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Current trends in sexual assault medical forensic exams and examiners
Published in Rachel E. Lovell, Jennifer Langhinrichsen-Rohling, Sexual Assault Kits and Reforming the Response to Rape, 2023
Julie L. Valentine, Nancy R. Downing
Additional research on the impact of care provided by SANEs on patients, forensic science, and criminal justice system outcomes is necessary to develop evidence-based practice guidelines. The Constructed Theory of Forensic Nursing Care (Valentine et al., 2020) suggests that forensic nurses with specialized education improve multidisciplinary outcomes for patients affected by violence and trauma and provides a framework for conducting forensic nursing research. Research trials to test this assertion are necessary.
Evaluating Forensic Cases
Published in Julie Dickinson, Anne Meyer, Karen J. Huff, Deborah A. Wipf, Elizabeth K. Zorn, Kathy G. Ferrell, Lisa Mancuso, Marjorie Berg Pugatch, Joanne Walker, Karen Wilkinson, Legal Nurse Consulting Principles and Practices, 2019
Marjorie Berg Pugatch, Deborah A. Wipf, Sandra Higelin, Jennifer Oldham, Anita Symonds
Forensic nursing education varies from a certificate program to advanced degree programs. Forensic nurses are certified in a practice area, such as sexual assault, examination of adult or pediatric patients (SANE-A or SANE-P). Conferring certifications is by examination verifying a specific knowledge base (IAFN, n.d.). Graduate degree programs in forensic nursing at both the Master’s and Doctoral levels are available in several areas of the United States (Hammer, Moynihan, & Pagliaro, 2013). Emergency department nurses have a degree in nursing and may have either a certification or a certificate in specific forensic areas.
Services for people requiring secure forms of care
Published in Chambers Mary, Psychiatric and mental health nursing, 2017
Michael Mckeown, Fiona Edgar, Ian Callaghan
In the last two-and-a-half decades there has been growing international interest in the care of people in secure settings (for example, in Sweden,4 New Zealand,12 Australia,13 Turkey,14 Germany15 and the USA16). This has included early deliberations about professional identity, definition and role.8,17–32 Associated with this professionalization trajectory have been international efforts to define forensic nursing competencies and educational curricula33–35 and attempts to inform generalist mental health nurse training with forensic ideas and practices.36 Largely but not exclusively associated with North America, the ‘forensic nursing’ category can also include practitioners who support the victims of crime, or collect crime scene evidence.37–41
A Survey for Examining the Validity and Reliability of the Japanese Version of the Forensic Psychiatric Nursing Competence Scale
Published in International Journal of Forensic Mental Health, 2023
Kayo Matsuura, David Timmons, Ayumi Takano
The clinical competency extracted by Tajima and Yamada (2011, 2014) indicated the clinical nursing competencies of Japanese mental health nurses. Forensic mental health nursing was identified as a subspecialty of general mental health nursing rather than a subspecialty of forensic nursing where the focus was more victim-oriented (Martin et al., 2013). Therefore, the clinical competency of mental health nurses could be hypothesized to be overlapped with the FPNC-J. The clinical competency of mental health nurses consisted of 12 items, grouped under the four factors of ‘Assessment,’ ‘Helping practice,’ ‘Creating a basis for helping’ and ‘Use of knowledge from experience’ (Tajima & Yamada, 2014). Unfortunately, their reliability was not confirmed in previous studies. The items were rated on a 5-point Likert scale, which ranged from 1 (strongly disagree) to 5 (strongly agree). The total scores for these items were calculated, and higher scores indicated better clinical competency in mental health nursing. We hypothesized that the FPNC-J would be positively correlated with the total score for clinical competency, given that the 12 items contained similar concepts in Area 1 (i.e., promote and implement principles that involve effective quality and practice), 2 (i.e., assess, develop, implement, evaluate, and improve care programs for individuals), and 3 (i.e., create and maintain environments and relationships with individuals that value them as people) of the original FPNC.
How often do nurses suspect violence and domestic violence in local emergency medical communication centre? A cross-sectional study
Published in Scandinavian Journal of Primary Health Care, 2022
K. Steen, K. Alsaker, G. Raknes
Generally, more focus on violence in health care settings is needed, and more training to detect violence in general and the more hidden domestic violence particularly, is necessary [25]. Education in forensic nursing should be strengthened. From 2021, all health care professionals working in emergency health care in Norway are obliged to take a 6–8-hour internet course about abuse and violence, covering several aspects of forensic nursing. We think that early detection and intervention against violence is important. Thus, screening and detection of violence at triage level is an advantage. Future research should investigate the impact of this course on the detection rate of violence, both at triage level and at other levels of emergency care. In a busy LEMC, screening for violence may consume time and potentially displace resources that are needed to handle other patients, some of them with potentially acute life-threatening medical conditions. Screening for violence against partners, as well as elders, and child abuse may be particularly difficult at LEMCs and in emergency departments [26–28].
Forensic Mental Health Nurses' Perceptions of Clinical Supervision: A Qualitative Descriptive Study
Published in Issues in Mental Health Nursing, 2021
Alan Feerick, Louise Doyle, Brian Keogh
Lowdell and Adshead (2009) suggests that it is psychologically healthy for nurses to be able to reflect on the difficulties they have with service users and this can occur within a clinical supervision dyad and can counteract the effects of emotional labour within secure environments as described by Walsh (2010) and Nolan and Walsh (2012). With regard to index offences within forensic settings, processing and understanding these can be challenging for nurses and frightening and distressing for service users (Askola et al., 2019). This process is described as a highly significant issue and a major component of the care plan (Askola et al., 2019) underscoring the specialist nature of forensic nursing and its contribution to service user outcomes (Valentine et al., 2020). However, when nurses are not able to see the service user beyond the index offence, or to recognise their vulnerability and potential for recovery then formation of therapeutic relationships is difficult (Jacob & Holmes, 2011). In the absence of formal education programmes, clinical supervision has the potential to assist nurses to acquire skills, knowledge and competence in this area while also processing any distressing emotions that might emerge. In addition, clinical supervision might offer opportunities to explore shared formulations of therapeutic relationship difficulties as suggested by Pettman et al. (2020). This is in line with the aims of clinical supervision as outlined by the National Policy for the Implementation of Clinical Supervision (2019).