Sexual Assault Simulation Course for Healthcare Providers

Abstract

Patients who have been sexually assaulted disproportionately experience gaps in healthcare delivery. Ensuring that healthcare providers who care for this population are adequately prepared is one way of addressing this gap. At the Brigham and Women's Hospital, a 4-hour long interprofessional Sexual Assault Simulation Course for Healthcare Providers (SASH) was developed and conducted at the hospital's Simulation, Training, Research, & Technology Utilization System Center. The SASH is offered using a variety of teaching methodologies including didactics, skill stations comprising how to collect forensic evidence, simulation experience with standardized patient, and debriefing. Using simulation as an educational method allows healthcare professionals to gain hands-on skills in a safe environment. Ultimately, the goal of the SASH is to enhance collaborative practice between healthcare professionals and to improve knowledge, with the purpose of improving care for patients who have been sexually assaulted.

Identification of Clinician Training Techniques as an Implementation Strategy to Improve Maternal Health: A Scoping Review

“…[ 19,24,25,32,39,41,42,45,55,63,68,77,89,94,105,111,116,119,127,138,140,141,[143][144][145][146][147][148][149][150][151][152][153][154] Simulation Debrief (n = 34) A debrief session among simulation participants following the formal simulation. [27,48,49,52,59,83,87,88,92,[96][97][98]100,104,[111][112][113]115,…”

“…The training incorporated the use of video in some way. [24,34,35,38,41,52,53,65,73,82,88,92,96,98,[102][103][104]107,111,113,116,117,123,127,132,138,139,144,146,147,149,150,154] Published Curriculum (n = 32)…”

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

“…Programs that pair online learning with simulation show promising results in terms of reducing cost, increasing access to SANE/SAFE education, and increasing both competency and confidence students (Patterson et al, 2014; Patterson & Resko, 2015a, 2015b; Scannell et al, 2015; Ferguson & Faugno, 2009). Although inferences from parallel literature in education can be made, the only articles analyzing live classroom experiences were those with condensed training mechanisms targeting the education of emergency department providers rather than SANE nurses (Auten et al, 2014; Nathan & Ferrara, 2020; Ferguson & Faugno, 2009).…”

Vivencias del paciente estandarizado en población LGBTI y víctimas de violencia sexual: un estudio de grupo focal

“…Las estrategias orientadas a perfeccionar las competencias para la atención en salud de la población LGBTI (11) y víctimas de violencia sexual (12,13) plantean desafíos notables, que pueden ser abordados en escenarios de simulación con PE enfocados en propiciar el aprendizaje significativo en el personal sanitario. Existen experiencias con el uso de simulación con PE en casos de violencia sexual (13,14) que han influido favorablemente en la praxis profesional y han añadido valor al programa de formación, al mostrar cambios en el conocimiento, la conciencia y las actitudes específicas para una atención informada sobre el trauma (14), y al resaltar la utilidad del debriefing, que ayuda a consolidar el aprendizaje (13). Una de las ventajas es la ausencia de riesgo de dañar al paciente real, la posibilidad de repetición y la disminución de la ansiedad de los estudiantes al mejorar su experiencia de aprendizaje (15,16).…”