A systematic review of nurses’ knowledge of genetics

Godino, Lea; Skirton, Heather

doi:10.5430/jnep.v2n3p173

Cited by 27 publications

(37 citation statements)

References 32 publications

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“…These results can be interpreted that nurses' knowledge about genetics was at the level of "neglected". In line with the results obtained in a previous study conducted that showed that level of knowledge about the genetics nurse well perceived by nurses themselves or directly tested by the researchers showed that low levels of Nurse Media Journal of Nursing, 5 (1), 2015, knowledge (Godino & Skirton, 2012). Based on the phenomenon, it can be seen that the general knowledge of the topic of genetics in nursing students were still lack.…”

Section: Discussionsupporting

confidence: 78%

Pilot Study of Nursing Students’ Knowledge towards Genetic Topics

Erawati

Kusumaningrum

2015

Nurs. Med. J. Nursing

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Backgrounds: Nowadays, the science of genetics in Indonesia has not touched the world of nursing education and practice in health care. As the first step in order to introduce genetics topic into nursing education, an assessment is needed to identify student's knowledge and comfort toward genetics topic. Purpose: The aim of this pilot study was to identify nursing students' knowledge about genetics. Methods: Research design used in this pilot study was descriptive with cross-sectional approach. The survey was conducted using a questionnaire that adopted and adapted from "The Genetic Needs Assessment Survey" developed by Maradique et.al. This questionnaire was distributed to nursing students at one state school of nursing in Central Java, Indonesia. Result: There were 170 nursing students participated in the pilot study. Descriptive statistic was performed and the results indicated that they were lack of knowledge about genetics topic. Most of students were not familiar to genetic terms, for example locus, missense mutation, nonsense mutation, frameshift mutation, and karyotype. Students were not comfortable to use OMIM and draw pedigree. Respondents argued that more education strategy could be applied to improve student knowledge and understanding of the genetics.

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Section: Discussionsupporting

confidence: 78%

Pilot Study of Nursing Students’ Knowledge towards Genetic Topics

Erawati

Kusumaningrum

2015

Nurs. Med. J. Nursing

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“…The findings that knowledge, involvement and confidence relating to genetics and nutritional genomics are limited among dietitians mirror results of studies conducted with other non-genetic health professionals such as physicians, nurses, midwives and allied health professionals (Metcalfe et al 2002;Skirton et al 2012;Godino and Skirton 2012;Benjamin et al 2009;Lapham et al 2000;Long et al 2001). Efforts to increase the awareness and competence of health professionals in relation to genetics and genomics have been addressed via multiple approaches.…”

Section: Preparedness Of Health Professionalsmentioning

confidence: 83%

The application of genetics and nutritional genomics in practice: an international survey of knowledge, involvement and confidence among dietitians in the US, Australia and the UK

et al. 2013

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As a result of expanding scientific understanding of the interplay between genetics and dietary risk factors, those involved in nutritional management need to understand genetics and nutritional genomics in order to inform management of individuals and groups. The aim of this study was to measure and determine factors affecting dietitians' knowledge, involvement and confidence in genetics and nutritional genomics across the US, Australia and the UK. A cross-sectional study was undertaken using an online questionnaire that measured knowledge and current involvement and confidence in genetics and nutritional genomics. The questionnaire was distributed to dietitians in the US, Australia and the UK using email lists from the relevant professional associations. Data were collected from 1,844 dietitians who had practiced in the previous 6 months. The main outcomes were knowledge of genetics and nutritional genomics and involvement and confidence in undertaking clinical and educational activities related to genetics and nutritional genomics. Mean scores for knowledge, involvement and confidence were calculated. Analysis of variance and v 2 analysis were used to compare scores and frequencies. Multivariate linear regression was used to determine predictors of high scores. The results demonstrated significant differences in involvement (p \ 0.001) and confidence (p \ 0.001) but not knowledge scores (p = 0.119) between countries. Overall, dietitians reported low levels of knowledge (mean knowledge score 56.3 %), involvement (mean number of activities undertaken 20.0-22.7 %) and confidence (mean confidence score 25.8-29.7 %). Significant relationships between confidence, involvement and knowledge were observed. Variables relating to education, experience, sector of employment and attitudes were also significantly associated with knowledge, involvement and confidence. Dietitians' knowledge, involvement and confidence relating to genetics and nutritional genomics remain low and further investigation into factors contributing to this is required.

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“…[16] Nursing schools and professional organizations must take the lead in preparing the 21st century health professional, in the postgenetic/genomic era, to fully integrate, interpret, and inform patients safely and appropriately about genetic issues, including ethical, legal, social and psychological implications of the information. [17,23,31] However, when exploring the comfort level of pre-licensure nursing students, the education group had lower scores than the control group. Although education clearly had an impact on the scores, the information was not retained over the years, though it tended to increase over time.…”

Section: Discussionmentioning

confidence: 98%

“…[16] Studies exploring nurse faculty members' perceived knowledge of genetics continue to demonstrate the limitation of faculty to teach this content. [22][23][24][25] Based on the current findings of these various studies, continued exploration into the grasp of perceived genetic/genomic of students and their comfort level in integrating this knowledge into their practice and future careers as healthcare professionals is required. A nurse who is prepared to integrate and explain this new discipline will be able to assist "an individual or family in understanding their condition or treatment regimen by answering questions or clarifying information that has been provided by other healthcare professional".…”

Section: Literature Reviewmentioning

confidence: 99%

Perceived genetic knowledge among pre-licensure undergraduate nursing students

Sharoff

2016

JNEP

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Objective: This study assessed the perceived retention of genetic knowledge of pre-licensure undergraduate nursing students who received a stand-alone genetics course. Methods: Design: Two analyses of total score were of interest: 1) Assessment of retention of knowledge of education group at sophomore level [n = 62; 2013], junior level [n = 60; 2014] and senior level [n = 42; in 2015] and 2) Comparison of the education group [n = 62] to a control group who learned genetic content that was woven into their clinical courses [n = 74]. Methods: Data were analysed using analysis of variance (ANOVA), as the total scores were approximately normally distributed. p-values less than or equal to alpha = 0.05 were considered statistically significant. Some subjects in the assessment of retention knowledge over time remain the same. Results: The education group had a statistically significantly higher total score than the control group: mean ± standard deviation = 70.1 ± 13.8 vs. 54.2 ± 19.6, respectively for education and control groups; p-value < .001. Although education clearly had an impact on total score, the perceived knowledge was not retained over the years: average total scores of 70.1 in 2013 to 67.2 in 2014 and 61.6 in 2015; p-value = .006. Conclusions: Education has a significant effect on perceived knowledge, yet maintaining that knowledge base requires reiteration of the content through-out the curriculum. Clinical Relevance: Nurse educators' need to be able to integrate genetic/genomic competencies into nursing curricula and reinforce the content to ensure nursing students are able to retain and utilize this knowledge when in practice.

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A systematic review of nurses’ knowledge of genetics

Cited by 27 publications

References 32 publications

Pilot Study of Nursing Students’ Knowledge towards Genetic Topics

Pilot Study of Nursing Students’ Knowledge towards Genetic Topics

The application of genetics and nutritional genomics in practice: an international survey of knowledge, involvement and confidence among dietitians in the US, Australia and the UK

Perceived genetic knowledge among pre-licensure undergraduate nursing students

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