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

Abstract

Objective: Descriptive three-year comparison of one pre-licensure cohort of baccalaureate nursing students' genomic knowledge, attitude and comfort level. Methods: Two analyses were of interest, utilizing the same survey instrument, Genetics/Genomics Literacy Assessment (GGLA): 1) Comparison of pre vs. post intervention on the sophomore (2nd year) class and 2) Retention of the information through junior (3rd year) and senior year (4th year). Two analyses were of interest: 1) Comparison of pre-class vs. post-class assessment on sophomore [2nd year] students and 2) Retention of the information through junior [3rd year] and senior year [4th year]. Results: For the total score variable [retention of genomic knowledge over time] data was sophomore vs junior vs senior means of 7.1 vs. 6.9 vs. 8.7, p < .001 showing maintenance from sophomore (post-class assessment) to junior year with an increase in the senior year score for the cohort of students. Comparison of pre-class vs. post-class on the sophomore class resulted in statistically significant differences demonstrating higher knowledge after class. Enhancement of confidence, perceptions and attitude regarding genomics was evident with comparison of pre-class vs post-class and overtime after taking foundational course. Overall, data showed that students felt that nurse educators need more confidence in teaching and explaining as well as in patient advocacy. Conclusions: Promoting knowledge and practice integration of universal genomic health requires healthcare professionals, educators and students be knowledgeable and cognizant of their participation to advance client health outcomes.

A pilot assessment: Integrating a cystic fibrosis simulation scenario to enhance pre-licensure educational understanding of genomics

“…Continued investigation into actual, perceived and retained genomic knowledge amidst pre-licensure students, their confidence and comfort with championing genetically-based healthcare and their perception and attitude about its integration in nursing curricula is required. [42][43][44] Limitations As this was a purposeful sampling with limited participant involved in only one SON, generalizability cannot be achieved in other schools. In addition, the omittance of demographic data for one specific group is a significant limitation.…”

A snapshot of nurses’ understanding, perceptions and comfort level of genomics

“…The validity and reliability of both GGC and GGLA surveys have effectively proven to provide data on self-perceived knowledge genomics concepts. [1,4,30] 3.1.2 Perceptions and attitudes about genomics integration into nursing practice survey This survey, as Shown in Table 2, comprised seven questions using a 5-point Likert scale of strongly agree/agree, disagree/strongly disagree to unsure for perceptions and attitudes. Perception and attitude survey explored the importance of genomics for the nurse; importance of preparing nurses to utilize genomics; importance of teaching nurses genomics to keep nursing integral in patient/family care; does family history assessment has little value; work environment motivation; interest in taking a genomics course and importance of nurses to advocate for their patients regarding genomic healthcare issues.…”

“…[15] Self-rated studies of genetic knowledge in pre-licensure undergraduate or graduate nursing programs further demonstrates an inconsistency in genomic familiarity. [1][2][3][17][18][19][20] Overall, there is a critical lack of genomic understanding, skill and confidence. [21] Studies also confirmed that students felt that nurse educators need more confidence in teaching and explaining this content and faculty need to be adequately prepared to actually inform the future professional.…”

“…[21] Studies also confirmed that students felt that nurse educators need more confidence in teaching and explaining this content and faculty need to be adequately prepared to actually inform the future professional. [1,4]…”

“…Understanding genomics, the study of the structure and function of the genome and its interactions with the environment, and genetics, the study of inheritance and variation is genetics, is an essential competency of all healthcare professionals. [1,2] Nurses, as part of the integral healthcare community, necessitates remaining informed of this knowledge while integrating it into their patient-centered care and interactions. The continued success of nursing practice resides with its' practitioners being able to be fully informed, competent and comfortable with genetically-based conditions.…”