Overview
The “New to Forensic” education programme promoting self directed learning with a focus on a multi-disciplinary and multi-agency approach.
Care Setting
Forensic Mental Health Care, Prison Mental Health Care, Voluntary Sector (forensic), Education and Training
Care Group
Mentally Disordered Offenders
Evidence Base for Practice
Forensic Mental Health is at a time of major change with the introduction of the Mental Health (Care and Treatment) (Scotland) Act 2003 in October 2005; the creation of new medium and low secure facilities; the re-provisioning of high security care; the development of community forensic mental health services; and the proposed development of further services for women, people with learning disability, adolescents and individuals with personality disorder.
Workforce planning has estimated the need for 300 new staff to work in the field of forensic mental health in Scotland (Forensic Network Workforce Report, 2005). Major change at such a pace requires a significant educational initiative to skill staff to an appropriate level to ensure proper care of patients within the forensic mental health system and to ensure public safety. The development of a “new to forensic” education programme for staff in forensic settings is a clear starting point for this.
Individuals “new to forensic” will come from a wide variety of backgrounds; both clinical and non clinical, and will have diverse roles. The “new to forensic” programme has been designed to meet the entry needs of all new employees, who will be able to use the material at their own pace, supported by a mentor, gradually developing the skill set required for reflective practice. This approach is similar to problem-based learning (PBL), which is a teaching method that challenges students to ‘learn to learn’, working together to seek solutions to real world problems. These problems or case studies in this context are used to stimulate curiosity and promote learning of the subject matter. According to Duch, (1999) Problem Based Learning “prepares students to think critically and analytically, and to find and use appropriate learning resources”. University of Delaware (1999), http://www.udel.edu/pbl/ accessed 19/11/08
Quality assurance/impact of practice
There has been a very positive response to the programme in Scotland and abroad. All forensic services have adopted the programme. To date 73 trainers from all disciplines and across public, private and voluntary sectors, have received a two-day course in the programme’s content and teaching methods. Many of these trainers also act as mentors but there are an additional 89 mentors in place throughout Scotland, and over 180 staff are currently engaged in the programme; these in addition to the 149 staff who have completed the programme.
The programme is being evaluated through a multi site service evaluation project and an e-learning programme has been developed to make the programme more widely accessible.
The first “graduate” of the programme, a Specialist Trainee on rotation was confirmed at The State Hospital in August 2008; since that time a further 148 individuals from a variety of disciplines and organisations all over Scotland have completed the programme.
Interest has now been shown from a major provider of forensic services in England who want to discuss adapting the programme to meet their needs.
Practice Summary
A joint venture between NES and The School of Forensic Mental Health the “New to Forensic” education programme is for new and current clinical and non-clinical staff working with forensic patients in any setting. The programme is designed to promote self-directed learning and is multi-disciplinary and multi-agency in approach. The programme student will be supported throughout their period of study (recommended six months to one year depending on previous experience) by a mentor who is an experienced forensic mental health care worker.
Practice Detail
The programme has fifteen chapters, each of which (excluding chapter one) includes case scenarios of patients in various settings, from the community to high secure psychiatric care and Prison Mental Health Care.
Chapters
1. Aims and teaching methods
2. Understanding mental disorder
3. Definitions, principles and policy for mentally disordered offenders
4. Civil mental health legislation
5. Forensic mental health services
6. Attitudes to mentally disordered offenders
7. Forensic mental health services and the criminal justice system:
8. Psychiatric defences and legislation for mentally disordered offenders
9. Assessment, treatment and management of mentally disordered offenders
10. Multidisciplinary working, communication and managing difference
11. Safety of staff, patients and public including risk assessment
12. Taking account of the views of users and carers
13. Forensic Community Services
14. Forensic Learning Disability Services
15. Mental Health in Prison
Challenges
This programme was universally welcomed as a positive initiative as part of the process of induction for new staff. The Forensic School supported the development of mentors throughout Scotland by providing free training about the role; they also maintain a database of mentees and mentors, and issue copies of the programme to all new starts.
The production of 1000 copies of the programme was funded by NES and an e learning version will be launched during October 2009, using the NES on line facility.
A further 250 copies are currently in print together with 3 additional chapters to the programme.
To further support the delivery of the programme, the Practice Education Coordinator for the School and the Nurse Consultant for the Forensic Network meet twice yearly with all mentors.
Key elements of the success of the programme has been the quality of the written material, the preparation of sufficient numbers of mentors and the ongoing support provided by the school to both mentors and mentees.
Additional Comments
Whilst this programme was originally conceived and designed for new staff to forensic services, it has become very popular with established staff and managers who find it a useful educational tool for all staff.
The School of Forensic Mental Health will consider the title next year and whether because of its popularity a more appropriate title will be "Essential Forensics"