Forensic nursing educational development: an integrated review of the literature
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Accessible summary 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. Abstract The forensic area of practice has been a popular career choice and area of study for many of the health science disciplines. 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. This integrated review of the literature overviewed the historical development of each of the forensic nursing subspecialties and identified gaps in specialty nursing educational development. Although multiple studies for the last 30 years identified the need for forensic nursing education, recommendations did not soon translate into educational curriculum development. The literature showed that role development was not concurrent with educational development in all forensic nursing subspecialties.Keywords:
Forensic nursing
Specialty
Forensic psychiatry
Nursing practice
Psychiatrists are often requested for medical examination to assess children who may have been physically or sexually abused.An important clinical and forensic aspect in the evaluation of these children is the credibility of the children's testimony.In the reported case, fantastical pseudology is illustrated as a manifestation of infantile testimony, followed by discussion of its characteristics and the possible differential diagnosis
Forensic psychology
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Abstract Background Unfortunately, racism and discrimination against Ethnic minority (EM) has been globalized, universally infecting industries worldwide, and the field of nursing has not been spared. In the United States (US), overt and institutionalized racism (IR) still permeates the fields of nursing, nursing leadership, and nursing education. Programs to address these disparities, and efforts by nursing professional societies and nursing education policymaking bodies to address racism in the nursing field, specifically with nursing leadership and education, have met with little success. Objective The purpose of this paper is to illustrate the existence and magnitude of racism and its impact on the fields of nursing, nursing leadership, and nursing education, and to make evidence-based recommendations for an agenda for reforming nursing education in the US. Methods A narrative literature review was conducted with a focus on pulling together the strongest evidence on which to base policy recommendations. Results Based on the available literature, we put forth five recommendations aimed at modifying nursing education in the US as a strategy to counter IR in the US in the nursing field. Conclusions Recommendations to address IR in nursing focus on nursing education, and involve implementing programs to address the lack of opportunity for both EM students and faculty in nursing, developing an anti-discriminatory pedagogy, and incorporating diversity initiatives as key performance indicators (KPIs) in the process of approval and accreditation of nursing programs.
Nursing management
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Until recently discussion about nursing research centred on the need to get it carried out. Attention is now being focused on how to get nursing research used, since so far, such research findings has not, on the whole, been assimilated into practice. Until this occurs the practice of nursing will not and cannot be research-based in any meaningful way. It is postulated that nursing research findings provide nurses with indicators for practice. This assumes that such findings are available and that the main barrier to their use is the poor communication of this research, (in a form they can understand) to nurse practitioners. However recent research into the use of research findings casts doubt on this assumption and it can be argued that such a view is too simplistic. In this paper therefore, three questions are asked: (1) Are relevant nursing research findings available which provide indicators for practice? (2) What indicators do such findings provide? (3) Are such findings used by nurse-practitioners? Using specific examples from nursing research, ideas and suggestions are put forward which provide a basis for possible answers. Finally the paper discusses the interdependence of research and practice and the need for them to develop together.
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1. Discovering Nursing Research 2. Introduction to the Quantitative Research Process 3. Research Problems, Purposes, and Hypotheses 4. Review of Literature 5. Understanding Theory and Research Frameworks 6. Examining Ethics in Nursing Research 7. Clarifying Research Designs 8. Populations and Samples 9. Measurement and Data Collection in Research 10. Understanding Statistics in Research 11. Introduction to Qualitative Research 12. Critiquing Nursing Studies 13. Using Research in Nursing Practice with a Goal of Evidence-Based Practice
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1. Discovering Nursing Research 2. Introduction to the Quantitative Research Process 3. Research Problems, Purposes, and Hypotheses 4. Review of Literature 5. Understanding Theory and Research Frameworks 6. Examining Ethics in Nursing Research 7. Clarifying Research Designs 8. Populations and Samples 9. Measurement and Data Collection in Research 10. Understanding Statistics in Research 11. Introduction to Qualitative Research 12. Critiquing Nursing Studies 13. Using Research in Nursing Practice with a Goal of Evidence-Based Practice
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Since, 1944 the Egyptian legal regulations for the admission of the mentally ill patients had not been changed until recently, at the year 2009.The application of the newly established law, the law of the care of the mentally ill patients which was inspired by a relatively new concept; the competence to consent to treatment was found to lake the knowhow and the practice revealed that, many physicians and psychiatrists answer the question of competence with the insight terms.This work is aiming for better understanding of the law for mentally ill patients through highlighting the concept of the competence and making a roster work for the first time in Egypt as regard the objective assessment of competence to consent to treatment using forensic instruments and clinical scales.Also, demonstrating by the results of the work, how objective assessment not only evaluates but also enhances the decision making capacity.
Forensic psychiatry
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The fundamental pillars of nursing science—nursing care, management, and teaching and research—are in constant evolution. The adaptation of Spanish nursing to the European Higher Education Area has promoted nursing research. Over the past few years, several institutions have made official statements concerning the difficulty of finding teaching staff for university nursing degrees. This is closely linked to the production of research, given that minimum criteria must be met for university teacher accreditation. The goal of this study is to analyze scientific production in nursing, nursing research and teaching in The Web of Science in order to establish how this is progressing and to gain further insight into the field of academic nursing. A total of 34,497 documents were analyzed using the Bibliometrix software version 4.1.0. The results reveal an increase in nursing research over time. Most of this is published in English and mainly focuses on specific nursing areas, such as oncology or psychiatry. Spain occupies the eighth place worldwide in nursing research. In spite of this position, the data suggest that other factors are blocking the accreditation of university teachers of nursing in Spain. They also reflect the need to encourage nursing research in this setting in the future.
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ABSTRACT As a growing profession, forensic nursing requires research to establish best practice guidelines leading to evidence-based practice. In addition, forensic nursing quality improvement projects are necessary to evaluate and improve practices and policies. The purpose of this article is to provide step-by-step guidelines on research and quality improvement projects to encourage all forensic nurses to actively contribute to and utilize research in practice. Research will expand our forensic nursing science and knowledge base. Ultimately, forensic nursing research will benefit our patients and communities by establishing enhanced, evidence-based care.
Forensic nursing
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The practice of trauma-informed care (TIC) allows nurses in any setting to identify and intervene with traumatized individuals and to create a continuum of care when forensic nursing services are needed. The purpose of this article is to suggest ways to incorporate TIC content into baccalaureate nursing programs. We begin with an overview of baccalaureate nursing curricula and common types of traumatic experience important for students to understand. We then propose specific strategies for inclusion of TIC content in baccalaureate nursing education, using the American Association of Colleges of Nursing Essentials of Baccalaureate Education for Professional Nursing Practice. With a solid foundation in TIC, baccalaureate-prepared nursing students can provide effective patient care and better support forensic nursing practice. This will increase the capacity of the nursing profession in general to meet the needs of those affected by trauma, violence, and abuse.
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The tension between custody and caring is particular to correctional nursing practice, including issues such as the correctional priorities of safety and security that often dominate nursing practice. The evidence that should underlie correctional nursing practice is regrettably sparse. There are two reasons a grounded theory (GT) approach is paramount for building foundational knowledge to advance correctional nursing practice. First, the development of theories regarding correctional nursing practice will provide an in-depth understanding of this subspecialty of nursing and lead to further research endeavors. Second, correctional nursing practice is a process carried out in correctional institutions. The GT approach is "process oriented" and thus is appropriate for exploring the implementation of correctional nursing practice. Two GT approaches have evolved since first described by Glaser and Strauss. We contend that the approach offered by Strauss and Corbin may be more beneficial for studying how correctional nurses implement their practice.
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