Nursing Faculty Assessment of the Integration of Forensic Nursing Concepts in Undergraduate Nursing Curricula

Nurses frequently encounter patients involved in trauma, exploitation, or maltreatment but are not prepared to care for this vulnerable population. Nurses who care for individuals, families, and populations where accidental and intentional injuries occur should have knowledge and application of forensic nursing concepts. Ensuring students meet competencies geared toward current and future needs of patients, families, and communities is a necessary component of an effective nursing curriculum. The purpose of this convergent parallel mixed method study was to examine the nursing faculty assessment of the importance of including forensic nursing concepts in undergraduate nursing curriculum and explore the integration of forensic nursing concepts in undergraduate nursing curriculum. The Transformative Paradigm theoretical framework (Mertens, 2010) guided the study. The theory leads researchers in supporting societal justice by calling to action to address cultural and societal marginalized populations. A purposive sample of full-time nursing faculty employed in undergraduate accredited nursing programs across the United States was utilized for this study. An investigator designed instrument, the Forensic Nursing Concept Assessment was created, piloted, and implemented for the study. Data was gathered through SurveyMonkey^© and analyzed using thematic coding, descriptive statistics, Pearson’s correlation, and analysis of variance (ANOVA). Results indicated statistically significant differences between nursing faculty’s primary area of clinical practice, teaching area, and type of program and the importance of including forensic nursing concepts in undergraduate nursing curriculum. Also, results indicated statistically significant differences between faculty’s primary teaching area, the primary area of clinical practice and curriculum integration perspectives. Thematic coding determined undergraduate nursing faculty introduce forensic nursing concepts on a surface level. Nursing curriculum is built around a national licensure exam. Interdisplinary collaboration is fundamental in the success of integration of forensic nursing concepts in undergraduate nursing curriculum. The triangulation of qualitative and quantitative data suggests the nursing faculty support forensic nursing concepts in undergraduate nursing curriculum, but require knowledge, skills, and support for successful integration. Undergraduate nursing faculty have a misunderstanding of the term forensic. Nursing faculty are challenged to ensure nurse generalists receive basic forensic education to improve healthcare to victims of violence.