Genomic Education Resources for Nursing Faculty

Tonkin, Emma; Calzone, Kathleen A.; Jenkins, Jean; Lea, Dale Halsey; Prows, Cynthia A.

doi:10.1111/j.1547-5069.2011.01415.x

Cited by 36 publications

(17 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, a crucial element in promoting engagement with the revised framework is the availability of relevant, accessible resources to which educators and learners can be directed (Tonkin et al . ). Further work is needed to develop this.…”

Section: Discussionmentioning

confidence: 97%

An iterative consensus‐building approach to revising a genetics/genomics competency framework for nurse education in the UK

Kirk

Tonkin

Skirton³

2013

Journal of Advanced Nursing

Self Cite

View full text Add to dashboard Cite

KIRK M., TONKIN E. & SKIRTON H. (2014) An iterative consensus-building approach to revising a genetics/genomics competency framework for nurse education in the UK. Journal of Advanced Nursing 70(2), 405–420. doi: 10.1111/jan.12207AimTo report a review of a genetics education framework using a consensus approach to agree on a contemporary and comprehensive revised framework.BackgroundAdvances in genomic health care have been significant since the first genetics education framework for nurses was developed in 2003. These, coupled with developments in policy and international efforts to promote nursing competence in genetics, indicated that review was timely.DesignA structured, iterative, primarily qualitative approach, based on a nominal group technique.MethodA meeting convened in 2010 involved stakeholders in UK nursing education, practice and management, including patient representatives (n = 30). A consensus approach was used to solicit participants' views on the individual/family needs identified from real-life stories of people affected by genetic conditions and the nurses' knowledge, skills and attitudes needed to meet those needs. Five groups considered the stories in iterative rounds, reviewing comments from previous groups. Omissions and deficiencies were identified by mapping resulting themes to the original framework. Anonymous voting captured views. Educators at a second meeting developed learning outcomes for the final framework.FindingsDeficiencies in relation to Advocacy, Information management and Ongoing care were identified. All competencies of the original framework were revised, adding an eighth competency to make explicit the need for ongoing care of the individual/family.ConclusionModifications to the framework reflect individual/family needs and are relevant to the nursing role. The approach promoted engagement in a complex issue and provides a framework to guide nurse education in genetics/genomics; however, nursing leadership is crucial to successful implementation.

show abstract

Section: Discussionmentioning

confidence: 97%

An iterative consensus‐building approach to revising a genetics/genomics competency framework for nurse education in the UK

Kirk

Tonkin

Skirton³

2013

Journal of Advanced Nursing

Self Cite

View full text Add to dashboard Cite

show abstract

“…Literacy as defined by the Programme for the International Assessment of Adult Competencies (PIAAC) (Programme for the International Assessment of Adult Competencies (PIAAC) Literacy Expert Group, 2009) is a precursor to competency which is achievement of knowledge, skills, and attitudes (Skirton et al, 2012). One important strategy to achieving this is through evaluating resource availability and utility based on established criteria including goals, content, complexity, methods, presentation, and accessibility (Tonkin et al, 2011). Vetted resources could then be made accessible globally, such as through the G2NA website (www.g2na.org) and email distribution list.…”

Section: Introductionmentioning

confidence: 99%

Increasing nursing capacity in genomics: Overview of existing global genomics resources

Calzone

Kirk

Tonkin

et al. 2018

Nurse Education Today

Self Cite

View full text Add to dashboard Cite

Background: Global genomic literacy of all health professions, including nurses, remains low despite an inundation of genomic information with established clinical and analytic validity and clinical utility. Genomic literacy and competency deficits contribute to lost opportunities to take advantage of the benefits that genomic information provides to improve health outcomes, reduce healthcare costs, and increase patient quality and safety. Nurses are essential to the integration of genomics into healthcare. The greatest challenges to realizing their potential in successful integration include education and awareness. Identification of resources, their focus, whether they targeted at nursing, and how to access them, form the foundation for a global genomic resource initiative led by the Global Genomics Nursing Alliance. Objectives: The aim was to identify existing global genomic resources and competencies, identifying the source, type and accessibility. Design: Cross sectional online descriptive survey to ascertain existing genomic resources. Settings: Limited to eighteen countries and seven organizations represented by delegates attending the inaugural meeting in 2017 of the Global Genomics Nursing Alliance. Participants: A purposive sample of global nursing leaders and representatives of national and international nursing organizations. Methods: The primary method was by online survey administered following an orientation webinar. Given the small numbers of nurse leaders in genomics within our sample (and indeed within the world), results were analyzed and presented descriptively. Those identifying resources provided further detailed resource information. Additional data were collected during a face-to-face meeting using an electronic audience-response system. Results: Of the twenty-three global delegates responding, 9 identified existing genomic resources that could be used for academic or continuing genomics education. Three countries have competence frameworks to guide learning and 5 countries have national organizations for genetics nurses. Conclusions: The genomic resources that already exist are not readily accessible or discoverable to the international nursing community and as such are underutilized.

show abstract

“…Therefore, the majority of nursing faculty attended college prior to the beginning of the Human Genome Project in 1990 and may not have learned basic genetic concepts as part of their initial education. Recent articles provide practical information about educating the next generation of nurses on genetics (Lea, Skirton, Read, & Williams, 2011), recommend strategies to prepare faculty to integrate genetics into educational programs (Tonkin, Calzone, Jenkins, Lea, & Prows, 2011; Williams, et. al.…”

Section: Introductionmentioning

confidence: 99%

Building Genetic Competence Through Partnerships and Interactive Models

Read¹,

Ricciardi²,

Gruhl³

et al. 2016

J Nurs Educ

View full text Add to dashboard Cite

Background Nurses are increasingly using genetic-directed therapies in routine care, but evidence indicates that nurse educators lack knowledge about basic genetic concepts and related clinical implications. Educators are the key to preparing future nurses for effective practice in the genomic era, and creative approaches are needed for faculty development. Method Nurse educators in academic and clinical settings partnered with science educators who use sophisticated DNA, RNA, and protein models to explore ways to teach abstract genetic concepts. Results Hands-on learning enabled the workshop participants to understand how transcription of gene mutations leads to the translation of defective proteins responsible for specific diseases. Participants found using the models helped clarified complex concepts that occur at the cellular level. Conclusion Partnerships with science educators can address gaps in nurse educators' knowledge about genetics and introduce creative teaching strategies.

show abstract

Genomic Education Resources for Nursing Faculty

Cited by 36 publications

References 20 publications

An iterative consensus‐building approach to revising a genetics/genomics competency framework for nurse education in the UK

An iterative consensus‐building approach to revising a genetics/genomics competency framework for nurse education in the UK

Increasing nursing capacity in genomics: Overview of existing global genomics resources

Building Genetic Competence Through Partnerships and Interactive Models

Contact Info

Product

Resources

About