Integrating Genomics Into Undergraduate Nursing Education

Daack-Hirsch, Sandra; Dieter, Carla; Griffin, Mary T. Quinn

doi:10.1111/j.1547-5069.2011.01400.x

Cited by 26 publications

(30 citation statements)

References 20 publications

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“…[9,10] Studies exploring perceived genetic knowledge and teaching strategies related to the inclusion of genetic content into curricula has been conducted in the United Kingdom; [11,12] New Zealand; [13] Japan; [14] Turkey; [15] Taiwan; [16] and the United States. [7,8,[17][18][19][20][21] These studies revealed that perceived genetic knowledge and clinical comfort remain inadequate among pre-licensure nursing students or advanced practice nursing students. [16] Studies exploring nurse faculty members' perceived knowledge of genetics continue to demonstrate the limitation of faculty to teach this content.…”

Section: Literature Reviewmentioning

confidence: 99%

“…[27,28] This instrument, initially developed to evaluate genetic education in undergraduate nonscience majors, has been utilized in nursing studies and has been validated as a reliable assessment of nursing students' and faculty's knowledge of genetic concepts, providing accurate assessment of foundational genetic/genomic knowledge. [8,20] The GLAI, a 31-item multiple choice survey assessing 17 subconcepts organized around six larger domains: nature of genetic material; transmission; gene expression; gene regulation; evolution; and genetics and society, providing a wellgrounded level of perceived knowledge of genetics/genomics concepts correlating to the nursing professions' concepts. In addition to the GLAI, participants were asked to complete three demographic questions (grade level, gender and age) as well as two questions to explore students' perceived comfort level: How comfortable in collecting a patients' family history/drawing/analyzing a three-generation pedigree and how comfortable in explaining the various Mendelian inheritance patterns to patients (such as autosomal dominant, autosomal recessive, X-linked disorders and mitochondrial disorders).…”

Section: Methodsmentioning

confidence: 99%

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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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Section: Literature Reviewmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Perceived genetic knowledge among pre-licensure undergraduate nursing students

Sharoff

2016

JNEP

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“…[17] The gap between faculty knowledge and integration of genetic and genomic content in curricula continues today. [18] Yet for nursing faculty to educate their students, they first must educate themselves. There are several exceptional genetic education programs geared towards the healthcare professional.…”

Section: Competency Of Nurse Educators To Educatementioning

confidence: 99%

Genetics and genomics integration into undergraduate nursing education

Sharoff

2015

JNEP

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Genetic and genomic science is redefining the understanding of the continuum of human health and illness. The required competency of providing essential information, support, guidance and education pertaining to genetic conditions is expected for all levels of initial pre-licensure preparation. How a nursing curriculum prepares these student nurses to function at their highest capacity depends on how genetics and genomics are integrated into the curriculum. Integrating genetics and genomics as a stand-alone course needs to be innovative and creative while teaching the scientific content. By exploring innovative and creative formats, nurse educators will learn how to enhance their students learning process to become active participants, engaged and focused as they learn to apply their knowledge of genetics and genomics. This paper will discuss practical suggestions for integrating a stand-alone genetic course for baccalaureate nursing students or for threading genetic content through-out the curricula.

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“…The self-study was followed up with a 1-day, on-site consultation by the nurse expert who provided background and significance for the need to integrate genomics into the curriculum, examples of how and where to place genomics into the curriculum based on the self-study, and teaching and learning resources for faculty (Daack-Hirsch et al, 2013). This process can be used at the undergraduate and graduate levels and lead to threading omics across the curriculum, addressing it in a series of courses, developing a specific course, or a combination of these approaches (Daack-Hirsch et al, 2011 andDaack-Hirsch et al, 2013). Additionally, some schools of nursing do currently have training programs for PhD students in the omics.…”

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confidence: 99%

Educating future nursing scientists: Recommendations for integrating omics content in PhD programs

et al. 2015

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Preparing the next generation of nursing scientists to conduct highimpact, competitive, sustainable, innovative, and interdisciplinary programs of research requires that the curricula for PhD programs keep pace with emerging areas of knowledge and health care/biomedical science. A field of inquiry that holds great potential to influence our understanding of the underlying biology and mechanisms of health and disease is omics. For the purpose of this article,

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Integrating Genomics Into Undergraduate Nursing Education

Abstract: To provide information that may assist faculty to prepare the next generation of nurses to practice using genomics.

Cited by 26 publications

References 20 publications

Perceived genetic knowledge among pre-licensure undergraduate nursing students

Perceived genetic knowledge among pre-licensure undergraduate nursing students

Genetics and genomics integration into undergraduate nursing education

Educating future nursing scientists: Recommendations for integrating omics content in PhD programs

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