There are over 243,800 female sexual assaults in the United States annually. Of those who seek healthcare services after being sexually assaulted, 90% present to hospitals. Unfortunately, care and services for women who have been sexually assaulted are inconsistent. Increased burnout, frustration, and feelings of inadequacy can lead healthcare providers to exhibit personal biases or negative attitudes toward their patients. The Joint Commission, responsible for accreditation of healthcare organizations, has stated that nurses must provide competent care to all patients. Therefore, Sexual Assault Nurse Examiner (SANE) training needs to be available for emergency department (ED) nurses who care for patients who have been sexually assaulted. A survey using the Attitude Toward Rape Victims Scale was sent to 1503 ED nurses throughout the United States, from the Emergency Nursing Association's mailing list. The results of the survey showed that there was a significant difference in attitudes toward the patients between SANE-trained emergency nurses and those without training. This study also showed that 35.5% of hospitals represented by the respondents did not have SANE services available for adult patients who had been sexually assaulted, and furthermore, 85.5% of the respondents who cared for adult patients who had been sexually assaulted were not SANE trained. The negative attitudes held toward such patients as found in this study, coupled with a lack of training provides evidence that ED nurses may benefit from education related to appropriate treatment for patients who have been sexually assaulted. As evidence-based practice becomes the gold standard of care, ensuring that nurses are properly trained to care for all patients must be the goal.

Background: The role of the nurse educator is to prepare students to collaborate and practice competently and safely. One way of promoting collaboration is with the use of students as standardized patients (SPs). Method: This exercise used undergraduate nursing students in collaboration with graduate nurse practitioner (NP) students in an advanced health assessment course. Undergraduate students were assigned a specific disease process to review, then as SPs were asked to describe symptoms and answer questions regarding the disease by the NP students. At the end of a combined group debriefing, a survey was given to evaluate the process. Results: Analysis of the survey identified the following themes: Positive Learning Method, “Aha” Moments, Improvement in Critical Thinking, and Communication. Conclusion: Using undergraduate nursing students as SPs helped create real-life scenarios for both the undergraduate and graduate nursing students to learn from. [ J Nurs Educ . 2019;58(11):657–660.]

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There has been an increase in student enrollment in advanced practice nurse programs, but limited information regarding attrition and dropout rates in nurse practitioner (NP) programs. Management of NP students includes student evaluations, preceptor guidance and support, student support, and use of reflective practice. Program directors, faculty members, and preceptors must assist NP students with role transitioning and help those who are not meeting the rigors of NP education to leave the program and discover alternative nursing roles.