An exploratory study of forensic nursing education in North America

Abstract

The aim of this study was to explore forensic nursing knowledge as a specialty area of study, and factors influencing its educational development. A purposeful sample of nurse educators who had established some of the earliest forensic nursing programs in North America were sought for their perspective to answer predominantly qualitative questions. Unexpected findings from this study resulted in the concept of forensic nursing being described, differentiated, and defined. Since the inception of forensic nursing, numerous definitions have been written to articulate the knowledge of the specialty. The constructed definitions of forensic nursing from this study not only validated prior definitions developed by individuals and associations by nonresearchable methods, but also led to a discussion of what concepts are important to include in definitions of forensic nursing.