Nursing Students’ Self-Reported Knowledge of Genetics and Genetic Education

Vural, Bilgin Kıray; Tomatir, Ayse Gaye; Kurban, Nevin Kuzu; Taşpınar, Ayten

doi:10.1159/000197972

Cited by 34 publications

(11 citation statements)

References 44 publications

(27 reference statements)

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“…Health professionals presumably are the prime candidates for this endeavor. As health professionals’ knowledge of genetics seems inadequate [36] and research suggests that medical students do not acquire adequate knowledge of genetics during their studies [37], health professionals may need to be educated about genetics first. These issues may tempt us to educate individuals about the underlying principles of genetics only when relevant (e.g.…”

Section: Discussionmentioning

confidence: 99%

Applying a Theory-Based Framework to Understand Public Knowledge of Genetic Risk Factors: A Case for the Distinction between How-To Knowledge and Principles Knowledge

Smerecnik¹,

Mesters

Vries³

et al. 2010

Public Health Genomics

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Objective: Using E.M. Rogers’s knowledge framework as presented in his seminal innovation-decision process, this paper aims to present an overview of the general public’s knowledge of genetics. It also makes a first attempt to examine the statistical validity of this framework. Methods: A sample of 2,500 members of the Dutch general population was presented with a questionnaire containing measures of 3 increasingly complex forms of knowledge: awareness knowledge, (practical) how-to knowledge and (theoretical) principles knowledge. Results: The general public seems to be moderately aware of genetic risk factors for multifactorial diseases. In general, how-to knowledge seems fair, whereas principles knowledge is limited and superficial. Additional analyses provided empirical evidence for the distinction between awareness knowledge, how-to knowledge and principles knowledge. Conclusion: The innovation-decision process, and specifically Rogers’s knowledge framework, provides a useful tool for public education in genetics. Future research may build upon and extend our findings by examining the persuasion, decision, implementation, and possibly the confirmation stages of the innovation-decision process concerning genetic education.

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Section: Discussionmentioning

confidence: 99%

Applying a Theory-Based Framework to Understand Public Knowledge of Genetic Risk Factors: A Case for the Distinction between How-To Knowledge and Principles Knowledge

Smerecnik¹,

Mesters

Vries³

et al. 2010

Public Health Genomics

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“…Exploring clinical comfort level is an important concept as it relates to level of knowledge (genetic concepts and diseases) and ability to inform patients about the risk of genetic conditions. [15,19,24] …”

Section: Methodsmentioning

confidence: 99%

“…"There is no standard measure of genetic literacy for nurses at any level of education or practice" [8] yet there is a significant gap in nurses' genetic knowledge and ability to integrate that knowledge into practice. [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.…”

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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“…There were 18 dissertations, 2 theses, 20 original research studies, and 4 systematic review articles. Of the 20 original research studies, 6 were from outside the United States including Canada (Bottorff et al, 2005), Spain (Iglesias, Vallejo, Cena, & Fuentez, 2011;Mudd, 2011), China (Hsiao, Van Riper, Lee, Chen, & Lin, 2011), Turkey (Vural, Tomatir, Kurban, & Taspinar, 2009), and Korea (Choi, Jun, Ahn, & Anderson, 2008). Studies that focused on a specific nursing specialty area were not included.…”

Section: Search Outcomementioning

confidence: 99%