'New to Forensic'; implementing a problem-based introductory educational programme for forensic practitioners in Scotland

An introductory education programme entitled 'New to Forensic' has been developed for staff working in and across existing range of forensic services. The programme allows staff to learn about the processes and methods of working with people who become part of the forensic service, who are often described as mentally disordered offenders. This is the first forensic education programme of its kind in Scotland. The process of development and implementation as part of the first programme in the new School of Forensic Mental Health (SoFMH) is described, and includes a summary of the numbers of people involved in the project. A formal evaluation was undertaken as part of this initiative and early findings are described. Results from questionnaires issued before and after using the programme indicate that people who have completed it feel much more confident in their knowledge of forensicrelated issues. The New to Forensic educational programme has been developed for use across all forensic services in Scotland. It is designed to meet the needs of all staff who are both new to and already working within forensic mental health services. Its objectives are targeted to both clinical and non-clinical staff. The programme follows the patient's journey through the mental health and criminal justice systems. It covers mental disorder, legislation, psychiatric defences, assessment and treatment, risk of harm to others, services, attitudes and boundaries, multidisciplinary working, users and carers, community, learning disability, and prison services. It is self-directed and practice based, and uses a problem-based approach. Over a 3-year period, trainers and mentors have been trained to deliver the programme by members of the School of Forensic Mental Health and all services have adopted the programme as a core educational initiative. Initial findings from the programme evaluation indicate a significant improvement in learning following engagement in the initiative.