The professional competence profile of Finnish nurses practising in a forensic setting (original) (raw)
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Forensic psychiatric nursing: skills and competencies: I
This paper reports on an investigation into the skills and competencies of forensic psychiatric nurses from the perspective of three groups: (A) forensic psychiatric nurses; (B) non-forensic psychiatric nurses; and (C) other disciplines. A national survey of forensic psychiatric services in the UK was conducted, and information gathered on the perceived skills and competencies in this growing field of psychiatric practice. From 3360 questionnaires, 1172 were returned, making a response rate of 35%. The results indicate a small discrepancy between forensic nurses' and non-forensic nurses' perceptions of the role constructs of forensic practice. However, a larger difference was noted between nurses' perceptions and other disciplines' perceptions of the constituent parts to forensic psychiatric nursing. Nurses tended to focus on personal qualities both in relation to themselves and the patients, while the other disciplines focused on organizational structures both in defining the role and in the resolution of perceived deficits. The findings have implications for multidisciplinary working, as well as policy formulation and curriculum development in terms of the skills and competencies of forensic nurse training.
Journal of Psychiatric and Mental Health Nursing, 2000
This questionnaire study aimed to investigate nurses' views regarding the areas of responsibility, work content and the theoretical perspectives found to dominate nursing duties in Swedish forensic care. The sample (n = 350) was chosen randomly from the five forensic units which provide treatment for patients in Sweden and there was a response rate of 70% (n = 246). The role of the nurses consisted mainly of actions related to activities of daily living (ADL)-activities. It is worth noting that, within the area of ADL-activities, practical work on the ward was the nurses' most common responsibility as well as work content. Less dominating aspects, were educating patients' families, leading group discussions with family or patients, co-operating with social authorities as well as activities related to life outside the unit. There were no significant differences with regard to gender but several differences between registered nurses (RNs) and licensed mental nurses (LMNs) were noted. There were mostly weak correlations between areas of responsibility or work content and theoretical perspectives. The results thus suggest that nurses in forensic care view their work to be mainly directed at patients' capacity for ADL-activities, medical psychiatric actions, informing and educating patients and families and assessing patients. An even greater emphasis on these aspects may be warranted because of the patients' serious deficits in social and life skills. It may be useful to consider an increased focus on a psychoeducational approach and to develop and test methods focusing on the development of patients' capacity for activities related to daily living in a broad sense. Further research is needed to investigate whether the aspects that dominate nursing care also coincide with what the patients apprehend as beneficial for their recovery.
Forensic Nursing Science Knowledge and Competency
Critical Care Nursing Quarterly, 2015
Forensic nursing is a nursing specialty that provides services to a variety of patient populations who have experienced violence, including interpersonal violence, sudden or unexpected death, and motor vehicle collisions. However, many critical care nurses have received the background knowledge or practical skills required to provide the level of care required by many forensic patients. The purpose of this study was to determine whether differences in knowledge or practical competence exist between participants using 2 different learning modalities: medium fidelity simulation versus face-to-face lecture. Participants who were enrolled in an elective online forensic nursing science course were randomly assigned to an intervention or control group. The 18 intervention group participants were given three 2-hour forensic simulation sessions in the laboratory. The 17 control group participants attended 3 face-to-face lectures covering forensic science topics. All study participants also received the same forensic course content via the online Blackboard platform. No significant differences were found between the 2 groups in either knowledge or practical competency. The lack of results may have been heavily influenced by the small sample size, which resulted in insufficient power to detect possible differences.
AMEI's Current Trends in Diagnosis & Treatment
Introduction: Forensic psychiatry is a subspecialty of psychiatry that focuses on the interface between psychiatry and the law. Nurse practising in this unique specialty may apply their skills to the care of both victims and perpetrators of crime and in a variety of settings including primary care facilities, hospitals, and correctional institutions. Material and methods: The descriptive study design was applied to assess the level of knowledge on forensic psychiatry among staff nurses at selected hospitals, Amritsar. Sixty staff nurses were selected using convenient sampling technique. The tool contained demographic and clinical variables and a self-structured knowledge questionnaire regarding forensic psychiatry, which was distributed to collect the data. Results: The results of the study show the level of knowledge of staff nurses regarding forensic psychiatry, revealing that 39(65%) had excellent knowledge and 21(35%) had good knowledge with an average mean and standard deviation (SD) of 21.38 ± 3.23. The findings of the study conclude that staff nurses working in psychiatry and critical care units have less knowledge regarding forensic psychiatry. Conclusion: There is a need to arrange in-service education regarding forensic psychiatry and also a need for continued and intensified efforts to ensure that staff nurses who are involved in providing quality health-care services must acquire knowledge and skills necessary about legal and ethical issues and the effects of misuse of law and negligence of nursing practice.
