Suicidal Behavior

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Nichole Weaver
MSN/Ed,RN,CCRN
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Outline

Overview

  1. Patients with a consistent feeling of hopelessness, guilt, and worthlessness that are so overwhelming that they don’t want to live anymore and attempt to end their life

Nursing Points

General

  1. Most at risk:
    1. People with a previous history of suicide
    2. Family history of suicide
    3. Mental illness history: personality disorders, substance abuse, psychosis, people with depression
    4. People with terminal illnesses, people with disabilities
    5. Elderly and adolescents

Assessment

  1. Things to watch for:
    1. When they give away important, prized possessions
    2. Creating a will or changing an existing one
    3. Sleep disturbances
    4. Difficulty concentrating, loss of interest in things
    5. Appetite reduction
    6. Asking about methods to end one’s life
    7. Writing notes to loved ones
    8. Sudden massive improvements in previously very depressed clients
      1. Now have motivation/energy
      2. Relief because they came up with a plan/made a decision

Therapeutic Management

  1. Always assess patients with a history of depression for risk for suicide and self-harm
  2. Safety is ESSENTIAL – inpatients admitted with suicide attempts are not to be left alone, any items that could be used for self-harm are removed from their room
  3. Things to do:
    1. SAFETY
    2. Follow your facility’s protocols
      1. Suicide precautions (typically includes removing all objects that could be used to harm self from room)
      2. Sitter / 1:1 supervision
      3. Never leave patient alone
      4. Screen visitors (some facilities don’t allow any)
        1. Assess room after to ensure nothing unsafe was left
    3. Establish a suicide contract
    4. Establish rapport and trust
    5. Express empathy
    6. Promote self-care / ADL’s
    7. Focus on strengths
    8. Suggest/encourage simple, achievable tasks
    9. Provide positive reinforcement
    10. Involve the support system the patient identifies
    11. Encourage therapy (individual, group)

Nursing Concepts

  1. Mood Affect
  2. Coping
  3. Safety

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Related Nursing Process (ADPIE) Lessons for Suicidal Behavior

Transcript

Okay – for our last lesson on mental health conditions, we’re going to talk about suicidal behavior.

Someone with suicidal behavior is someone with constant feelings of hopelessness, guilt and/or worthlessness that are so overwhelming that they don’t want to live anymore and attempt to end their life. There can be a lot of stigma and controversy around suicide, so we’re going to focus objectively on how we care for someone who may be having thoughts of harming or killing themselves.

Let’s talk about clients who are at high-risk for suicidal behavior. Anyone with a family history or a personal history of suicide or suicide attempts is at higher risk statistically-speaking for committing suicide. Those with mental health disorders or terminal illness are also at risk. It’s hard to imagine what it must feel like to be out of control of your own body or mind. Physical disabilities, especially new or sudden changes, like an amputation, can put someone at higher risk. And, statistically speaking adolescents and the elderly are at higher risk as well.

There are some signs we can watch for in those around us or out patients that might be signs of an impending suicide attempt. If someone starts to give away prized possessions, especially sentimental things or things they’ve collected for years – that might mean they’re trying to give them a good home because they won’t be around to take care of them anymore. Also changing a will or life insurance policy, lose interest in their usual life, or even asking about methods like how to buy a gun or how much Tylenol would kill them. They may even write notes to loved ones weeks or months before the action. And the last one is one I really want you to get. If you have a client who is severely depressed and suddenly they’re happy. Like almost overnight. If you see this sudden, massive improvement in mood – it might be because they have finally resolved or decided to go through with it – or maybe they came up with a plan. It’s like a weight has been relieved off their shoulders and they’re almost relieved because they’ve figured out how to end it all. Sometimes this can be mistaken as someone getting better – but it NEEDS to be evaluated because that sudden improvement is almost always a bad sign.

So, you’ve heard us talk about self-harm assessments throughout this whole module – but nowhere is it more important than in a client at risk for suicidal behavior. The best tip we have for you is to be very direct and calm in your questioning. Don’t skirt around it trying to be politically correct. Ask – “Are you having thoughts of hurting yourself or someone else?” If they say yes, we ask directly “Do you have a plan for how to do that?”. If they have a plan, they are more likely to follow through. If they say yes, even if they don’t have a plan, you need to put them on Suicide precautions! This may look slightly different depending on your facility’s policies – but usually involves some sort of 1 to 1 observation, removing dangerous objects from their room like phone cords, monitor cables, etc. We also keep someone at arm’s length of them at ALL TIMES – this means they don’t even go pee by themselves, guys. We will also do a suicide contract. We literally have them sign a written contract saying they will not harm themselves while they’re in our care. Sometimes just the act of signing this makes them feel like they would let us down if they did, so many times they won’t do it. And some facilities also require that we screen visitors or some places don’t even allow visitors.

