Assessment of forensic practice specific to the trauma setting was the purpose of this pilot study. Thirty-eight trauma nurses from a level II trauma center completed a questionnaire related to their knowledge of forensic practice. Although 58% of nurses had some education related to forensics, emergency department nurses were significantly more knowledgeable about existence of protocols than were intensive care unit nurses. Most respondents indicated a willingness to incorporate forensic principles into practice. Forensic education and standardization of protocols would enhance clinical practice in the trauma setting.

Partnering with patients and families through a Patient and Family Advisory Council (PFAC) provides the opportunities to improve health care quality and safety. PFAC is a well-defined group of patients, families, and staff members who meet on a regular basis to ensure that patient's experiences, points of view, and recommendations are identified and shared with the organization. In fall 2010, at our level 1 trauma center, Trauma Services collaborated with the trauma nursing staff to formulate our first trauma-related PFAC.

Emergency department (ED) nurses care for victims of trauma almost daily. Although preservation of evidence is crucial, the ED is chaotic when a trauma patient arrives and staff members must do everything possible to save the patient's life. However, an integral responsibility of the staff nurse is collection and preservation of forensic evidence. This article provides insight into the process undertaken by a multidisciplinary team to develop a set of evidence-based guidelines for forensic evidence collection. The team compiled evidence from more than 20 articles and consultations with law enforcement officials and forensic experts. This information was used to develop a set of guidelines for forensic evidence collection in the ED or operating room. Staff educational needs presented some challenges. Training was designed to specifically address the roles of three major groups of staff: patient representatives and emergency and trauma nurses. Educational topics included evidence recognition, handling of clothing, gross/trace evidence, documentation, packaging of evidence, and use of the "chain-of-evidence" form. Practice modifications included development of a new "chain-of-evidence" form, a forensic cart in the operating room, and use of a collapsible plastic box for collection of clothing in the ED.

The ability of sexual assault nurse examiners to correctly identify and collect DNA evidence improves patient outcomes and prosecution rates. The purpose of this paper is to present findings from a collaborative evidence-based practice (EBP) project between forensic nurses and baccalaureate nursing students. The goal of the project was to determine best practice using an alternate light source (ALS) to identify trace DNA evidence in sexual assault forensic examinations. Using the Johns Hopkins Nursing Evidence-based Practice model, the team searched several databases to summarize the limited amount of evidence available regarding this topic. Recommendations from the EBP project include: elimination of the Wood's lamp in sexual assault examinations; use of an ALS that provides appropriate wavelengths to detect DNA; education of forensic nurses about the advantages and limitations of an ALS; and additional research related to use of an ALS. By participating in similar collaborative efforts, practicing forensic nurses have the opportunity to collaborate with local colleges and universities to make complex projects more manageable while fulfilling the International Association of Forensic Nurses vision for ethical practice.