"Oh what a tangled
web we weave, when first we practice to deceive."
Sir Walter Scott
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Meliss Vessier-Batchen, DNS(c), RN, MSN,FNDI is an assistant professor with Charity School of Nursing/Delgado Community College. She is a doctoral student at Louisiana State University Health Sciences Center in New Orleans; her focus is forensic nursing with a concentration in death investigation. She is also a death investigator with the St. Tammany Coroner's Office. Direct correspondence to Meliss Vessier-Batchen. |
Envisioning Forensic Nursing Science Education
Introduction
Nursing continues to envision the growth of the specialties in less-traditional nursing environments. Nurses are fulfilling roles that identify the profession as one of change, courage, and exploration. One of the newest areas, not of practice but of recognition, is forensic nursing. Nurses are forging new and needed roles as Sexual Assault Nurse Examiners (SANE), SANE pathology assistants to forensic pathologists and medical examiners in suspected rape/homicides, Forensic Nurse Death Investigators (FNDI) (Lynch, 2001; St. Germain & Vessier-Batchen, 2004; Standing Bear, 1995), accident scene reconstruction investigators, Forensic Nurse Examiners (FNE) in emergency departments, and coroners (Courson, 2000, Flaherty, 1999). Nurses have the education and knowledge base to augment the professionalism and complexity of positions that require critical thinking and the ability to function within very stringent legal parameters.
Forensic nursing science is a continually developing education arena. New programs are being developed nationally and internationally. The focus of the curricula and the quality of the program are important considerations as programs are examined, as well as the type of employment being sought and use of the educational experience.
Will the employment opportunities be enhanced by the program? How does someone choose a program? Is there a program available that addresses the interests of the generic, non-degreed student? What type of program would be best -- online or real-time class?
Undergraduate Programs When I am asked by generic students and licensed nurses about education in order to garner employment in the forensic arena, I always have many questions that I must ask before I can assist them with the decision making process. For example, “What role would you like to pursue?” and “Have you requested information on the programs you’re considering?” and “Where do you envision yourself practicing this role?” I may then ask these potential forensic nurses if they have spoken to an employer who would use their skills and knowledge. It is important to know what that potential employer requires as part of the requirements of a forensic position.
The generic nursing student has few options when pursuing a forensic nursing focus. Most generic programs do not offer forensic nursing science as a focus of a program but may offer electives that introduce the concepts and roles of forensic nursing science. There may be programs available for the generic student allowing focus in the forensic nursing science arena within the baccalaureate degree program, but to date, I have not identified any program that specifically awards a BSN with a focus in the forensic nursing sciences.
Many programs offer post-baccalaureate certification in forensic nursing science. The program options vary in content, cost, focus, and attendance options. For the real-time classroom learner, programs are available that offer compressed, block-style classes, such as Beth-El College of Nursing at the University of Colorado at Colorado Springs. The program is designed to allow maximum course work in compressed time blocks. The program also offers the certification courses in a traditional classroom period on a semester-style basis. The block classes are usually arranged so that a student may complete a course on campus in one week. The courses are generally offered in a sequence that allows completion of a pre-requisite class if the student should desire completion of the course work in one stay. There are four required courses and one practicum (which is completed in the student’s home state). The student may reside near the campus for four to five weeks and complete all of the classroom work. This program does offer some of the courses online, but I recommend that the student investigate which courses are being offered during a particular semester. Not all of the courses for certification will be offered online. If a student is interested in online course work only, other options may have to be utilized. Attendance options such as those offered by Beth-El, effectively offer those students that need the real-time classroom environment more opportunities to attend classes and maintain their lives outside of school.
Online options are becoming more abundant as schools seize the opportunity to increase enrollment and meet the demands of working students. These programs are generally post-baccalaureate certification programs. The course work focus may be vastly different from program to program. The online program should be chosen based on the needs of the student and usefulness in gaining employment. These programs should be examined closely for credentialing, academic standing, and cost. There are some very positive aspects to the online courses, i.e. accessible from any distance, flexibility in accessing and completing course work, student independence, scheduling which allows many students to continue full-time employment, if necessary. Students using online courses have cited negative aspects of these programs: (a) the lack of actual group interaction, (b) the loss of immediate responses and feedback, (c) the need for much self-discipline and structured behaviors, and (d) the loss of face-to-face encounters with the faculty. Some faculty members teaching in these types of programs have cited the last aspect as negative for them, as well (McMurray & Dunlop, 2000).
