Delivery and Evaluation of Sexual Assault Forensic (SAFE) Training Programs

• NCJ Number: 247081
• Author(s): Debra Patterson, Ph.D.; Stella Resko, Ph.D.; Jennifer Pierce-Weeks, R.N.; Rebecca Campbell, Ph.D.
• Date Published: March 2014
• Length: 240 pages
• Grant Number(s): 2010-NE-BX-K260
• Agencies: NIJ-Sponsored

Annotation

This study evaluated the effectiveness of the International Association of Forensic Nurses' Sexual (IAFN) Assault Forensic Examination (SAFE) training programs.

Abstract

The evaluation's overall assessment is that the IAFN SAFE training curriculum and blended training model provides a strong foundation that can be built upon to meet the diverse learning needs of clinicians across the Nation. The training includes a didactic portion delivered online over a 12-week period and a 2-day simulated clinical skills workshop. Healthcare clinicians from across the Nation were enrolled in the training (n=198). Of these, 79.3 percent completed the training. Students were more likely to complete the training when they enrolled in the program primarily because of the 2-day clinical component. Students who worked in rural communities were more likely to complete the training than students from urban and suburban communities. The mean post-test scores on relevant knowledge were significantly greater than the mean pre-test scores for all 12 online modules. Knowledge gain was positively associated with students who had a reliable Internet connection, students who were drawn to the training because it was free, and those with higher levels of motivation. Lower knowledge gains were significantly related to having more work/personal barriers and those who were drawn to SAFE practice because they or someone close to them had personal experience with sexual assault. Lower knowledge gain was also marginally linked to students who reported less comfort with computers. Students experienced a reduction in knowledge retention from 77.92 percent at post-test to 68.83 percent at the follow-up exam. Qualitative interviews with students suggested that the clinical training helped clarify, broaden, or solidify the content covered in the online modules. Most students reported using many approaches they learned in the training with their post-training patients. The details of the evaluation methodology are described. 4 figures, 18 tables, 188 references, training modules, and evaluation materials