Genomics for Nursing Education and Practice: Measuring Competency

Anderson, G. B.; Alt-White, Anna C.; Schaa, Kendra L.; Boyd, Andrea; Kasper, Christine E.

doi:10.1111/wvn.12096

Cited by 27 publications

(20 citation statements)

References 30 publications

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“…The importance of genetics education for all healthcare professionals has been recognized internationally (Jenkins & Calzone, 2012;Lopes-Júnior et al, 2015;Anderson et al, 2015). In this study, we investigated nurses' and physicians' academic background in genetics, their experiences concerning the applicability of this science in PHC, and their knowledge on the contents addressed in the NPCCCG.…”

Section: Discussionmentioning

confidence: 98%

“…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%

“…Furthermore, it is important to consider three additional critical steps that are yet to be achieved: (i) core genomic nursing competencies must be mapped in academic curricula and aligned with national policies; (ii) standardized tools must be developed to evaluate genomic nursing competence at basic and advanced levels in academia and in practice, particularly in primary care; and (iii) accreditation standards for genetic nursing education need to be developed in graduate programs for specialty tracks in genomics (Skirton et al, 2012b;Anderson et al, 2015).…”

Section: Limitations and Recommendations For Future Researchmentioning

confidence: 99%

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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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Section: Discussionmentioning

confidence: 98%

Section: Literature Reviewmentioning

confidence: 99%

Section: Limitations and Recommendations For Future Researchmentioning

confidence: 99%

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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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“…Unfortunately, nurses deficiency in knowledge, skills and self-confidence in applying genomics to practice and enhancing that confidence is contingent on integrating genetic-genomic education in nursing. [15,46] Finally, as shown in Table 6, all participants agreed it is important for nurses to know and be able to integrate G-G concepts into practice; teach this material to patients and it is the role of the nurse educator to prepare students. The majority (40 NEs, 31 APRNs and 5 DNPs) agreed that nurses need to advocate for patients and society regarding ethical and legal issues about G-G.…”

Section: Discussionmentioning

confidence: 99%

Comparison of perceived genetic-genomic knowledge of nurse educators and graduate degree nursing students

Sharoff

2017

JNEP

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Objective and rationale: Comparison of self-perceived genetic-genomic knowledge of nurse educators and graduate degree nursing students enrolled at a large diverse urban university in the US. Comfort level in performing genetic-genomic related tasks and its perceived relevance to nursing also explored. Practicing clinicians are expected to have Genetics and Genomics (G-G) knowledge to provide care to a client and their family with a genetic condition and faculty expected to be able to educate these practitioners. Methods: Two groups of participants asked to complete identical survey instrument, Genetics/Genomics Literacy Assessment (GGLA). Data was collected from September 2014-December 2015. Deans/Directors from university's nursing programs (N = 17) sent introductory email with survey link and asked to forward to their faculty. APRN/DNP students at one of the university's graduate programs sent email with survey link. Results: Fifty-three nurse educators and thirty-six graduate degree nursing students completed survey. Comparison of categorical data revealed nurse educators perceived G-G knowledge correlated to graduate degree students. Majority of participants demonstrated significantly lower correct percentages (< 55%) correct] to survey questions. Majority of participants (> 75%) attitude agree it is important for nurses to know this content and be able to teach this material. However, majority (> 75%) were not comfortable with teaching or explaining this material. Conclusions: Nurse educators need to be knowledgeable in order to educate their students who are expected to practice at advanced efficiency. A prepared nursing workforce is crucial for the translation of G-G integration into personalized precision healthcare.

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“…While the role of molecular genomics in nursing research and clinical practice is increasingly recognized (Anderson, Alt-White, Schaa, Boyd, & Kasper, 2015; Blix, 2014; Leach, Tonkin, Lancastle, & Kirk, 2016; Schutte, 2006; Seibert, 2014; Umberger, Holston, Hutson, & Pierce, 2013; Williams, Cashion, Shekar, & Ginsburg, 2016), the relevance of pre-clinical inquiry to nursing practice is not always readily apparent. Still, several published articles address how these areas of inquiry are germane to nurses working in both research and clinical practice (Page, 2004; Stanley & Paice, 1997; Tkacs & Thompson, 2006a; Witek-Janusek, 2004).…”

Section: Introduction and Purposementioning

confidence: 99%

Animal models in genomic research: Techniques, applications, and roles for nurses

Osier

Pham

Savarese

et al. 2016

Applied Nursing Research

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Animal research has been conducted by scientists for over two millennia resulting in a better understanding of human anatomy, physiology, and pathology, as well as testing of novel therapies. In the molecular genomic era, pre-clinical models represent a key tool for understanding the genomic underpinnings of health and disease and are relevant to precision medicine initiatives. Nurses contribute to improved health by collecting and translating evidence from clinically relevant pre-clinical models. Using animal models, nurses can ask questions that would not be feasible or ethical to address in humans, and establish the safety and efficacy of interventions before translating them to clinical trials. Two advantages of using pre-clinical models are reduced variability between test subjects and the opportunity for precisely controlled experimental exposures. Standardized care controls the effects of diet and environment, while the availability of inbred strains significantly reduces the confounding effects of genetic differences. Outside the laboratory, nurses can contribute to the approval and oversight of animal studies, as well as translation to clinical trials and, ultimately, patient care. This review is intended as a primer on the use of animal models to advance nursing science; specifically, the paper discusses the utility of preclinical models for studying the pathophysiologic and genomic contributors to health and disease, testing interventions, and evaluating effects of environmental exposures. Considerations specifically geared to nurse researchers are also introduced, including discussion of how to choose an appropriate model and controls, potential confounders, as well as legal and ethical concerns. Finally, roles for nurse clinicians in pre-clinical research are also highlighted.

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Genomics for Nursing Education and Practice: Measuring Competency

Abstract: Most instruments assess self-perceived rather than objectively assessed competency. The highest quality instrument lacks clinical application. Knowledge-focused test questions based on up-to-date genome science that are relevant to practice need to be developed.

Cited by 27 publications

References 30 publications

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

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

Comparison of perceived genetic-genomic knowledge of nurse educators and graduate degree nursing students

Animal models in genomic research: Techniques, applications, and roles for nurses

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