Forensic nursing science knowledge and competency: the use of simulation

Development and evaluation of a forensic nursing competency-based hybrid simulation education program: A quasi-experimental design

AIM

This study aimed to develop and validate the effectiveness of a hybrid simulation education program designed to enhance the forensic nursing competency of emergency department nurses.

BACKGROUND

Emergency nurses often bear the responsibility of conducting forensic nursing assessments and interventions, such as patient recognition and evidence collection, to safeguard patients' legal rights, given their frequent encounters with emergency department patients. Simulation methods have proven effective in training for forensic nursing care. However, there is still a need for the development of forensic nursing education using simulation methods.

DESIGN

This study employed a one-group pre-test/post-test quasi-experimental design. A four-hour simulation education program was developed based on the analysis, design, development, implementation, and evaluation model, with a focus on enhancing forensic nursing competency.

METHODS

Nurses with more than six months of clinical experience in the emergency department in South Korea were divided into an experimental group (n=23) and a baseline comparison group (n=24). Both groups completed self-evaluations of their forensic nursing competency through a survey. The experimental group underwent the simulation education program, and their forensic nursing performance was evaluated before and after the program. Following the training, participants completed a questionnaire to assess their forensic nursing competency and satisfaction with the program.

RESULTS

The initial forensic nursing competency of the experimental and baseline comparison groups was found to be similar. However, the forensic nursing competency and performance of the experimental group exhibited significant improvement after the training. Regarding program evaluation, the average scores on a 5-point scale were as follows: theoretical lecture (4.79 SD 0.27), simulation education (4.78 SD 0.29), simulation design (4.42 SD 0.45), and satisfaction with the educational program (4.82 SD 0.28).

CONCLUSIONS

The forensic nursing competency-based simulation education program herein improved the relevant competency and performance of emergency nurses.

The assessment and exploration of forensic nursing concepts in undergraduate nursing curricula: a mixed-methods study

OBJECTIVES

The purpose of this study was to assess the importance and explore the inclusion of forensic nursing concepts in undergraduate nursing curricula.

METHODS

This study used a mixed method design to survey undergraduate nurse educators (n=1,000) across the United States. Utilizing a convergent parallel design, data were analyzed independently, sequentially, and combined to synthesize the results and cultivate the overall conceptualization of the findings.

RESULTS

Significant differences were found about the importance and the integration of forensic concepts in the curricula based on the faculty member's teaching area and area of clinical practice. Triangulation of data determined faculty valued their role of improving holistic care to victims of violence. However, time, curriculum rigidity, and lack of forensic concept knowledge hindered the inclusion of forensic nursing concepts in curricula.

CONCLUSIONS

Findings from this study support the recommendation for faculty development, community collaboration, and utilizing teaching modalities to integrate forensic nursing concepts into undergraduate curricula.

Evaluation of Fundamental Forensic Knowledge and Perceived Ability in Emergency Nurse Practitioner Education via Forensic Simulation

INTRODUCTION

The need for trauma care and forensic services is among the top five reasons for seeking healthcare in the United States. Critical aspects of caring for a forensic patient include early recognition of the need for implementing forensic approaches to care: assessment, evidence collection and preservation, and forensic documentation. The intent of this study was to examine fundamental forensic knowledge and perceived ability of graduate-level emergency nurse practitioner students.

METHODS

The study was designed to assess fundamental forensic knowledge of graduate-level emergency nurse practitioners using a pretest-and-posttest prospective design utilizing simulation.

RESULTS

Students showed an increase in their knowledge of forensic nursing concepts from pretest to posttest (t(39) = 9.63, p < 0.001). In addition, there was an increase in students' perceived ability (confidence) to recognize the forensic aspects of patient care. Two unexpected findings were revealed during debriefing. Although the students were interested in gaining forensic knowledge, they felt it was more important to know when to refer a patient rather than to gain the requisite knowledge to perform forensic functions on their own. Furthermore, students developed an awareness of how their previous clinical experiences influenced their care.

CONCLUSION

Findings from this study will inform further development of graduate-level nursing education to include forensic and multidisciplinary simulation exercises.