Written by Dr. Annette Cannon, PhD, MA, RN, MSN, D-ABMDI, DF-AFN Jefferson County (Colorado) Coroner

As a former nursing simulationist, sim creator, forensic nurse – and now as a coroner – I strongly believe that interprofessional teamwork is of great importance when providing care to others. It should be more than just a concept; it should be put into practice. The quality of our healthcare is centered on professional knowledge that is evidence-based. It is my continued goal to introduce these forensic nursing concepts, not only verbally, but also through a practical, hands-on way, while students are still learning different nursing education strategies and possible career paths.

I connected with Regis University-Loretto Heights School of Nursing to provide the nursing students with a simulated death scenario. By actively participating in the simulation, I wanted to help students learn not only what to expect when their patient dies, but also to understand what information they will need to provide to the coroner for this attended, natural-death scenario. This collaborative simulation experience teaches the students a small part of a forensic death investigation conducted through the coroner's office. During the debrief, we touched on some processes that happen after death. As coroner, I shared that death teaches us about life, and that death does not end the cycle.

I collaborated with Associate Professor Stephanie Cradick, DNP, MS, RN, APRN, CCNS, ACNS-BC, who was very receptive to the idea of a shared scenario. We both belong to the Colorado Simulation Collaborative, which is under the Colorado Center for Nursing Excellence, whose mission is to “lead and provide expertise in healthcare simulation, delivering high-quality training and advising on regulatory affairs to improve the quality of healthcare outcomes throughout the state of Colorado and regionally.”

The School of Nursing has a well-equipped simulation lab and is very successful in preparing students. Combining these two professional teams (nursing and coroner/forensic death investigation) will provide students an opportunity to do prep work beforehand and allow professors to adjust lectures, introduce the content, and increase students’ knowledge and experience. In addition to the death investigation portion, students learn about caring for their patient, completing an RN assessment, notifying the MD, contacting a mortuary, cultural differences, critical documentation, working with family, and more. These simulations can help meet the required competencies for nursing practice. In addition, providing this type of collaborative training in nursing schools can help strengthen the interprofessional networks between nurses and other agencies, and broaden the career goals for nurses.

Finally, this death simulation can provide a step toward a student’s interest in forensic nursing. Currently, the definition of forensic nursing is expanding and includes death investigation. According to the Academy of Forensic Nursing, “Forensic nursing is a unique specialty that combines the art of nursing with science and the legal system and helps to bridge the gap between medicine and law. We are a specialized group of nurses who provide comprehensive care to victims of violence, offering detailed medical forensic exams, all while placing medical well-being as the priority. A forensic nurse can be a registered nurse or an advanced-practice nurse. Specific qualities of a forensic nurse include compassionate, effective communication, excellent assessment and decision-making skills. They are organized and detail oriented.”

Therefore, I believe it is critical that nursing institutions incorporate this practice into their curriculum, training, and guided practice for all students.

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