Suicide risk assessment is a critical skill in preventing suicide. Yet most nurses do not feel confident in assessing suicide risk. Development of this potentially life-saving skill needs to begin at the undergraduate nursing level. As simulation is an effective pedagogical tool utilised within nursing education, the aim of this paper was to explore the potential of simulation in preparing student nurses' for suicide risk assessment. Literature was examined to identify what simulation modalities were employed within nursing education and the outcomes associated with these. The findings suggest that to varying degrees all simulation modalities have the potential to decrease student anxiety, and increase student confidence, knowledge and communication skills when working with people at risk of suicide. However the use of Standardised Patient (SP) simulation adds an authenticity to the experience and allows for the assessment of a wider range of human responses, including key nonverbal communication skills. The sense of realism provided by SP allows for more in-depth understanding into the person's experiences, which is critical in the assessment of a person's mental health needs and risk of suicide. The majority of simulations identified were located within a mental health setting. Given that student nurses may encounter a person who is suicidal in any clinical setting, further research is needed on simulation which integrates mental health assessments and suicide risk assessment into a variety of clinical areas.

A safety climate case study was carried out at a surface metal mine where investigators administered the Liberty Mutual Short Scale Safety Climate Survey to 365-368 miners to measure safety climate in consecutive years. Following the baseline safety climate survey in 2019, Foundations for Safety Leadership (FSL) training was conducted with 81 middle to upper management employees at the mine site. Investigators found statistically significant differences in the pre vs. posttraining FSL assessment scores of the middle to upper management employees who attended the training. The follow-up safety climate evaluation was compared to baseline scores and revealed no significant improvement. The overall baseline company safety climate score of 76.38 increased minimally to 76.50 (p-value = 0.616). Investigators also evaluated differences in safety climate between the company's three major divisions (operations, maintenance, and administration). Both years administration had the highest mean score and operations had the lowest mean score. The authors attributed the statistically significant differences found among the three major divisions to various dissimilarities in their work environments.