Educational Opportunities at the Graduate Level
Nurses seeking graduate level courses in forensic nursing science have many options and programs available to them. Whether the nurse is searching for a master’s program or certification in forensic nursing science, it should be remembered that any program that addresses a newer and ever-developing academic field such as forensic nursing science should be examined cautiously to ensure that the program is reputable and the information is usable. The student must examine multiple components of any academic pathway, including reputation and quality of the program, cost effectiveness, and time commitment.
Graduate programs are designed to educate the student using a more advanced and specific curriculum content. Therefore, the nursing student pursuing a forensic nursing science program should have a clear understanding of the roles available in forensic nursing and what each of those roles demands of its participants. The graduate student should list education and employment goals using these goals to find a program that best fits the students’ objectives and the potential employers’ requirements. The program should contain the advanced components and concepts of nursing including philosophy, theory, advanced skill development, and research, but should also include applicable content specific to the forensic nursing environment, presenting a rounded approach to the forensic nursing roles. A practicum or internship component is crucial in completing the educational experience. This course allows the student to apply the knowledge garnered through didactic work and create a potential employment opportunity in the forensic arena, while demonstrating the advantages of nurses working in these roles.
The decision of using online versus real-time classroom programs at the graduate level should be the student’s choice. It would be best to find a program that optimally fits the student’s learning style, time constraints, financial abilities, and ultimate employment role. The usual cautions are always applicable. Scrutinize of the program’s reputation, validity, and overall satisfactory rate with students. There are many ways to do this. The internet can do more than assist a student in finding a program. It can also help students to assess the program. Recommendations
As interest in forensic nursing science roles continues to grow, nurses and nursing students should know as much as possible about their options in choosing a role and the education needed to fulfill the responsibilities of that role. A thorough examination of the choices available and the requirements of available positions is an excellent beginning. The use of forensic nurses in the geographic area should also be investigated.
Specific objectives and goals for the application of the knowledge and the resulting degree or certification should be developed. Any need for additional academic courses and requirements for employment in the forensic areas should also be considered.
Forensic nursing science is igniting new interest in nursing. It has sparked many nurses to reinvest in continued education. The diversity of roles and the educational opportunities available have again created swells of students enrolling in local and distance programs (American Nurses Association, 2003). Television has played a key role in promoting the forensic discipline and nursing had embraced the potential. The quality and usefulness of an educational experience are paramount in supporting the growth of forensic nursing science in a positive and expanding practice arena.
References
American Nurses Association (2003). Nursing school enrollment up 16.6 percent. Nursing Insider, December 23, 2003. Retrieved December 18, 2004 from http://www.nursingworld.org/news/nws12_03.htm Lynch, V. (2001). Clinical Forensic Nursing: A new perspective in trauma and medicolegal investigation of death. Collins: Bearhawk Consulting Group. (Original work published in 1997) McMurray, D. W. & Dunlop, M. E. (2000). The collaborative aspects of online learning: A pilot study. Retrieved December 18, 2004 from http://ultibase.rmit.edu.au/Articles/online/mcmurry1.htm Morey, A. (2001). The growth of for-profit higher education. Journal of Teacher Education, 52(4), 300+. Retrieved November 11, 2003 from http://www.questia.com/PM.qst?action=print&docId=5000870695&pgNum=1 St. Germain, D. K. & Vessier-Batchen, M. (2004). A different venue. Advance for Nurses, 2(8), 16-18. Standing Bear, Z.G. (1995). Forensic nursing and death investigation: Will the vision be co-opted? Journal of Psychosocial Nursing, 33(9), 59-64. Copyright 2005 by Meliss Vessier-Batchen "Oh what a tangled
web we weave, when first we practice to deceive."
Courson, S. (2000). The investigative specialty of forensic nursing. Pennsylvania State Nurses Association Career Series. Retrieved January 17, 2003 from http://www.psna.org/Career/forensic.htm
Flaherty, M. (1999, February). Secrets of the dead: Nurse death investigators hone their skills in forensic research. Nurseweek. Retrieved November 9, 2002 from http://www.nurseweek.com/features/99-2/death.html
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