Journal of forensic nursing最新文献

Abstract: Psychiatric patients' recovery processes have been studied rather extensively, and a relatively clear consensus on what recovery is already exists. We examined whether the personal recovery of forensic psychiatric patients varies from this definition. We conducted a concept analysis to assess the personal recovery of patients in forensic psychiatric hospitals based on 21 articles and then evaluated how our results compared with existing definitions on psychiatric and forensic recovery. On the basis of this comparison, we concluded that the personal recovery of forensic psychiatric patients does differ from that of other psychiatric patients. The recovery process of forensic psychiatric patients can be described through five themes: personal development and autonomy, social inclusion and normality, redemption and overcoming, future orientation and hope, and advancing process. The burden of a psychiatric disorder causes similar challenges, yet a criminal history and long hospitalization periods are distinctive issues for forensic patients, both of which can lead to severe alienation from society and deterioration of skills needed in life outside an institution. The results suggest that processing the criminal offense should be part of the care; furthermore, institutions should support forensic psychiatric patients in their reintegration into society and personal development. Identifying special recovery challenges can be useful when designing effective care and promoting the recovery of forensic patients. Thus, our results suggest that certain features of forensic psychiatric patients' recovery should be considered when planning their psychiatric care.

Abstract: Forensic nurses providing care to patients who are victims or offenders of abuse, trauma, or violence often face enormous challenges in their daily practice, leading to emotional stress, vicarious traumatization, and burnout, and potentially reducing the quality of patient care. Embracing mindfulness as an ongoing method of self-care can have an array of benefits for forensic nurses to prevent burnout and improve their well-being and quality of patient care. Existing literature supports the benefits of mindfulness-based interventions, as self-care practices, in improving many positive health outcomes among nurses working in a variety of healthcare settings. Mindfulness qualities, such as open awareness, attention to detail, nonjudgment, emotional regulation, compassion, and empathy, can contribute to forensic nurses' well-being and the quality of patient care. Mindfulness is a way of living; thus, formal and informal mindful self-care tools integrated into daily nursing practice can result in better outcomes and work satisfaction among nurses. This article discusses the potential benefits of mindfulness and practical ways to integrate mindfulness tools into forensic nursing practice. Incorporating mindful self-care practices should be a goal for consideration for the contemporary forensic nursing profession at large. Further intervention research is recommended to identify the mechanism of how mindfulness can benefit forensic nurses practicing in highly challenging work environments.

Abstract: Online radicalization has gained considerable attention in the media and in academia. Much attention has shifted to so-called "homegrown terrorists." Mental health concerns of those who display signs of online radicalization are identified as a potential contributing factor to this process. Although it seems both tempting to attribute mental health concerns, attempts to "make sense" of schizoposting (a bizarre and often violent form of online engagement) via conventional "clinical" analysis prove insufficient. This article offers a critical analysis of an extremely disturbing (online) phenomenon through the radical poststructuralist scholarship of late French philosophers, Deleuze and Guattari. Given that schizoposting and those individuals who engage in this behavior have yet to receive any attention in the nursing and health-related literature, it is critical that future research aims to better understand this population, such that appropriate interventions may be proposed.

Abstract: This study investigates the impact of a professional development training series among a multidisciplinary team (MDT) during establishment of a trauma-informed sexual assault response and prevention program at a midsized university in the southeastern United States. MDT members included forensic nurses, advocates, counselors, law enforcement officers, and relevant faculty and staff. After completion of a baseline survey assessing attitudes toward trauma-informed care and perceptions of the team climate within the MDT, team members engaged in a trauma-informed care (TIC) professional development training series consisting of (a) 4-hour-long didactic lectures with incorporated group discussion and (2) one 2-hour in-situ simulation-based training exercise. MDT members subsequently completed 3-month and long-term follow-up surveys to assess the immediate and enduring impacts of the training series.The TIC training series significantly increased MDT members' perceptions of participative safety, task orientation, and support for innovation within the group at the 3-month assessment. No long-term differences were found, likely because of a small sample size and low statistical power.Intensive TIC MDT professional development at the beginning of a campus-wide sexual assault prevention and response initiative enhances psychological safety within the group, evidenced by increased perceptions of participative safety and support for innovation, and builds team cohesiveness around a shared set of tasks. Within the present MDT, the professional development training series also appeared to facilitate adoption of a shared set of values for accomplishing the team's goal of preventing and responding to sexual assault on campus. Recommendations for MDTs with similar goals are discussed.

