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Becoming a Sexual Assault Nurse Examiner.

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Title: Becoming a Sexual Assault Nurse Examiner.
Authors: Torregosa, Marivic B.1 (AUTHOR) mtorregosa@tamiu.edu, Benavides, Maria Del Rosario1 (AUTHOR)
Source: Clinical Teacher. Apr2025, Vol. 22 Issue 2, p1-13. 13p.
Subject Terms: Sexual assault nurse examiners, Medically underserved persons, Medical care, Forensic nursing, Infrastructure (Economics), Medically underserved areas
Abstract: Aim: There is a shortage of sexual assault nurse examiners (SANEs) across the United States, especially in medically underserved communities. The purpose of this study was to describe the lived experiences of nurses on their journey before and after becoming a SANE. Design: A qualitative descriptive research design was used in this study. Methods: A semistructured interview was conducted among 10 nurses who completed SANE training from a medically underserved community. Findings Perceptions of being valued and supported and programme rigour influenced trainees' commitment to complete the SANE programme. Misconceptions about the role changed as trainees were immersed in the training. Being isolated and underutilized from the health care delivery system and the broader medico‐legal system were faced by SANEs after completing SANE training. Continuous use of telemedicine, continued funding for SANE training and greater emphasis on the legal aspect of the role during training are recommended by SANEs. Conclusion: Trainees' experiences during SANE training influence programme retention and completion. To fully build the capacity of SANEs in the community, an infrastructure and a system must be developed to embrace and integrate new SANEs into the broader medico‐legal system so they can perform in the role they are trained for. Implications: The study's findings have implications for policies in compelling medico‐legal and political systems to help build SANE capacity in the community, especially in medically underserved regions. Likewise, continuous input and involvement of trainees in the training implementation are critical to SANE programme retention. Impact This study provides some of the lessons learned in the training and education of nurses to become SANEs, which could be helpful to clinical educators wanting to establish a SANE programme, as well as factors that can lead to the decline of SANE capacity after so much investment has been made to it. [ABSTRACT FROM AUTHOR]
Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Becoming a Sexual Assault Nurse Examiner.
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  Data: <searchLink fieldCode="AR" term="%22Torregosa%2C+Marivic B%2E%22">Torregosa, Marivic B.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mtorregosa@tamiu.edu</i><br /><searchLink fieldCode="AR" term="%22Benavides%2C+Maria Del Rosario%22">Benavides, Maria Del Rosario</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Clinical+Teacher%22">Clinical Teacher</searchLink>. Apr2025, Vol. 22 Issue 2, p1-13. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Sexual+assault+nurse+examiners%22">Sexual assault nurse examiners</searchLink><br /><searchLink fieldCode="DE" term="%22Medically+underserved+persons%22">Medically underserved persons</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+care%22">Medical care</searchLink><br /><searchLink fieldCode="DE" term="%22Forensic+nursing%22">Forensic nursing</searchLink><br /><searchLink fieldCode="DE" term="%22Infrastructure+%28Economics%29%22">Infrastructure (Economics)</searchLink><br /><searchLink fieldCode="DE" term="%22Medically+underserved+areas%22">Medically underserved areas</searchLink>
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  Data: Aim: There is a shortage of sexual assault nurse examiners (SANEs) across the United States, especially in medically underserved communities. The purpose of this study was to describe the lived experiences of nurses on their journey before and after becoming a SANE. Design: A qualitative descriptive research design was used in this study. Methods: A semistructured interview was conducted among 10 nurses who completed SANE training from a medically underserved community. Findings Perceptions of being valued and supported and programme rigour influenced trainees' commitment to complete the SANE programme. Misconceptions about the role changed as trainees were immersed in the training. Being isolated and underutilized from the health care delivery system and the broader medico‐legal system were faced by SANEs after completing SANE training. Continuous use of telemedicine, continued funding for SANE training and greater emphasis on the legal aspect of the role during training are recommended by SANEs. Conclusion: Trainees' experiences during SANE training influence programme retention and completion. To fully build the capacity of SANEs in the community, an infrastructure and a system must be developed to embrace and integrate new SANEs into the broader medico‐legal system so they can perform in the role they are trained for. Implications: The study's findings have implications for policies in compelling medico‐legal and political systems to help build SANE capacity in the community, especially in medically underserved regions. Likewise, continuous input and involvement of trainees in the training implementation are critical to SANE programme retention. Impact This study provides some of the lessons learned in the training and education of nurses to become SANEs, which could be helpful to clinical educators wanting to establish a SANE programme, as well as factors that can lead to the decline of SANE capacity after so much investment has been made to it. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Apr2025
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