Training for plurality ‐ developing modern multi‐professional forensic practice
| Date | 01 June 2007 |
| Published date | 01 June 2007 |
| Pages | 23-27 |
| DOI | https://doi.org/10.1108/17556228200700004 |
| Author | Barrie Green,Simon Wood |
| Subject Matter | Health & social care |
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Training for plurality – developing modern
multi-professional forensic practice
Barrie Green, Forensic Nurse Consultant, Humber Centre for Forensic Psychiatry, Honorary Senior Clinical Lecturer,
University of Hull
Simon Wood, Clinical Director/Consultant Forensic Psychiatrist, Humber Centre for Forensic Psychiatry, Hull
The Journal of Mental Health Workforce Development Volume 2 Issue 1 June 2007 © Pavilion Journals (Brighton) Ltd
Abstract
In contemporary forensic mental health and
learning disability services effective care and risk
management, which is safe for individuals and the
public, can only be delivered by drawing upon
differing perspectives and interventions. In practice
uni-disciplinary training abounds, but the authors
found a lack of formal training inherently
constructed to be multidisciplinary. Therefore, a
course was developed, in conjunction with a
university partner, to meet this need. This modular
course is flexible in nature, but is normally delivered
over one semester leading to certification. In
addition, there is the option of either essay or
portfolio submission providing access to credits
towardother academic awards. This programme of
study, ‘Professional Practice in Secure Environments’
was recently cited as an example of good practice in
From Values to Action
,the CNO review of mental
health nursing (NIMHE, 2006). Modules begin from a
foundation of theory and relate it intimately to
practice; students develop an understanding of
multidisciplinaryworking by both training together
and training in each others’ conceptual frameworks.
Participants to date include those from health,
criminal justice, and social care arenas, and those
with no previous higher study have submitted
essays. Evaluations are positive and are used to
refine delivery and content. The authors conclude
that the course demystifies practice and academia,
and provides access to both. This is an integral part
of the training strategy,which is directed to meeting
current and future service needs.
Current and future developments and expansion
of forensic mental health provision into new types
of service will be less effective without a move away
from traditional educational approaches. Services to
meet the specific needs of groups such as secure
long-stay and personality disorders cannot be
sustained effectively without a parallel development
of new types of training.
The strategic thinking behind this course,
practical obstacles encountered, and solutions
developed aredescribed in this paper.
Key words
theory into practice; forensic multi-professional
training; teamwork; flexible teaching; staff
development; skills gap; forensic psychiatry;
forensic nurse; staffinduction costs
Background – from park bench to
practice development
Having been introduced in 1999, and cited as a good
practice example in From Values to Action: The Chief
Nursing Officer’sReview of Mental Health Nursing (NIMHE
2006), ‘Professional Practice in Secure Environments’
(PPSE) course (Humber Mental Health Teaching NHS
Trust/University of Hull) has been at the heart of multi-
professional practice within the Humber Centre, a
Yorkshire regional secure unit.
The authors began to germinate the idea for a
foundation programme in multi-professional forensic
practice during a break from a conference presentation in
late 1998. It is recalled that the outline was scribbled on the
reverse of a conference handout while sitting on a bench
outside the venue. It was part of an ongoing review of both
the induction needs of new staff to the Humber Centre
service, and of updating those who had been working in
the speciality for some time. What was initially conceived
as a one day ‘big bang’, began to change into a more
extended, student centred, flexible semester-long
programme. The idea was transformed into a high quality
curriculum by full and active participation of the Humber
Centre clinical and managerial team (including nursing,
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