Is Online Learning a Viable Training Option for Teaching Sexual Assault Forensic Examiners?

Abstract

This study assessed knowledge attainment of healthcare professionals who participated in a nationwide sexual assault forensic examiner training program developed by the International Association of Forensic Nursing. A comprehensive curriculum was divided into 12 modules that students accessed through an online learning management system. Using a one-group pretest-posttest design, we assessed students' knowledge attainment for all 12 online modules. The results showed that the mean posttest scores were significantly greater than the mean pretest scores for all 12 online modules. On over 40% of the modules, the students exhibited at least a 25% knowledge gain. This study also examined the predictors of knowledge attainment. Using a multiple linear regression model, we found that knowledge attainment was positively associated with a reliable Internet connection, students who were drawn to the training because it was of no cost to them, and those students with higher levels of motivation. By contrast, lower knowledge gains were significantly related to students who reported more work/personal barriers and those who were drawn to sexual assault forensic examiner practice because they, or someone close to them, have personal experience with sexual assault.

Evaluating the Effectiveness of Online Training for a Comprehensive Violence Against Women Program: A Pilot Study

“…There are, however, limited existing evaluations of VAW training programs, especially those delivered online. Available research has demonstrated that online VAW training has the capacity to improve risk assessment skills for a variety of professionals (Hilton & Ham, 2015), physicians’ abilities to manage patients experiencing violence (Harris, Kutob, Surprenant, Maiuro, & Delate, 2002; Short, Surprenant, & Harris, 2006), and nurses’ knowledge of sexual assault forensic examinations (Patterson & Resko, 2015). However, these studies primarily rely on participants’ subjective ratings of their experiences rather than objective evaluation measures and lack experimental design elements such as random assignment of participants and use of a comparison group.…”

Sexual Assault Nurse Examiner Training: A Review of Literature and Implication for Nursing Education and Service to Rural Communities

“…Asynchronous training mechanisms enhance usability for nurses who are frequently involved in shift work. Patterson and Resko (2015a, 2015b) found improvements to pretest and posttest scores after online training.…”

“…The unique barriers to SANE/SAFE education in rural communities have been a topic of ongoing discussion; however, we only found one instance where rural location was evaluated quantitatively as a variable in outcome measures (Patterson et al, 2014). Existing published studies show a lack of information specific to rural or remote areas ( Patterson et al, 2015a; Witt et al, 2015). Jones and Tabor (2012) surveyed nine rural SANE nurses looking at barriers to certification and found that a lack of preceptors had inhibited all but three from being able to sit for the certification examination.…”

Evaluation of an e-Learning Curriculum for Forensic Nurses on Trans-Affirming Postsexual Assault Care

“…19 To expand the reach of the in-person training, we developed an e-learning version in 2019. e-Learning, which is increasingly being adopted for the training of forensic nurses, improves accessibility to training as it is flexible, convenient, can be used on any computer with a stable internet connection, and requires no travel-features particularly helpful for nurses working in remote geographical locations and those with family and work-related constraints. 20 In this study, the e-learning curriculum, which built on the 31 competencies from the in-person training, was examined for its effectiveness in improving expertise and competence to provide trans-affirming care among forensic nurses working within Ontario's SA/DVTCs.…”