Delphi study and qualitative analysis to establish domains, core competencies, and content in forensic nursing pedagogy

BACKGROUND: The American Nurses Association designated forensic nursing (FN) a specialty in 1995. Nursing schools subsequently adopted Lynch's theoretical framework. Inconsistent sub-specialty-focused graduate education emerged, creating difficult-to-compare early programs of study. AIMS: Update FN domains, descriptions of and context for FN practices, core competencies, and sub-competencies with content for graduate curricula, align FN with new AACN Essentials, and create a certification foundation. METHODS: Methods include the mini-Delphi design (Estimate-Talk-Estimate), with Nominal Group Techniques methods, Cognitive Task Analysis, and NVivo™ qualitative analysis of experts' virtual recordings. The FN sample (N=126) included educators-clinicians, who gathered face-to-face (2002-4, 2014) and virtually (2020-22). RESULTS: The 2002-04 results informed the 2014 meeting, validating major knowledge pillars (legal foundations, forensic science, and nursing science). Analysis of 2020-2022 data named key domains, descriptions of and context for practice, core competencies, sub-competencies, concepts, and content in forensic nurse science and practice. The research included qualitative analysis of participant conversations, naming key content for each pillar. CONCLUSIONS: The 20-year Delphi study transformed knowledge integration for competent future Generalist and Advanced Forensic Nurse education and practice. The study confirmed Lynch’s thesis, three pillars of knowledge, and aligned FN core competencies with AACN Essentials and other national nursing publications, naming common practices, essential for all FNs. The study’s derivation of scientific content, important for certifications, arose from qualitative analysis of expert conversations, implying that as FN science evolves, the diverse practice roles of the FN mature with a common and basic core for application in all FN practices.