A couple of interventions, that probably make a lot of sense to you now – establish trust and rapport. We have to let them know that we are a safe space for them. We want to promote self-care, focus on their strengths, involve their support system, and encourage therapy for long-term success. But more than anything – we have to validate their feelings. I had a patient once that was a really sad case – she was beaten by her boyfriend, blamed herself because she had cheated on him, and tried to kill herself. As I was caring for her she was extremely tearful, and of course frustrated because we had to restrict visitors and take away her phone because the boyfriend was texting her awful things. As we were talking, she told me she felt like she’d never get out of the hospital because everyone just wanted her to be happy and she couldn’t do that. I sat down with her and I told her that no one expected her to be suddenly happy – but we did need to know she would be safe. I said listen “you don’t have to be happy, you’re allowed to be sad and hurt and frustrated, but you have to handle that in a way that is healthy”. We talked about journaling, which she started that night, and who she could call when she was feeling down, and by morning she was calm and ready to talk to the psychologist. So remember that we validate that it’s okay to feel sad, but we have to handle our sad in healthy ways.

So, as you might expect, priority nursing concepts for a patient with suicidal behavior are safety, mood/affect, and coping.

Just to recap quickly – suicidal behavior happens when someone has so much guilt, pain, sadness, fear, etc. that they just want to end it all by taking their own life. Clients with a history of suicidal behavior, terminal illness, or those tell-tale behaviors may be at higher risk. We always do a self-harm assessment and be very direct in our questions – ask if they have a plan. If they do have thoughts of hurting themselves, we institute suicide precautions following your facility’s specific protocol – usually 1 to 1 monitoring and other safety precautions. And we always want to encourage healthy coping – expressing feelings, involving a healthy support system, and utilizing some form of long-term therapy.

Caring for a client with suicidal behavior can be overwhelming, but if you follow these guidelines and remember to keep safety first, you can help get them through this difficult time. Go be THAT nurse for these patients. And, as always, happy nursing.

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Concepts Covered:

  • Noninfectious Respiratory Disorder
  • Test Taking Strategies
  • Respiratory Disorders
  • EENT Disorders
  • Prenatal Concepts
  • Studying
  • Prefixes
  • Suffixes
  • Acute & Chronic Renal Disorders
  • Disorders of the Adrenal Gland
  • Integumentary Disorders
  • Oncology Disorders
  • Preoperative Nursing
  • Musculoskeletal Trauma
  • Bipolar Disorders
  • Disorders of the Posterior Pituitary Gland
  • Hematologic Disorders
  • Community Health Overview
  • Immunological Disorders
  • Renal Disorders
  • Childhood Growth and Development
  • Labor Complications
  • Upper GI Disorders
  • Medication Administration
  • Neurological Emergencies
  • Adulthood Growth and Development
  • Disorders of Pancreas
  • Musculoskeletal Disorders
  • Cardiac Disorders
  • Disorders of the Thyroid & Parathyroid Glands
  • Integumentary Important Points
  • Pregnancy Risks
  • Urinary Disorders
  • Vascular Disorders
  • Eating Disorders
  • Learning Pharmacology
  • Anxiety Disorders
  • Basics of NCLEX
  • Factors Influencing Community Health
  • Lower GI Disorders
  • Intraoperative Nursing
  • Integumentary Disorders
  • Neurologic and Cognitive Disorders
  • Trauma-Stress Disorders
  • Central Nervous System Disorders – Brain
  • Somatoform Disorders
  • Dosage Calculations
  • Depressive Disorders
  • Personality Disorders
  • Cognitive Disorders
  • Substance Abuse Disorders
  • Psychological Emergencies
  • Circulatory System
  • Postoperative Nursing
  • Hematologic Disorders
  • Liver & Gallbladder Disorders
  • Infectious Respiratory Disorder
  • Central Nervous System Disorders – Spinal Cord
  • Emergency Care of the Cardiac Patient
  • Concepts of Population Health
  • Peripheral Nervous System Disorders
  • Note Taking
  • Female Reproductive Disorders
  • Oncologic Disorders
  • Postpartum Complications
  • Endocrine and Metabolic Disorders
  • Fetal Development
  • Shock
  • Emergency Care of the Neurological Patient
  • Respiratory Emergencies
  • Labor and Delivery
  • Gastrointestinal Disorders
  • EENT Disorders
  • Postpartum Care
  • Cardiovascular Disorders
  • Newborn Care
  • Renal and Urinary Disorders
  • Newborn Complications
  • Urinary System
  • Musculoskeletal Disorders
  • Infectious Disease Disorders
  • Nervous System
  • Psychotic Disorders

