Perceived genetic knowledge among pre-licensure undergraduate nursing students

Abstract

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.

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

“…[7,11,33,40] It is required of nursing faculty to prepare students for the emerging genetic-genomic content and its application to practice. This "preparation extends far beyond the science and technology", addressing "the issues that promote patient adaptation to, as well as personal and clinical decisions" and their possible consequences, and the "interpretation and impact of information, risk perception, and available resources".…”

“…A well-prepared nursing faculty is needed to adequately prepare the future generation of professional nurses. The incorporation of the requisite knowledge, skills and abilities continue to fluctuate in the nursing profession [33] and maintaining educational competency to meet this need is incumbent of nurse educators to adequately teach this content. The number of nurses whose education has prepared them to take over advanced practice roles is currently not sufficient and this deficiency is expected to continue through the next decade.…”

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

“…[7] Numerous studies have explored pre-licensure selfreported/perceived genomic knowledge and comfort level. [2,[8][9][10][11][12][13] One of the initial analyzes of genomic knowl-edge, the Genetics Literacy Assessment Instrument (GLAI), a 31-item multiple choice test, was utilized to assess undergraduate nonscience majors. [14] It was viewed as a reliable assessment to track acquisition and retention of genomic concepts amongst nursing students and nurse educators and related coursework was found to enhance scores.…”

“…[14] It was viewed as a reliable assessment to track acquisition and retention of genomic concepts amongst nursing students and nurse educators and related coursework was found to enhance scores. [2] A study utilizing the GLAI on nursing students revealed that although education perceptibly had an impact on total score, selfreported knowledge retention was lacking, with average total score of one cohort of students at 70% in 2013, 67% in 2014 and 62% in 2015. [2] Another instrument, a 15-item multiple choice survey, initially devised to explore baccalaureate nurse educators' self-perceived genetic knowledge in the United States, was validated to be an effective tool for clarity, accuracy and comprehensiveness.…”

“…Continued exploration into actual, perceived and retained genomic knowledge amongst pre-licensure students, their comfort level in integrating this knowledge into their practice and future careers as healthcare professionals and their perception and attitude about genomic integration in nursing curricula is required. [1,2] Current nursing students represent future nurse researchers, educators and healthcare professionals; subsequently, they must be skilled at assessing patients and their families for genetic risk and provide appropriate care and referrals.…”