. Participants valued the course's mixed‐method approach, which combined theoretical modules, clinical simulations, and reflective activities, fostering a flexible and personalised learning experience. Clinical simulations were particularly highlighted for their role in developing practical skills.

Findings indicate that the programme effectively supports competence development in suicide prevention. Participants recommended broadening content and optimising dissemination strategies to enhance the programme's reach and impact. These insights underscore the importance of refining such initiatives within university settings to strengthen suicide prevention efforts and improve student preparedness in handling at‐risk situations.

Individuals with lived experience of suicidal crises contributed to the design and evaluation of the programme, providing their perspective to ensure that the content was aligned with the real needs of the university community. Additionally, a student participated as co‐author, which allowed for a more contextually‐appropriate adaptation of the training programme to its intended recipients.