Study Plan Lessons

Nursing Care and Pathophysiology of COPD (Chronic Obstructive Pulmonary Disease)
12 Points to Answering Pharmacology Questions
ABGs Nursing Normal Lab Values
Care of the Pediatric Patient
Glaucoma
Menstrual Cycle
Time Management
X-Ray (Xray)
54 Common Medication Prefixes and Suffixes
ABG (Arterial Blood Gas) Interpretation-The Basics
Nursing Care and Pathophysiology of Acute Kidney (Renal) Injury (AKI)
Addisons Disease
Burn Injuries
Cataracts
Computed Tomography (CT)
Family Planning & Contraception
Informed Consent
Lung Sounds
Study Setting
Vitals (VS) and Assessment
Alveoli & Atelectasis
Nursing Care and Pathophysiology for Cushings Syndrome
Goal Setting
Macular Degeneration
Magnetic Resonance Imaging (MRI)
Preoperative (Preop)Assessment
Pressure Ulcers/Pressure injuries (Braden scale)
Therapeutic Drug Levels (Digoxin, Lithium, Theophylline, Phenytoin)
Nursing Care and Pathophysiology for Diabetes Insipidus (DI)
Nursing Care and Pathophysiology for Disseminated Intravascular Coagulation (DIC)
Epidemiology
Essential NCLEX Meds by Class
Gas Exchange
Nursing Care and Pathophysiology of Glomerulonephritis
Growth & Development – Infants
Nursing Care and Pathophysiology for Herpes Zoster – Shingles
Isotonic Solutions (IV solutions)
Nursing Care and Pathophysiology of Osteoarthritis (OA)
Nursing Care and Pathophysiology for Pancreatitis
Preoperative (Preop) Education
6 Rights of Medication Administration
Cerebral Angiography
Growth & Development – Toddlers
Health Promotion & Disease Prevention
Hearing Loss
Hypotonic Solutions (IV solutions)
Nursing Care and Pathophysiology of Osteoporosis
Nursing Care and Pathophysiology for Peptic Ulcer Disease (PUD)
Preoperative (Preop) Nursing Priorities
Respiratory Acidosis (interpretation and nursing interventions)
Thrombocytopenia
Blood Transfusions (Administration)
Cardiovascular Angiography
Fractures
Growth & Development – Preschoolers
Nursing Care and Pathophysiology for Hyperthyroidism
Hypertonic Solutions (IV solutions)
Integumentary (Skin) Important Points
Preload and Afterload
Respiratory Alkalosis
Nursing Care and Pathophysiology of Urinary Tract Infection (UTI)
Echocardiogram (Cardiac Echo)
Growth & Development – School Age- Adolescent
Nursing Care and Pathophysiology for Hypothyroidism
Metabolic Acidosis (interpretation and nursing diagnosis)
Performing Cardiac (Heart) Monitoring
Metabolic Alkalosis
The SOCK Method – Overview
Ultrasound
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Base Excess & Deficit
The SOCK Method – C
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Biopsy
Anxiety
Basics of Calculations
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Gestation & Nägele’s Rule: Estimating Due Dates
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Nursing Care and Pathophysiology of Angina
Nursing Care and Pathophysiology for Appendicitis
Nursing Care and Pathophysiology for Asthma
Bloom’s Taxonomy
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Nursing Care and Pathophysiology of Diabetes Mellitus (DM)
Dimensional Analysis Nursing (Dosage Calculations/Med Math)
Environmental Health
General Anesthesia
Generalized Anxiety Disorder
Gravidity and Parity (G&Ps, GTPAL)
Impetigo
Leukemia
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Sodium-Na (Hypernatremia, Hyponatremia)
Nursing Care and Pathophysiology of COPD (Chronic Obstructive Pulmonary Disease)
Diabetes Management
Dialysis & Other Renal Points
Local Anesthesia
Lymphoma
Nursing Care and Pathophysiology of Myocardial Infarction (MI)
Oral Medications
Pediculosis Capitis
