The study sample was students who were in the final year of the — academic year during the spring semester at the Department of Nursing, the Faculty of Health Sciences of a state university in Ankara, Turkey. In total, 95 students who were accepted to participate in the survey were included. Data was collected via two questionnaire form that was developed by researchers parallel to the literature Sunmaz et al. Totally it consisted of 21 questions. One of the data collection tools was a questionnaire Form 1 9 questions developed to determine the sociodemographic characteristics of the nursing senior students, and a questionnaire Form 2 12 questions to evaluate the opinions of the students about the forensic nursing.
Form 2 is included six questions were aimed at the tasks of forensic nurses, the fields in which they worked, forensic nursing subjects, examples of forensic cases and the education of forensic nursing, which were designed so that students could mark multiple choices. One open-ended question that was included was about the definition of forensic nursing.
Then, a questionnaire was distributed to the students who had agreed to participate. After they completed the questionnaire form, these were collected by the researchers. Written permission was obtained from the institution at which the study was carried out.
Students who agreed to participate in the study were notified of the study and then their written approval was obtained. Number percentages and chi-square tests were used to evaluate the data. In the study, it was determined that the average age of the students was It was determined that nearly all of the students The majority of the students stated that they had no information about forensic nursing In our study, very few students stated that they had someone interested in forensic medicine among their family. Most of the students had no one who was interested in forensics in their family, and it was thought that this situation might affect the level of knowledge and awareness about forensic cases.
Nurses are responsible for evaluating patients in a comprehensive manner, identifying problems intervention to solve problems and recording when the patients come to the emergency services due to health problems. These duties of nurses are also applicable in forensics cases. In addition, it is expected in forensic cases that nurses will collect forensic evidence and keep and give them to competent authorities Green This finding suggests that the most important thing that students perceive as the duties of forensic nurses is limited to the recording of evidence.
In a study conducted by Kalayci et al. They defined forensic nurses as people who collect, keep, and send evidence to relevant units. Health personnel are often confronted with forensic cases. Therefore, the lack of information about forensic cases prevents the recognition of such cases.
Emergency nursing adopts forensic role
Forensic nurses who encounter forensic cases should be able to diagnose them Lynch The ratio of forensic cases encountered was very low for the students who participated in our study Table 1. In the study conducted by Kalayci et al.
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It is thought that the students being more likely to encounter such stories in the media is effective in this situation. It is thought that the reason for the different definitions between students and nurses with regard to forensic cases is that students will identify forensic cases mostly from the media and nurses will correctly identified them based on the most frequently encountered pathways in clinics.
It is crucial that healthcare staff receive training in forensic cases in terms of crime and criminal findings, the elimination of victimization of the victim, and contribution to justice Lynch ; Stevens The majority of students stated that they had no information about forensic nursing and that they were not trained in forensic nursing Table 1. Thus, the duties and expectations of such professionals are increasing.
Similar results were obtained when we examined studies conducted with the students related to the subject. Strengthening forensic nursing education increases patient care quality, patient safety, access to services, the confidence and skill levels of nurses, and patient satisfaction, while reducing the burden on the health system Simmons and Grandfield In our study, almost all students stated that training on forensic nursing should be taken and nearly half reported that there should be elective courses while at school Table 2.
From here, we can see that students are aware of their lack of knowledge and want this to be remedied. Forensic nursing is a collaborative field of medicine and law that requires both general health sciences and legal knowledge Lynch ; Kent-Wilkinson ; Lynch In our study, students stated that forensic nurses often needed knowledge of forensic science and basic health sciences, and very few students chose the law option.
It is believed that students often see forensic nursing related to health sciences, as they do not fully understand the definition of forensic nursing.
Forensic nurses have many areas of study such as hospitals, prisons, forensic medical institutions, judicial offices, detention centers and crime scene investigations Kent-Wilkinson ; Lynch Most of the students who participated in our study stated that the working areas of judicial nurses were forensic medicine institutions. The data we have obtained in this study aiming to reveal the knowledge levels of nursing students about forensic phenomena show a general agreement with the results of similar studies. In addition, most of the students stated that forensic nursing education should be suggested as an elective course at the undergraduate level and should be specialized.
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Therefore, addition of courses related to forensic nursing to the undergraduate curriculum in all universities, opening postgraduate training programs related to the subject, and increasing scientific activities such as congresses, seminars, and courses are recommended. Both a tendency towards the advancement of forensic nursing in the nursing profession and basic principles in undergraduate education should be acquired. Blackboard is used as the learning management system. Each course provides California BRN credit for nurses.
Upon successful completion of this 16 unit program, the participant will receive a Certificate in Forensic Nursing from the University of California, an accredited educational institution. All rights reserved. Design by: K. One should be an overall shot of the body and should include a clear anatomical reference e. The wide and medium shots can be used to document multiple findings. Detailed shots of each finding should be taken before evidence collection, during manipulation, and after the evidence is swabbed or removed.
Bullets or bullet fragments are a vital piece of evidence in cases of gun violence. It is recommended that when these are removed from victims, they should be extracted with plastic-shielded forceps and handled as little as possible . After they are removed, they should be immediately wrapped in gauze, placed in an evidence envelope, and the envelope marked with contents, name of person who extracted bullet, date and time of extraction, and name of the patient.
Additionally, when documenting gunshot wounds, healthcare professionals should not attempt to identify entrance or exit wounds unless recording the patient's statement . The caliber of the bullet should also not be guessed, as this can create a disagreement between the medical-forensic report and the law enforcement report. The nurse examiner should then move to the oral cavity and carefully observe every surface for injury from forced entry, a hand or gag over the mouth, or other insult. Two swabs each are usually taken from the tongue, the tonsilar fossae, behind the buccal sulci, and behind the upper incisors when indicated by forcible oral copulation or its attempt or uncertain patient history e.
During the exam, crusted secretions or other attached material should be clipped out of the pubic hair and placed into evidence.
American Forensic Nurses, AMRN
Approximately 20 to 30 samples of the patient's own pubic hair should be plucked and kept separate as a control. A Wood's lamp should be used in the collection of semen samples from the external genital area, and again, enough swabs should be used to completely remove all visible traces. Following collection, a magnification device should be employed to further examine the area for microtrauma. A gynecologic colposcope is recommended for its sufficient lighting, magnification, and photographic capability .