Nurses’ competence in genetics: a mixed method systematic review

Skirton, Heather; O’Connor, Anita; Humphreys, Ann

doi:10.1111/j.1365-2648.2012.06034.x

Cited by 71 publications

(85 citation statements)

References 30 publications

(106 reference statements)

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“…As shown in Figure 2, the majority of study respondents have still to adopt. This reflects the findings and comments of many authors in this field on the need for nurses to engage with genetics (Burton 2011, Task & Finish Group 2011, Skirton et al 2012.…”

Section: Discussionsupporting

confidence: 71%

Using the Diffusion of Innovations theory to understand the uptake of genetics in nursing practice: identifying the characteristics of genetic nurse adopters

Andrews

Tonkin

Lancastle

et al. 2013

Journal of Advanced Nursing

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Section: Discussionsupporting

confidence: 71%

Using the Diffusion of Innovations theory to understand the uptake of genetics in nursing practice: identifying the characteristics of genetic nurse adopters

Andrews

Tonkin

Lancastle

et al. 2013

Journal of Advanced Nursing

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“…The findings that knowledge, involvement and confidence relating to genetics and nutritional genomics are limited among dietitians mirror results of studies conducted with other non-genetic health professionals such as physicians, nurses, midwives and allied health professionals (Metcalfe et al 2002;Skirton et al 2012;Godino and Skirton 2012;Benjamin et al 2009;Lapham et al 2000;Long et al 2001). Efforts to increase the awareness and competence of health professionals in relation to genetics and genomics have been addressed via multiple approaches.…”

Section: Preparedness Of Health Professionalsmentioning

confidence: 83%

The application of genetics and nutritional genomics in practice: an international survey of knowledge, involvement and confidence among dietitians in the US, Australia and the UK

et al. 2013

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As a result of expanding scientific understanding of the interplay between genetics and dietary risk factors, those involved in nutritional management need to understand genetics and nutritional genomics in order to inform management of individuals and groups. The aim of this study was to measure and determine factors affecting dietitians' knowledge, involvement and confidence in genetics and nutritional genomics across the US, Australia and the UK. A cross-sectional study was undertaken using an online questionnaire that measured knowledge and current involvement and confidence in genetics and nutritional genomics. The questionnaire was distributed to dietitians in the US, Australia and the UK using email lists from the relevant professional associations. Data were collected from 1,844 dietitians who had practiced in the previous 6 months. The main outcomes were knowledge of genetics and nutritional genomics and involvement and confidence in undertaking clinical and educational activities related to genetics and nutritional genomics. Mean scores for knowledge, involvement and confidence were calculated. Analysis of variance and v 2 analysis were used to compare scores and frequencies. Multivariate linear regression was used to determine predictors of high scores. The results demonstrated significant differences in involvement (p \ 0.001) and confidence (p \ 0.001) but not knowledge scores (p = 0.119) between countries. Overall, dietitians reported low levels of knowledge (mean knowledge score 56.3 %), involvement (mean number of activities undertaken 20.0-22.7 %) and confidence (mean confidence score 25.8-29.7 %). Significant relationships between confidence, involvement and knowledge were observed. Variables relating to education, experience, sector of employment and attitudes were also significantly associated with knowledge, involvement and confidence. Dietitians' knowledge, involvement and confidence relating to genetics and nutritional genomics remain low and further investigation into factors contributing to this is required.

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“…[22] A systematic review of literature to establish the scope of nursing practice attaining these core competencies revealed that nurses are not demonstrating the skills to appropriately provide care to people with genetic conditions. [39] Faculty are still uncomfortable with this subject content and are inadequately preparing their students. [5,22] Assessment of comfort level, as shown in Table 5, revealed only one aspect that the majority of participants were comfortable in, which was requesting more education about genetic conditions, with 19 NEs, 8 RNs and 2 DNPs very comfortable with this request.…”

Section: Discussionmentioning

confidence: 99%

“…Nurses' overall confidence and comfort in performing genetic-genomic related tasks is relatively low. [39] Understanding educational training confirms the need for more inclusion of genetic-genomic content into curriculum and the need to further educate nurse faculty. …”

Section: Participantsmentioning

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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Nurses’ competence in genetics: a mixed method systematic review

Cited by 71 publications

References 30 publications

Using the Diffusion of Innovations theory to understand the uptake of genetics in nursing practice: identifying the characteristics of genetic nurse adopters

Using the Diffusion of Innovations theory to understand the uptake of genetics in nursing practice: identifying the characteristics of genetic nurse adopters

The application of genetics and nutritional genomics in practice: an international survey of knowledge, involvement and confidence among dietitians in the US, Australia and the UK

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

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