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