Abstract
Aim: The purpose of this study was to describe the lived experiences of nurses on their journey before and after becoming a sexual assault nurse examiner (SANE).
Design: A qualitative descriptive research design was used in this study.
Methods: A semi-structured interview was conducted among ten nurses who completed SANE training from a medically underserved community.
Findings: Perceptions of being valued and supported and program rigor influenced trainees’ commitment to complete the SANE program. Misconceptions about the role changed as trainees were immersed in the training. Being isolated and underutilized from the health care delivery system and the broader medico-legal system were faced by SANEs after completing SANE training. Continuous use of telemedicine and funding for a SANE center and capacity, as well as greater emphasis on the legal aspect of the role during training, are recommended by SANEs.
Conclusion: Trainees' experiences during SANE training influence program retention and completion. To fully build the capacity of SANEs in the community, an infrastructure, and a system must be developed to embrace and integrate new SANEs into the broader medico-legal system so they can perform in the role.
Implications: The findings of the study have implications for policies in compelling medico-legal and political systems to help build SANE capacity in the community, especially in medically underserved regions. Likewise, continuous input and involvement of trainees in the training implementation is critical to SANE program retention.
Impact: This study provides some of the lessons learned in the training and education of nurses to become SANEs and factors that can lead to the decline of a SANE capacity after so many resources have been invested in it.
Notes
References:
Marti Castaner, M., Fowler, R., Landers, C., Cohen, L., & Orjuela, M. (2021). How trauma related to sex trafficking challenges parenting: Insights from Mexican and Central American survivors in the US [Article]. PLoS ONE, 16(6), 1-29. https://doi.org/10.1371/journal.pone.0252606
Mitchell, S., Charles, L., & Downing, N. (2022). Increasing Access to Forensic Nursing Services in Rural and Underserved Areas of Texas. Journal of Forensic Nursing, 18(1), 21-29. https://doi.org/10.1097/JFN.0000000000000351
Morris, A., Goletz, S., & Friona, J. (2022). Indiana Sexual Assault Nurse Examiner Training Initiative: Positive Impacts for Medical Forensic Care. Journal of Forensic Nursing, 18(3), 146-155. https://doi.org/10.1097/JFN.0000000000000383
Patterson, D., & Resko, S. (2020). Factors Associated With Knowledge Retention 3 Months After a Sexual Assault Forensic Examiner Blended Learning Course. Journal of Forensic Nursing, 16(3), 138-145. https://doi.org/10.1097/JFN.0000000000000293
Sandelowsk, M. (2010). What's in a name? Qualitative description revisited. Research in Nursing & Health, 33(1), 77-84. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=psyh&AN=2010-01253-007&authtype=sso&custid=s9609537&scope=site&custid=s9609537
Sandelowski, M. (2000). Focus on research methods. Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334-340. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ccm&AN=107140570&scope=site&custid=s9609537
Sekula, L. K., Colbert, A. M., & Currie, M. (2022). Development of the Duquesne University School of Nursing sexual assault nurse examiner training model. Journal of Forensic Nursing, 18(1), 39-45. https://doi.org/10.1097/JFN.0000000000000349
Sheeran, B., Kiser, L., Williams-Gilbert, W., & Enslow, E. (2022). Sexual Assault Nurse Examiner Training: A Review of Literature and Implication for Nursing Education and Service to Rural Communities. Journal of Forensic Nursing, 18(2), 78-84. https://doi.org/10.1097/JFN.0000000000000366
Shefali, L., & Lai, K. (2013 ). More hospitals to collect sexual assault evidence. The Texas Tribune
Shoope, T. D. (2023). What is a Sexual Assault Nurse Examiner (SANE)? KBN Connection(77), 12-15. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ccm&AN=173478882&authtype=sso&custid=s9609537&scope=site&custid=s9609537
Sitompul, E., & Cipto, B. (2023). Securitizing the Unseen: Behind Trump's Reliance on Mexico in Combating Irregular Immigration [Article]. Global Strategis, 17(2), 327-346. https://doi.org/10.20473/jgs.17.2.2023.327-346
Stanley Jr, D. C. (2023). Experiences of Black Male Doctoral Students in Psychology: A Focus on Protective Factors. Journal of Black Psychology, 49(5), 575-597. https://doi.org/10.1177/00957984231191846
Texas Legislature Online. (2021). https://capitol.texas.gov/tlodocs/87R/billtext/pdf/SB00476F.pdf
Thiede, E., & Miyamoto, S. (2021a). Rural Availability of Sexual Assault Nurse Examiners (SANEs). The Journal of rural health : official journal of the American Rural Health Association and the National Rural Health Care Association, 37(1), 81-91. https://doi.org/10.1111/jrh.12544
Thiede, E., & Miyamoto, S. (2021b). Rural Availability of Sexual Assault Nurse Examiners (SANEs) [Journal Article]. Journal of rural health, 37(1), 81-91. https://doi.org/10.1111/jrh.12544
Torregosa, M. B., Chaudhuri, N., del Rosario Benavides, M., & Jackson, A. (2022). Building a Capacity of Sexual Assault Nurse Examiners in an Underserved U.S.–Mexico Border Region. Journal of Forensic Nursing, 18(1), 30-38. https://doi.org/10.1097/jfn.0000000000000371
Torregosa, M. B., Patricio, O. M., & Del Rosario Benavides, M. (2023). Sexual Assault Nurse Examiner (SANE) program: Long-term impact on confidence and attitudes on SANE trainees. Nurse Education in Practice, 72, 103757. https://doi.org/https://doi.org/10.1016/j.nepr.2023.103757
Sigma Membership
Non-member
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Qualitative Research
Keywords:
Academic-clinical Partnership, Implementation Science, Interprofessional, Interdisciplinary, Interprofessional Evidence-Based Solutions, Sexual Assault Nurse Examiner, SANE
Recommended Citation
Torregosa, Marivic B., "Becoming a Sexual Assault Nurse Examiner (SANE)" (2025). Biennial Convention (CONV). 77.
https://www.sigmarepository.org/convention/2025/presentations_2025/77
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-26
Becoming a Sexual Assault Nurse Examiner (SANE)
Indianapolis, Indiana, USA
Aim: The purpose of this study was to describe the lived experiences of nurses on their journey before and after becoming a sexual assault nurse examiner (SANE).
Design: A qualitative descriptive research design was used in this study.
Methods: A semi-structured interview was conducted among ten nurses who completed SANE training from a medically underserved community.
Findings: Perceptions of being valued and supported and program rigor influenced trainees’ commitment to complete the SANE program. Misconceptions about the role changed as trainees were immersed in the training. Being isolated and underutilized from the health care delivery system and the broader medico-legal system were faced by SANEs after completing SANE training. Continuous use of telemedicine and funding for a SANE center and capacity, as well as greater emphasis on the legal aspect of the role during training, are recommended by SANEs.
Conclusion: Trainees' experiences during SANE training influence program retention and completion. To fully build the capacity of SANEs in the community, an infrastructure, and a system must be developed to embrace and integrate new SANEs into the broader medico-legal system so they can perform in the role.
Implications: The findings of the study have implications for policies in compelling medico-legal and political systems to help build SANE capacity in the community, especially in medically underserved regions. Likewise, continuous input and involvement of trainees in the training implementation is critical to SANE program retention.
Impact: This study provides some of the lessons learned in the training and education of nurses to become SANEs and factors that can lead to the decline of a SANE capacity after so many resources have been invested in it.