Nurses' attitudes, abilities and educational preference related to using family pedigrees in clinical practice

Pestka, Elizabeth L.; Meiers, Sonja J.; Shah, Lisa; Junglen, Laura M.; Delgado, Adriana

doi:10.1111/ijn.12091

Cited by 4 publications

(17 citation statements)

References 15 publications

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“…Lillie et al () used semi‐structured interviews, and Pestka et al () used focus groups. The studies by Pestka et al (2012) and Pestka et al () are complementary papers within a larger mixed‐methods study. The study by Calzone et al () was a pilot study for a larger study by Calzone, Jenkins, and Culp, et al (), providing a baseline assessment for a longitudinal research project.…”

Section: Resultsmentioning

confidence: 99%

“…Sussner et al () used nurse practitioners in addition to other clinicians. In two studies, Lillie et al () and Pestka et al (), the designation of the study participants is unclear.…”

Section: Resultsmentioning

confidence: 99%

“…In seven studies (Calzone et al, , ; Calzone, Jenkins, & Culp, et al ; Godino et al, ; Pestka et al, , ; Seven et al, ), the majority of participants had a bachelor degree as the highest level of education. Coleman et al () and Crane et al () reported that most participants had a master's degree.…”

Section: Resultsmentioning

confidence: 99%

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Nurses’ competence in genetics: An integrative review

Wright

Zhao

Birks

et al. 2018

Nursing & Health Sciences

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The aim of this integrative review was to update a mixed method systematic review by Skirton, O'Connor, and Humphreys (2012) that reported on nurses' levels of competence in using genetics in clinical practice. Three electronic databases were searched using selected key words. Research studies published in English between January 2011 and September 2017 reporting levels of nurse competence in genetics or genomics were eligible for inclusion. The selected studies were subjected to thematic analysis. Three main themes were identified: (i) genomic knowledge and utilization, (ii) perceived relevance to practice, and (iii) genomic education. While the reviewed papers produced varied findings, many nurses were shown to have poor genomic knowledge and/or competency, and yet there was a consensus that most nurses believe genomics is important to their practice. The present review indicated that in the past 5 years nurses have made minimal progress toward achieving the core genomic competencies appropriate for clinical practice.

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Section: Resultsmentioning

confidence: 99%

“…Sussner et al () used nurse practitioners in addition to other clinicians. In two studies, Lillie et al () and Pestka et al (), the designation of the study participants is unclear.…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Nurses’ competence in genetics: An integrative review

Wright

Zhao

Birks

et al. 2018

Nursing & Health Sciences

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“…Studies conducted in a variety of countries have linked the lack of genetics education in nursing programs with the difficulties these professionals have in delivering genomicbased health care (Kim, 2003;Tomatir et al, 2006;Kiray et al, 2009;Gharaibeh et al, 2010;Godino et al, 2013). Therefore, more genetic/genomic knowledge, practical experience in genetics and genomics, and guidelines related to genetics education are essential to address the deficit (Pestka et al, 2013;Anderson et al, 2015;Seven et al, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Genetic education, knowledge and experiences between nurses and physicians in primary care in Brazil: A cross‐sectional study

Lopes-Júnior

Júnior

Ferraz

et al. 2016

Nursing & Health Sciences

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Recent advances in genomics and related technologies have the potential to improve health care throughout the world. In this cross-sectional study, we examine genetics education, knowledge, and genetics-related experiences among the nurses and physicians who provide primary care in a Brazilian city. Fifty-four healthcare professionals from family health units participated in the study (response rate: 90%). Data were collected using a structured 36-item questionnaire divided into five axes: sociodemographic data and academic background; genetics education; genetics knowledge; genetics-related experiences in family practice; and knowledge regarding the National Policy for Comprehensive Care in Clinical Genetics in the Unified Health System. Although most participants (85.2%) acknowledged receiving some genetic content during their undergraduate education, the majority (77.8%) advised that they did not feel prepared to deliver genomics-based health care in primary care. The results suggest that nurses and physicians often lack the knowledge to provide genomics-based health care in primary care. Therefore, continuing education in genetics/genomics should be provided to primary healthcare professionals in order to enhance family practice and compliance with national policies.

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“…Previous researchers found general practice nurses to be lacking self-confidence in pedigree construction, risk identification, and taking responsibility for making a referral to a genomic medicine service (Barr & McConkey, 2007;Irwin et al, 2004). Pestka, Meiers, Shah, Junglen, and Delgado (2013) reported that nurses who are genomically literate are receptive to adopting family historytaking as part of their professional role. Knowledge, practice experience, role delineation, policy and clinical guidelines are all essential.…”

Section: Introductionmentioning

confidence: 99%