Post-Traumatic Stress Disorder (PTSD)
Routine Neuro Assessments
What is the NCLEX?
Adjunct Neuro Assessments
Anatomy of an NCLEX Question
Burn Injuries
Chloride-Cl (Hyperchloremia, Hypochloremia)
Nursing Care and Pathophysiology of Diabetic Ketoacidosis (DKA)
Fundal Height Assessment for Nurses
Injectable Medications
Moderate Sedation
Oncology Important Points
Somatoform
Technology & Informatics
Nursing Care and Pathophysiology of Coronary Artery Disease (CAD)
Hyperglycaemic Hyperosmolar Non-ketotic syndrome (HHNS)
Nursing Care and Pathophysiology for Inflammatory Bowel Disease (IBD)
IV Infusions (Solutions)
Malignant Hyperthermia
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Complex Calculations (Dosage Calculations/Med Math)
Intracranial Pressure ICP
Mood Disorders (Bipolar)
Nursing Care and Pathophysiology for Ulcerative Colitis(UC)
Cerebral Perfusion Pressure CPP
Nursing Care and Pathophysiology for Crohn’s Disease
Depression
Paranoid Disorders
Personality Disorders
Cognitive Impairment Disorders
Eating Disorders (Anorexia Nervosa, Bulimia Nervosa)
Alcohol Withdrawal (Addiction)
Grief and Loss
Suicidal Behavior
Normal Sinus Rhythm
Physiological Changes
Post-Anesthesia Recovery
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SATA
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Absolute Words
Nursing Care and Pathophysiology for Acquired Immune Deficiency Syndrome (AIDS)
Nursing Care and Pathophysiology for Cholecystitis
Discomforts of Pregnancy
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Nursing Care and Pathophysiology for Influenza (Flu)
Nursing Care and Pathophysiology for Multiple Sclerosis (MS)
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Opposites
Sinus Tachycardia
Nursing Care and Pathophysiology for Tuberculosis (TB)
Nursing Care and Pathophysiology for Cirrhosis (Liver Disease, Hepatic encephalopathy, Portal Hypertension, Esophageal Varices)
Discharge (DC) Teaching After Surgery
Nutrition in Pregnancy
Pacemakers
Nursing Care and Pathophysiology of Pneumonia
Same
White Blood Cell (WBC) Lab Values
Atrial Fibrillation (A Fib)
Communicable Diseases
Platelets (PLT) Lab Values
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Disasters & Bioterrorism
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Miscellaneous Nerve Disorders
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What do you want me to know?
Duplicate Facts
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Repeating Words
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Denying Feelings
NCLEX® Question Traps
Albumin Lab Values
Outline Question Method (Note taking)
Nursing Care and Pathophysiology for Pelvic Inflammatory Disease (PID)
Benzodiazepines
Cholesterol (Chol) Lab Values
Drawing Pictures
Nursing Care and Pathophysiology for Hemorrhagic Stroke (CVA)
Nursing Care and Pathophysiology of Hypertension (HTN)
Ammonia (NH3) Lab Values
Artificial Airways
Nursing Care and Pathophysiology for Endometriosis
Nursing Care and Pathophysiology for Ischemic Stroke (CVA)
Nephroblastoma
Airway Suctioning
Chorioamnionitis
Nursing Care and Pathophysiology for Menopause
Stroke Assessment (CVA)
Nursing Care and Pathophysiology for Cardiomyopathy
Gestational Diabetes (GDM)
Stroke Therapeutic Management (CVA)
Disseminated Intravascular Coagulation (DIC)
Stroke Nursing Care (CVA)
Ectopic Pregnancy
Nursing Care and Pathophysiology for Thrombophlebitis (clot)
Hydatidiform Mole (Molar pregnancy)
Gestational HTN (Hypertension)
Infections in Pregnancy
Preeclampsia: Signs, Symptoms, Nursing Care, and Magnesium Sulfate