Forensic Nursing Education and Practice in the Netherlands: Where Are We at?
Journal of Forensic Nursing, 2019
Background: Forensic nursing is a new discipline to the Netherlands. Since 2013, a program has been in place to train experienced nurses in several aspects of forensic nursing, including injury assessment and wound documentation, sexual assault examination, assessment of child abuse, death investigation, and primary care for detainees of the police. Objective: The purpose of the study was to provide information on the working environment, self-rated competencies, and practice experiences of forensic nurses after having completed the program. Methods: In 2017, an online questionnaire was developed by the researchers and distributed among the 114 Dutch forensic nurses who had completed the program. Results: Eighty-three nurses responded to the questionnaire, resulting in a 73% response rate. Nurses who practiced in the emergency and ambulance sector or as pediatric nurses continued to work in these roles after having finished the program. Upon completion of the program, more nurses were employed at sexual assault centers. Overall, respondents indicated that they felt competent with performing forensic nursing tasks. Respondents had a positive outlook of their work as forensic nurses, with a large majority seeing possibilities for further expansion of their roles (87%). Forty-eight percent reported that, at times, they experienced resistance to their involvement with forensic matters from other professionals in their work environments. Discussion: Forensic nursing in the Netherlands is an emerging profession. Although its foundation has been established, further developments will only be achieved through collaboration with the wider medical field.
Forensic psychiatric nursing: a literature review and thematic analysis of staff-patient interaction
Journal of Psychiatric and Mental Health Nursing, 2010
• Today, forensic mental health nursing is part of the current psychiatric treatment offered to inpatients in Denmark. However, only sparse research exists in this area. • This paper examines what characterizes the interaction between mental health staff and inpatients in a forensic setting and what significance this interaction holds for the forensic inpatient. • The literature review spans the period September 1997 to January 2009 in the following databases: CINAHL, CSB, PsycINFO, Scopus, Pubmed, MEDLINE and Sociological Abstracts. The articles were categorized using a literature matrix and analysed using content analysis. • Two overriding themes are identified: parentalistic & behaviour-changing care and relational & personal quality-dependent care. The themes show how nursing care is reported from a relational perspective and from a custodial perspective. It demonstrates that it is not only custodial care that takes place but also care expressed as personal qualities in a relational aspect. However, only a few of the findings represent a clear account of how the interactional characteristics impact on the forensic inpatient. This is significant because it documents that no clear conclusion on the patient impact issue could be reached at this point and that further investigation needs to take place.
Forensic nursing educational development: an integrated review of the literature
Journal of Psychiatric and Mental Health Nursing, 2011
The importance of this paper's findings are: • Forensic nursing is a nursing specialty with subspecialties that focus on nursing practice who care for victims and offenders, living and deceased at the clinical legal interface. • The gaps identified in the literature indicate where educational development did not occur concurrently with role development of forensic nursing. • Role development occurred ahead of educational development for all subspecialty areas of forensic nursing except sexual assault nurse examiners, where it developed simultaneously. • Forensic nursing formal education did not develop sooner as infrastructures were not in place to support it.
Forensic mental health nursing and evidence-based practice: a quantitative study
Contemporary Nurse, 2020
Background: Little is known about the personal, professional and workplace factors that influence evidence-based practice for forensic mental health nurses. Aim: This study describes the sources of practice knowledge for forensic mental health nurses, and the factors that influence the implementation of evidence-based practice. Design: This research study utilised a cross sectional survey design. Methods: All nurses (n = 244) working in one forensic mental health in-patient facility were sent an electronic invitation to complete the Developing Evidence Based Practice Questionnaire. Data was analysed to calculate descriptive statistics. Findings: Fifty-three respondents completed the survey. Respondents reported using experiential knowledge and locally derived sources of information more frequently than research-based evidence to inform their practice. Respondents reported being least skilled at finding, reviewing and using research evidence to change practice. The most frequently rated barriers to evidence-based practice were having insufficient time and resources to both finding and reviewing information and to implement changes in practice. Conclusions: Forensic mental health nurses tend to express a bias towards valuing social or qualitative sources of information to inform practice. Exploring the relationships between individual and organisational factors in the context of forensic mental health is recommended in order to gain further insights into the translation of evidence into practice for forensic mental health nurses. Impact statement: Unique contextual aspects of the forensic mental health environment may influence the implementation of evidence-based practice. Our study highlights that further support, resources and training is required to promote the use of research-based evidence in forensic mental health nursing.