Background: Sexual violence is prevalent on college campuses, yet formal disclosure and open dialogue are often muffled. Social media has become a powerful platform for survivors and presents an opportunity for researchers to explore social discourse surrounding sexual violence on campuses. Healthcare providers must be knowledgeable of campus climate surrounding sexual violence to provide patient-centered, trauma-informed care and mitigate the detrimental, long-term effects experienced by survivors.

Methods: Twitter, a social media and networking platform, was used to explore online discourse regarding sexual violence among college students. A conventional qualitative content analysis was implemented using two coders to explore data before identifying themes.

Results: The researchers identified 175 tweets that met the inclusion criteria. Three subthemes emerged: (a) lack of support, (b) powerlessness, and (c) victim blaming and shaming, which built the foundation for the overarching theme of rape culture.

Conclusion: Social media posts provide insight into survivor experiences and offer forensic nurses and healthcare providers the opportunity to discover information that survivors might not otherwise disclose. Forensic nurses should consider implementing innovative approaches to engage campus survivors and increase access to postassault care.

Aims: Addressing sexual and gender-based violence (SGBV) in educational settings across the globe, particularly in institutions of higher education, requires strong institutional framework and policy guidelines. Most research about university SGBV policies has focused on high-income countries with little or no recourse to universities in low- and middle-income countries. This policy analysis aims to analyze existing policies related to SGBV from select sub-Saharan African universities to provide guidance on best practices toward addressing SGBV at universities in Africa.

Methods: Seven university policies and six national policies from six countries across sub-Saharan Africa (Ghana, Liberia, Nigeria, Rwanda, South Africa, and Zimbabwe) were reviewed using a standardized data extraction form. The policy analysis identified eight key elements of policies related to SGBV for sub-Saharan African universities, which were verified using a nominal group technique with five international experts in the field.

Results: Overall, policies varied significantly in accessibility, terminology, definitions, format, and inclusivity across the sites. Some of the policies were not readily accessible, and there was limited evidence provided in some of the policy documents.

Conclusions: Policies for universities in sub-Saharan Africa should (a) be evidence based, (b) be readily available in multiple formats, (c) define key terms broadly with gendered signifiers, (d) be succinct and concise, (e) incorporate broad definitions for all university stakeholders, (f) identify who created the policy and when, (g) address prevention, and (h) address response. Evidence-based policies addressing SGBV prevention, response, and justice are sorely needed at universities across the globe.

Aims: Sexual and gender-based violence (SGBV) is a global public health crisis, impacting university youth around the world. The purpose of this study was twofold: (a) determine the best methodology for conducting a campus climate survey at the University of Cape Coast (UCC) in Ghana and (b) gather data on SGBV knowledge, attitudes, and behaviors from a representative sample of students.

Methods: This descriptive study included three phases: (a) develop a campus climate survey unique to UCC, (b) develop a sampling methodology, and (c) deploy the first ever campus climate survey at UCC.

Results: A 71-item survey was developed and then administered via a student portal to 2,000 students. Of those students, 1,381 (69.1%) responded. Although most students (63.2%) know the university has a sexual harassment policy, fewer have seen it (25.9%) or read it (22.3%). Students held generally positive views of how the university would respond to reports of sexual harassment, although 50.2% of participants believed the reporter would be labeled a troublemaker. More participants reported seeking and giving verbal than nonverbal consent, and more men than women reported both seeking and giving verbal consent. More men than women reported they "always" sought verbal consent (61.2% vs. 47.7%, p = 0.001). Most students ( n = 316, 56.5%) sought verbal consent all of the time, and an additional 99 (17.7%) sought it most of the time.

Conclusions: Accurate data about students' knowledge, attitudes, and experiences with SGBV policy, prevention, and response are needed globally to better inform locally appropriate practices.

Potential impact of campus intimate partner violence and sexual assault on forensic nursing: Forensic nursing is currently localized in high-income countries. University students' knowledge, attitudes, and experiences with SGBV can support the expansion of forensic nursing research and practice to low- and middle-income countries.