Preparedness and Practice of Forensic Nursing in Kenya

Mageto, I. G; Omoni, Grace; Cabelus, Nancy B; Inyega, Justus O.

doi:10.5958/0974-9357.2017.00072.1

Cited by 3 publications

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“…The three articles that included discussions of preparedness for various practice situations all had similar descriptions of how preparedness is viewed as a concept and concentrated on attributes such as training, skills, knowledge and understanding (Al‐Nasari et al., 2017; Heidelburg et al., 2017; Mageto et al., 2017). The Heidelburg et al.…”

Section: Methodsmentioning

confidence: 99%

A concept analysis of preparedness: Application to LGBTQ considerations for nursing

Mikovits

2020

J. Nurs. Manag.

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Section: Methodsmentioning

confidence: 99%

A concept analysis of preparedness: Application to LGBTQ considerations for nursing

Mikovits

2020

J. Nurs. Manag.

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Knowledge and attitude of university nursing students towards forensic nursing and their influencing factors: a mixed-methods study

Abou Hashish

2024

Egypt J Forensic Sci

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Background Forensic nursing, which merges healthcare and legal expertise to address trauma and violence, is vital yet often underrepresented in nursing education. Many nursing students lack knowledge in this field, underscoring the need for enhanced education to improve patient care and legal outcomes. This study aimed to assess university nursing students’ knowledge and attitudes towards forensic nursing, as well as identify factors influencing their knowledge. A mixed-methods design was conducted at a Saudi nursing college with a convenience sample of 250 students. The data were collected using a structured questionnaire comprising two parts. The quantitative part included demographic and academic characteristics, knowledge and opinions on forensic nursing, knowledge of forensic evidence, and attitudes towards forensic nursing. The qualitative part consisted of four open-ended questions about factors affecting forensic knowledge. Data analysis involved inferential statistics and content analysis. Results The study revealed that 80.4% of nursing students lacked prior knowledge of forensic nursing, and only 59.76% had some awareness of forensic evidence. A strong positive relationship was found between attitudes towards forensic nursing and knowledge of forensic evidence (r = 0.817, p < 0.001), indicating that positive attitudes could predict 66.8% of the variance in forensic evidence knowledge. Key barriers included lack of support from upper management, insufficient resources, and concerns about faculty qualifications. Students recommended integrating forensic nursing into the curriculum, offering specialized programs, and promoting research and social media awareness campaigns. Conclusions These findings underscore significant gaps in knowledge and misconceptions about forensic nursing among participants, emphasizing the critical need for education and awareness in this field. The study highlights the potential implications for integrating forensic nursing concepts into undergraduate curricula, enhancing faculty training, and utilizing diverse teaching modalities. Addressing these gaps will not only improve future nurses’ competency in forensic nursing, but also contribute to better patient care.

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

McFadden

2021

International Journal of Nursing Education Scholarship

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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.

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Preparedness and Practice of Forensic Nursing in Kenya

Cited by 3 publications

References 0 publications

A concept analysis of preparedness: Application to LGBTQ considerations for nursing

A concept analysis of preparedness: Application to LGBTQ considerations for nursing

Knowledge and attitude of university nursing students towards forensic nursing and their influencing factors: a mixed-methods study

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

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