On the morning of my first teaching session, I reported to Emma Baxey at the Education/Induction Centre in Pantang Hospital. Emma had previously reviewed the content of my ‘Suicide Prevention and Management’ session and felt it to be entirely appropriate for the staff at the Hospital. In Matron’s request for teaching input there had been a specific mention that I focus on Suicide Prevention and Management and on Risk Assessment and Management. I wasn’t sure if there had been some incident(s) at the hospital that had prompted such a focus but certainly amongst management and senior staff, there was a heightened awareness of risk. I had raised the issue of a potential overlap between these two topics but staff still felt it important that they be covered even if there was some repetition.
Emma proved to be an excellent guide and took me down to the Conference Centre within the Administration Building where my teaching was to be delivered. This was a reasonably large room with a set of tables arranged in a U shaped pattern. A working projector was now available and nursing staff from the many wards around the hospital were beginning to arrive.

Conference Centre and Teaching Area before start of class with the curtains open and prior to use of projector (1).

Conference Centre and Teaching Area before start of class with the curtains open and prior to use of projector (2).
In terms of the session on Suicide Prevention and Management I decided as a STORM (Skills Based Training on Risk Management) Trainer to use a very modified version of this material partly to make adjustments for cultural differences in Ghana and West Africa and partly to accommodate the very shortened time span (Approx. 3 hours) allocated to each teaching session. Unfortunately nurses were released from the wards to attend the classes but this curtailed the time allowed and necessitated a lengthy teaching session without any breaks - something which would be unthinkable in nurse education in Scotland.
When the nurses arrived they presented as a very mixed group with young staff nurses in green and the more experienced older staff in white. All seemed keen and enthusiastic about the input and appeared to enjoy the prospect of some unexpected in-service training. The projector itself was a little temperamental but proved adequate to the task and while the supply of Flip Chart paper was limited, careful use of each sheet, back and front, allowed a sufficient supply for our needs.

The Class Group from my perspective.

Me emphasising a particular point during the session.
While teaching the various nursing groups over my period in Pantang I generally found them a little shy at the beginning and somewhat startled to be asked questions. I usually opened with an examination of key aspects of the therapeutic relationship and this allowed the exploration of such concepts as empathy, rapport and confidentiality. However as the session progressed, groups generally became more participative and less concerned about getting the answers wrong. I was impressed with the theoretical knowledge of several of the staff - their real deficit however seemed to be in the area of Practice Skills. Their three year training programme seems quite theoretical and divorced from what happens on the wards. During training, teaching staff rarely visit the practice areas and apparently less attention is given to this aspect of their programme. This perhaps accounts for the appeal of and the demand for skills based material in nursing. Susie,(Easton), Dr Dzadey, the Medical Director of the Hospital and several of the Medical Assistants in Psychiatry (MAPs) also came along and again found the session very valuable for their own practice. What was heartening perhaps at the end of each class was the number of staff who sought my email address in order to get copies of the resources and to explore the possibility of development in some other aspect of their practice.
Me emphasising another point! Integral to the Suicide Prevention and Management programme is the use of role-play which I have to say the Ghanaian classes entered into with gusto and enthusiasm. Indeed helping the students develop a loose script around a local scenario proved to be quite revealing and despite the cultural divide it was amazing to discover the amount of nursing parallels and scenario similarities evident around the distressing and challenging topic of suicide.
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Rebecca and Kofi using an effective role-play to demonstrate a point.






Another consultation involving the MAP, the Nurse and the Patient. 
































