Building Genetic Competence Through Partnerships and Interactive Models

Abstract

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.

Building Environmental Health and Genomics Literacy among Healthcare Providers Serving Vulnerable Communities: An Innovative Educational Framework

“…The nursing students’ robust educational gains reported here further substantiate an earlier study published in the Journal of Nursing Education by the authors and their extended team [ 39 ]. This earlier study achieved learning gains with the same pre- and post-tests significance values of p < 0.0001, demonstrating the hands-on learning approach is well-suited to teaching the molecular basis of genetic susceptibility.…”

“…The workshops’ purpose was to teach key molecular concepts in genetics/genomics and to offer participants Continuing Education Units (CEUs) for the workshop; U.S. nurses are required to earn CEUs annually by state rules. These studies served as the basis for an expanded environmental health educational framework presented here [ 39 ].…”

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

“…[36] In Japan, pre-licensure nursing students must pass the national licensing examination and obtain a license administered by the Division of Nursing of the Ministry of Health, Labour, and Welfare. [37] However, specific genomic content on these regulatory examinations are not known.…”

“…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.…”

Application of Feature Extraction Algorithm in the Construction of Interactive English Chinese Translation Mode

“…With the development of electronic information technology, how to classify data accurately, efficiently, and quickly has become a hot topic at present. The feature word set is generated by multifeature extraction algorithm, the text feature vector is generated by the TF-IDF frequency algorithm, and the text classification is classified by the support vector machine (SVM) classifier model [8,9]. And the corresponding calling interface is designed for the classification system, which ensures the usability of the classification module.…”