Predictors of Attrition for a Sexual Assault Forensic Examiner (SAFE) Blended Learning Training Program

Patterson, Debra; Resko, Stella M.

doi:10.1002/chp.21277

Cited by 7 publications

(19 citation statements)

References 34 publications

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“…Only four studies examined professional learning in a blended learning environment (i.e., online and face-to-face components; Balasubramanian et al, 2014; Patterson & Resko, 2015; Shurville et al, 2007; Te Pas et al, 2016). In addition, one study included a mix of learners who were enrolled in blended learning courses and fully online courses despite being from the same organization (Balasubramanian et al, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…Only eligible studies that reported quantitative associations of influences on user engagement were considered for the meta-analysis. If only one study looked at a particular association (e.g., the relationship between usefulness and intention to participate in online learning ; Patterson & Resko, 2015), this study was not included in the meta-analysis because there would be no pooled estimate. However, studies excluded for this reason were still included in the narrative synthesis.…”

Section: Methodsmentioning

confidence: 99%

“…To classify measures of engagement, JL repeated the procedure for categorizing predictors. For example, all course completion measures were grouped together (two studies used learning analytics to identify who completed the course; Patterson & Resko, 2015; Zha et al, 2017), and course completion was one of many groups categorized as behavioral engagement. Again, a second author checked grouping and categorization, with disagreement resolved through discussion.…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

Lee¹,

Sanders²,

Antczak

et al. 2021

Review of Educational Research

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The internet has become the chosen medium for professional learning. Completing professional learning can improve work performance; however, many individuals who begin online courses do not complete them. It is not well understood which influences keep individuals engaged in online professional learning. We address these issues with a systematic review. Our review of 51 studies and 9,583 participants includes a narrative synthesis and a meta-analysis that examined influences on user engagement in online professional learning. We found that course design and employers’ provision of time to complete learning are key for engaging learners. Other important influences were learners’ reasons for learning (e.g., intrinsic value and perceived usefulness), access to learning support, and opportunities for interaction during the learning experience.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

Lee¹,

Sanders²,

Antczak

et al. 2021

Review of Educational Research

View full text Add to dashboard Cite

show abstract

“…Furthermore, participants from rural communities and lower populated cities were given the highest priority, because increasing accessibility of SAFE training was a major goal of the training project. Of the 198 participants who enrolled in the training, 151 completed the training (see Patterson & Resko, 2015 for the study examining participant attrition and sampling details for the training).…”

Section: Methodsmentioning

confidence: 99%

Shifting Sexual Assault Forensic Examiners Orientation From Prosecutorial to Patient-Centered: The Role of Training

Patterson

Pennefather

Donoghue

2017

J Interpers Violence

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Sexual assault forensic examiners (SAFEs) have a complex role that entails providing health care and medical forensic evidence collection. The literature indicates that there are two orientations that guide SAFEs in this role. A patient-centered orientation emphasizes attending to emotional needs, offering options, and respecting survivors' decisions, which has been linked to positive emotional outcomes. A prosecutorial orientation places emphasis on evidence collection and has been associated with providing fewer comprehensive services. SAFE training may play a pivotal role in guiding new SAFEs to adopt a patient-centered orientation. However, there is a paucity of research examining how training can bolster the adoption of this orientation. Thus, the current qualitative study explored if and how a national blended SAFE training influenced participants' adoption of a patient-centered orientation. Semistructured qualitative interviews were conducted with 64 health care professionals who participated in a national SAFE training. Utilizing analytic induction, the results suggest that the majority of participants entered the training with a prosecutorial orientation but shifted to a patient-centered orientation. Multiple elements of the training influenced this shift including (a) content that dispelled misconceptions of survivors; (b) providing explanations of how attending to survivors' well-being can lead to positive outcomes;

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“…Of those who declined, many volunteered their reasons for declining the invitation such as finding a SAFE course that began sooner and personal circumstances (e.g., family death). All students who completed the SAFE training and had no missing data on the independent variables were included in the current analysis (N = 151; see Patterson & Resko, 2015, for study examining student attrition).…”

Section: Samplementioning

confidence: 99%

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

Patterson

Resko

2015

Journal of Forensic Nursing

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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.

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Predictors of Attrition for a Sexual Assault Forensic Examiner (SAFE) Blended Learning Training Program

Cited by 7 publications

References 34 publications

Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

Shifting Sexual Assault Forensic Examiners Orientation From Prosecutorial to Patient-Centered: The Role of Training

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

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