Learning the Language of Debriefing: Insights from Expert Sexual Assault Nurse Examiners

IF 3.4 3区医学 Q1 NURSING

Clinical Simulation in Nursing Pub Date : 2024-06-13 DOI:10.1016/j.ecns.2024.101567

Cynthia Sherraden Bradley PhD, RN, CNE, CHSE, ANEF, Ellen A. Frerich MSW, MPP, MN, RN, PHN, Winnie Yip MSN, APRN, PMHNP-BC, Sarah J. Hoffman PhD, MPH, RN, SANE-A, Carolyn M. Porta PhD, MPH, RN, SANE-A, FAAN, FNAP

{"title":"Learning the Language of Debriefing: Insights from Expert Sexual Assault Nurse Examiners","authors":"Cynthia Sherraden Bradley PhD, RN, CNE, CHSE, ANEF, Ellen A. Frerich MSW, MPP, MN, RN, PHN, Winnie Yip MSN, APRN, PMHNP-BC, Sarah J. Hoffman PhD, MPH, RN, SANE-A, Carolyn M. Porta PhD, MPH, RN, SANE-A, FAAN, FNAP","doi":"10.1016/j.ecns.2024.101567","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>A forensic sexual assault nurse examiner (SANE) provides specialized care for individuals who have experienced sexual assault. Because the training of new SANEs is critical for expanding the workforce, simulation and debriefing are used due to limited clinical learning opportunities with assault survivors. Debriefing following the simulation requires an expert SANE, yet very often these clinicians are new to debriefing; little is known about how expert SANEs learn to debrief.</p></div><div><h3>Method</h3><p>A 90-minute focus group interview was conducted with three experienced SANEs who had completed a five-video debriefing training and conducted at least two debriefings with novice SANE trainees.</p></div><div><h3>Results</h3><p>Inductive qualitative content analysis resulted in two primary categories and six sub-categories that described the process of expert SANEs learning to debrief.</p></div><div><h3>Conclusion</h3><p>Expert SANEs compared learning to debrief to learning a new language. Participants described how reflective debriefing and trauma-informed interviewing both emphasize the importance of creating a safe and supportive environment, fostering open communication, promoting self-awareness and learning, empowering individuals, and adopting a non-judgmental approach.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical Simulation in Nursing","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1876139924000598","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}

引用次数: 0

Abstract

Background

A forensic sexual assault nurse examiner (SANE) provides specialized care for individuals who have experienced sexual assault. Because the training of new SANEs is critical for expanding the workforce, simulation and debriefing are used due to limited clinical learning opportunities with assault survivors. Debriefing following the simulation requires an expert SANE, yet very often these clinicians are new to debriefing; little is known about how expert SANEs learn to debrief.

Method

A 90-minute focus group interview was conducted with three experienced SANEs who had completed a five-video debriefing training and conducted at least two debriefings with novice SANE trainees.

Results

Inductive qualitative content analysis resulted in two primary categories and six sub-categories that described the process of expert SANEs learning to debrief.

Conclusion

Expert SANEs compared learning to debrief to learning a new language. Participants described how reflective debriefing and trauma-informed interviewing both emphasize the importance of creating a safe and supportive environment, fostering open communication, promoting self-awareness and learning, empowering individuals, and adopting a non-judgmental approach.

查看原文本刊更多论文

学习汇报语言：性侵犯鉴定专家的见解

背景性侵犯法医护士（SANE）为遭受性侵犯的人提供专业护理。由于培训新的 SANE 对扩大工作队伍至关重要，因此使用了模拟和情况汇报，这是因为与性侵犯幸存者进行临床学习的机会有限。方法对三位经验丰富的 SANE 进行了 90 分钟的焦点小组访谈，这些 SANE 已完成了五段视频汇报培训，并与 SANE 新手学员进行了至少两次汇报。结果归纳式定性内容分析得出了两个主要类别和六个子类别，描述了 SANE 专家学习汇报的过程。参与者描述了反思性汇报和创伤知情访谈如何都强调了创造安全和支持性环境、促进开放式交流、促进自我意识和学习、增强个人能力以及采用非评判性方法的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Clinical Simulation in Nursing NURSING-

CiteScore

5.50

自引率

15.40%

发文量

107

期刊介绍： Clinical Simulation in Nursing is an international, peer reviewed journal published online monthly. Clinical Simulation in Nursing is the official journal of the International Nursing Association for Clinical Simulation & Learning (INACSL) and reflects its mission to advance the science of healthcare simulation. We will review and accept articles from other health provider disciplines, if they are determined to be of interest to our readership. The journal accepts manuscripts meeting one or more of the following criteria: Research articles and literature reviews (e.g. systematic, scoping, umbrella, integrative, etc.) about simulation Innovative teaching/learning strategies using simulation Articles updating guidelines, regulations, and legislative policies that impact simulation Leadership for simulation Simulation operations Clinical and academic uses of simulation.