Blood Urea Nitrogen (BUN) Lab Values
Fever
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Dehydration
Fetal Development
Nursing Care and Pathophysiology for Hypovolemic Shock
Seizure Causes (Epilepsy, Generalized)
Nursing Care and Pathophysiology for Cardiogenic Shock
Fetal Environment
Seizure Assessment
Chest Tube Management
Nursing Care and Pathophysiology for Distributive Shock
Fetal Circulation
Seizure Therapeutic Management
Urinalysis (UA)
Nursing Care and Pathophysiology for Seizure
Glucose Lab Values
Process of Labor
Vomiting
Pediatric Gastrointestinal Dysfunction – Diarrhea
Hemoglobin A1c (HbA1C)
Mechanisms of Labor
Leopold Maneuvers
Celiac Disease
Fetal Heart Monitoring (FHM)
Nursing Care and Pathophysiology for Meningitis
Appendicitis
Intussusception
Constipation and Encopresis (Incontinence)
Conjunctivitis
Prolapsed Umbilical Cord
Acute Otitis Media (AOM)
Placenta Previa
Abruptio Placentae (Placental abruption)
Tonsillitis
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Postpartum Physiological Maternal Changes
Bronchiolitis and Respiratory Syncytial Virus (RSV)
MAOIs
Postpartum Discomforts
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Asthma
SSRIs
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TCAs
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Postpartum Hemorrhage (PPH)
Defects of Decreased Pulmonary Blood Flow
Mastitis
Insulin
Obstructive Heart (Cardiac) Defects
Mixed (Cardiac) Heart Defects
Histamine 1 Receptor Blockers
Initial Care of the Newborn (APGAR)
Nephrotic Syndrome
Enuresis
Newborn Physical Exam
Body System Assessments
Histamine 2 Receptor Blockers
Newborn Reflexes
Babies by Term
Cerebral Palsy (CP)
Renin Angiotensin Aldosterone System
Meconium Aspiration
Meningitis
Transient Tachypnea of Newborn
Hyperbilirubinemia (Jaundice)
Spina Bifida – Neural Tube Defect (NTD)
ACE (angiotensin-converting enzyme) Inhibitors
Autism Spectrum Disorders
Attention Deficit Hyperactivity Disorder (ADHD)
Newborn of HIV+ Mother
Angiotensin Receptor Blockers
Calcium Channel Blockers
Cardiac Glycosides
Scoliosis
Metronidazole (Flagyl) Nursing Considerations
Ciprofloxacin (Cipro) Nursing Considerations
Vancomycin (Vancocin) Nursing Considerations
Anti-Infective – Penicillins and Cephalosporins
Atypical Antipsychotics
Rubeola – Measles
Mumps
Varicella – Chickenpox
Pertussis – Whooping Cough
Autonomic Nervous System (ANS)
Sympathomimetics (Alpha (Clonodine) & Beta (Albuterol) Agonists)
Parasympathomimetics (Cholinergics) Nursing Considerations
Parasympatholytics (Anticholinergics) Nursing Considerations
Diuretics (Loop, Potassium Sparing, Thiazide, Furosemide/Lasix)
Epoetin Alfa
HMG-CoA Reductase Inhibitors (Statins)
Magnesium Sulfate
NSAIDs
Corticosteroids
Hydralazine (Apresoline) Nursing Considerations
Nitro Compounds
Vasopressin
Nursing Care and Pathophysiology of Acute Kidney (Renal) Injury (AKI)
Nursing Care and Pathophysiology for Anemia
Nursing Care and Pathophysiology for Heart Failure (CHF)
Nursing Care and Pathophysiology of Diabetes Mellitus (DM)
Dissociative Disorders
Eczema
Fractures
Hemodynamics
Nursing Care and Pathophysiology for Hemorrhagic Stroke (CVA)
Nursing Care and Pathophysiology of Myocardial Infarction (MI)
Nursing Care and Pathophysiology for Parkinsons
Asthma
Pediatric Gastrointestinal Dysfunction – Diarrhea
Postpartum Hemorrhage (PPH)
Preeclampsia: Signs, Symptoms, Nursing Care, and Magnesium Sulfate
Proton Pump Inhibitors
Schizophrenia
Nursing Care and Pathophysiology for SIADH (Syndrome of Inappropriate antidiuretic Hormone Secretion)