Clinicians feeling safe to be vulnerable is fundamental to optimising suicide risk assessment education

Purpose The purpose of this study is to explore factors that optimise the learning experience of mental health clinicians in suicide risk assessment education. Design/methodology/approach Focus groups were conducted with mental health clinicians who had participated in suicide risk assessment education as learners (n = 9) or educators (n = 5). A first round of focus groups explored participants’ experiences of the education. Reflexive thematic analysis of data from these focus groups informed a thematic map that was further explored and developed through a second round of focus groups. Findings Five themes for optimising the education experience were identified. The central theme was feeling able to be vulnerable in the learning environment. The remaining four themes described factors that enabled learners to be vulnerable, including the willingness of the educators to role model vulnerability, being able to learn from the experience of others, having a safe service culture and opportunities to put the learning into practice. Practical implications A key step in providing effective learning experiences is creating an environment which facilitates learners to be actively engaged and feel able to be vulnerable. Educators can create safe learning environments by balancing being credible experts while role modelling vulnerability and acknowledging gaps in knowledge and mistakes as part of the learning process. Originality/value To the best of the author’s knowledge, this is the first qualitative exploration of the value of creating psychological safe educational environments when facilitating suicide risk assessment education for clinicians.