Comparison of perceived genetic-genomic knowledge of nurse educators and graduate degree nursing students

Abstract

Objective and rationale: Comparison of self-perceived genetic-genomic knowledge of nurse educators and graduate degree nursing students enrolled at a large diverse urban university in the US. Comfort level in performing genetic-genomic related tasks and its perceived relevance to nursing also explored. Practicing clinicians are expected to have Genetics and Genomics (G-G) knowledge to provide care to a client and their family with a genetic condition and faculty expected to be able to educate these practitioners. Methods: Two groups of participants asked to complete identical survey instrument, Genetics/Genomics Literacy Assessment (GGLA). Data was collected from September 2014-December 2015. Deans/Directors from university's nursing programs (N = 17) sent introductory email with survey link and asked to forward to their faculty. APRN/DNP students at one of the university's graduate programs sent email with survey link. Results: Fifty-three nurse educators and thirty-six graduate degree nursing students completed survey. Comparison of categorical data revealed nurse educators perceived G-G knowledge correlated to graduate degree students. Majority of participants demonstrated significantly lower correct percentages (< 55%) correct] to survey questions. Majority of participants (> 75%) attitude agree it is important for nurses to know this content and be able to teach this material. However, majority (> 75%) were not comfortable with teaching or explaining this material. Conclusions: Nurse educators need to be knowledgeable in order to educate their students who are expected to practice at advanced efficiency. A prepared nursing workforce is crucial for the translation of G-G integration into personalized precision healthcare.

A pilot assessment: Integrating a cystic fibrosis simulation scenario to enhance pre-licensure educational understanding of genomics

“…Genetically-based healthcare is a worldwide consideration, yet considerable evidence has shown that nurses overall lack confidence and competency in this area, and dispensing genomic education is erratic and variable. [25][26][27] Genomics relevance is correlated to health overall, including risks and indicators of disease, therapeutic actions and decisions, advancement of new therapies, and responses to treatment interventions. [1] Nurses need to be confident in their ability to comprehend this science, advocate, elucidate information, support and educate patients and their families through their lifespan.…”

Three-year assessment of one pre-licensure cohort of baccalaureate nursing students’ attitude, comfort and knowledge of genomics

“…[12] The adapted survey, Genetics/Genomics Literacy Assessment (GGLA), included concepts related to perceptions and attitudes about genetics incorporation into nursing programs and comfort level in practice and education, and was previously utilized to further explore nurse educators' and advanced degree nursing students. [12,15] Nurses' fundamental self-confidence and comfort in genomic related accountabilities continues to be minimal. [16] Having students rate their knowledge, attitude and comfort level of genomics demonstrated findings that expressed minimal to moderate knowledge as well as comfort levels, while expressing the need to know this knowledge as a practicing nurse.…”

“…Studies exploring nurse faculty and practicing nurses' foundational preparedness to implement genomic content has demonstrated minimal to moderate foundational knowledge and comfort levels. [15,[20][21][22][23][24][25][26] There is a genomic knowledge deficit correlating to a dearth in nurse educators' confidence to assimilate and disseminate genomic gen. [27] Nursing faculty are required to prepare students for practice which includes the integration of genomic understanding and its application to practice, thus, knowledge and confidence in this content is a prerequisite. [19] The continued relevance of genomic knowledge translation to clinical practice requires practicing nurses' incorporating and promoting personalized efficient and effective nursing care.…”

“…[12] Originally, the survey was conducted on baccalaureate nurse educators in the United States with additional studies performed deeming it suitable for exploring genomic knowledge with pre-licensure nursing students and advanced degree nursing students. [12][13][14][15] Amendment to the initial survey (13 questions) comprised 7 additional enquiries exploring perceptions and attitudes about genomics inclusion and 5 enquiries exploring comfort level. Three demographic questions (age, gender and ethnicity) completed the modified survey, GGLA, totaling thirty questions.…”

“…Validity and reliability of this tool was established to not be burdensome or time-consuming to complete, thus an effective instrument for assessment purposes. [12,15]…”