Impact of a High‐Fidelity Interdisciplinary Simulation on Self‐Reported Competences in Managing Suicidal Ideation: A Mixed‐Method Approach

Aim To assess the impact of high‐fidelity simulation on enhancing nursing and psychology students’ communication abilities, knowledge, and attitudes in managing suicidal ideation. Design A mixed‐method approach, utilizing pre‐ and postsimulation assessments along with structured interviews and thematic evaluation. Methods The study included 370 participants from nursing and psychology programs who took part in 26 simulation sessions. Pre‐ and postintervention questionnaires measured changes in communication, empathy, and knowledge about suicide. Qualitative data were gathered through interviews and analyzed using thematic analysis. Results Students reported significant increases in their perceived competence and assertiveness, as well as changes in their emotional responses to suicidal patients. Significant decreases in self‐assessments of empathy, informative communication, and self‐reported knowledge were observed immediately after the simulation. Qualitative results suggest that exposure to a realistic scenario increased the awareness of personal limitations and deepened their appreciation of the complexity of suicide intervention. Participants also reported high levels of satisfaction and perceived educational value. Conclusion The simulation fostered reflective learning about suicide prevention, increasing students’ perceived professional capacity and assertiveness while also prompting a more critical self‐assessment of their communication skills and knowledge. Qualitative findings further highlighted how the experience enhanced students’ awareness of the complexity of suicide intervention and their own professional limitations. Overall, while students reported high educational value and increased critical awareness, the impact on self‐reported skills varied and should be interpreted with caution.