Archives of psychiatric nursing · 2026
A psychiatric nurse-led awareness and peer support intervention for suicide prevention among university students.
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Öner Kamile
Аннотация
OBJECTIVE: This study aimed to evaluate a suicide prevention program combining awareness training and peer support among university students.
METHODS: A quasi-experimental pretest-posttest control group design with an embedded qualitative component was conducted with 63 university students. The intervention was structured within a psychiatric nursing framework informed by Peplau's Interpersonal Relations Theory. The seven-week program comprised a baseline assessment in week 1, five weekly group-based peer support sessions (weeks 2-6), and suicide prevention awareness training followed by post-intervention assessment in week 7. Quantitative data were collected using standardized measures of hopelessness, depression, suicide probability, peer support, and suicide-related knowledge. Qualitative data were analyzed using thematic analysis.
RESULTS: Compared with the control group, students in the intervention group demonstrated significant reductions in hopelessness, depression, and suicide probability scores, and significant increases in peer support and suicide-related knowledge (p < .05). Significant time×group interactions indicated that these changes were attributable to the intervention. Qualitative findings revealed enhanced awareness, empathy, supportive attitudes, and strengthened beliefs in the preventability of suicide.
CONCLUSION: Structured interventions integrating awareness training and peer support may effectively reduce suicide-related psychological risk factors and strengthen protective social mechanisms among university students. These findings support the implementation of nurse-led, peer-based preventive strategies within psychiatric nursing and campus mental health services.
METHODS: A quasi-experimental pretest-posttest control group design with an embedded qualitative component was conducted with 63 university students. The intervention was structured within a psychiatric nursing framework informed by Peplau's Interpersonal Relations Theory. The seven-week program comprised a baseline assessment in week 1, five weekly group-based peer support sessions (weeks 2-6), and suicide prevention awareness training followed by post-intervention assessment in week 7. Quantitative data were collected using standardized measures of hopelessness, depression, suicide probability, peer support, and suicide-related knowledge. Qualitative data were analyzed using thematic analysis.
RESULTS: Compared with the control group, students in the intervention group demonstrated significant reductions in hopelessness, depression, and suicide probability scores, and significant increases in peer support and suicide-related knowledge (p < .05). Significant time×group interactions indicated that these changes were attributable to the intervention. Qualitative findings revealed enhanced awareness, empathy, supportive attitudes, and strengthened beliefs in the preventability of suicide.
CONCLUSION: Structured interventions integrating awareness training and peer support may effectively reduce suicide-related psychological risk factors and strengthen protective social mechanisms among university students. These findings support the implementation of nurse-led, peer-based preventive strategies within psychiatric nursing and campus mental health services.