Identifying the challenges to successfully teaching about genetic diversity among Japanese junior high school students

Iki

et al. 2021

BMC Nurs

Self Cite

Background As human genetics knowledge develops, public genetic literacy needs to be increased, though the educational capacity for this purpose has not yet been fully developed. Under this circumstance, the daily work of public health nurses can be viewed as an opportunity to enhance public genetic literacy. However, in Japan, there is not only a lack of public knowledge of human genomics but also a lack of public health nurses’ recognition about genomic literacy. A short-term education program was implemented as a pilot study. This study aimed to examine the effectiveness of the program to support public health nurses’ activity aimed at promoting health services-related genetic literacy. Methods The genetics education program was implemented in December 2019, in Kagoshima, Japan. Twenty-three public health nurses cooperated with the research. The program was composed of a case study on consultation, a lecture on hereditary diseases, and a discussion on the role of public health nurses. Familial hypercholesterolemia was used as the topic of the case study. We evaluated scores for cognition, affect, and psychomotor characteristics related to their learning goals before and after the program using Wilcoxon signed-rank tests. Answers in the consultation were qualitatively analyzed. Results The mean cognitive score, capturing provision of explanations of hereditary disease, was 6.3 before the program but increased significantly to 9.3 after the program (p < 0.001). For the affective score, the goal of which was deepening interest in human genetics, the mean score increased significantly from 8.5 before to 11.0 after (p < 0.001). For the psychomotor score, addressing the need for genetic consultation, the mean score increased significantly from 4.4 before to 8.1 after (p < 0.001). Prominent themes extracted from descriptions on the worksheet post training included, “providing advice and accurate information on genetic disorders” and “referral to a specialized organization.” Conclusions Our findings indicated that this education program helps public health nurses be positively involved in human genetic disorders. Thus, they may connect to their local community to provide accurate genetics knowledge and advice for health management and promoting genetic literacy.

Section: Introductionmentioning

confidence: 99%

Genetics education program to help public health nurses improve their knowledge and enhance communities’ genetic literacy: a pilot study

Iki

et al. 2021

BMC Nurs

Self Cite

“…First, they decided on the overall rules and everyone followed suit. This is a norm for many Japanese organizations [42][43][44][45] and an important means to prevent confusion in an emergency. Meanwhile, emergency managers working with community nonprofit organizations and research teams have shown a keen interest in engaging in disaster preparedness outreach with community members, and participatory planning has been reported to be important to ensure fair recovery and mitigation [46].…”

Section: Discussionmentioning

confidence: 99%

Basic Training of Teachers and Public Health Nurses for Communication with Residents for Smooth Shelter Management: A Pilot Study

Rahman

et al. 2021

Sustainability

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In Japan, schools are commonly used as disaster evacuation centers. Teachers have evacuation center management roles; however, there is no established training for teachers to balance their management roles and teaching activities. We evaluated the effectiveness of simulation training that we designed to help teachers fulfill their roles in disaster situations while minimizing educational interruptions. A total of 42 teachers completed pre- and post-simulation questionnaires. Qualitative data were collected based on their free-response evaluations. The average scores showed significant increases in the cognitive (p < 0.001), affective, (p = 0.001), and psychomotor (p < 0.001) domains. The participants expressed acceptance of the others, confirmation of evacuation center rules, and a capacity to handle personal information. The study displayed what had happened at the shelters, and highlighted consensus building and job conflicts among the evacuees. Participating teachers learned a clear idea of what would happen in the workplace if it became a shelter after a disaster. They were accepting evacuating residents to their workplace and understood that cooperation was essential to ensure the education and safety of their school children.

“…The subject matter for this course was designed for students new to human genomics, to learn how to link the genetics topics they had already studied in biology [ 25 ] with the genetics of human heredity and its relationship to nursing care. In practice, it is challenging for nurses to make a connection between the genetics that they study in biology and their actual nursing activities [ 26 ].…”

Section: Methodsmentioning

confidence: 99%

Remote Teaching Due to COVID-19: An Exploration of Its Effectiveness and Issues

Yamasaki

Masuoka

et al. 2021

IJERPH

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Universities have quickly shifted to remote learning due to the COVID-19 pandemic. This study compared two versions—emergency remote teaching (ERT) and conventional face-to-face class (FFC)—of a course design based on the instructional design ARCS model for effectiveness and issues. The current study comprised 46 third-year nursing students who attended an FFC course in 2019, and 56 third-year students who took the ERT version in 2020. Students’ self-rated goal attainment and knowledge of genetics scores were compared before and after taking the courses. Scores between the two class types were compared using the Wilcoxon rank sum test. The students’ worksheets were evaluated using keyword frequency and content analyses. Both classes achieved their goals satisfactorily, and this study confirmed that for this course, ERT was as effective as FFC. A comparison of the increase in domain goal attainment scores per student showed that only the psychomotor domain item, “I can fully explain human diversity using genomic information,” was significantly different, as it was significantly higher for ERT (p = 0.003). This higher item in the ERT group suggests that ERT can pose a lack of practice caution in acquiring nursing skills.