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Courtenay M, Hawker C, Gallagher R, Castro-Sanchez E, Gould DJ, Al Salti F, Bate J, Cooper D, Cooper R, Craig R, Dickenson R, Fallon D, Mcleod S, Morrow K, Ness V, Nichols A, O'reilly S, Partington S, Sevenoaks JC, Sunter M, Turner J, Underhill LW, Weaver SL. The application of antimicrobial stewardship knowledge to nursing practice: A national survey of United Kingdom pre-registration nursing students. J Adv Nurs 2024. [PMID: 38661290 DOI: 10.1111/jan.16195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2023] [Revised: 03/21/2024] [Accepted: 04/06/2024] [Indexed: 04/26/2024]
Abstract
AIM To assess student nurses understanding and skills in the application of antimicrobial stewardship knowledge to practice. DESIGN Quantitative. METHODS Cross-sectional survey. RESULTS Five hundred and twenty three student nurses responded across 23 UK universities. Although students felt prepared in competencies in infection prevention and control, patient-centred care and interprofessional collaborative practice, they felt less prepared in competencies in which microbiological knowledge, prescribing and its effect on antimicrobial stewardship is required. Problem-based learning, activities in the clinical setting and face-to-face teaching were identified as the preferred modes of education delivery. Those who had shared antimicrobial stewardship teaching with students from other professions reported the benefits to include a broader understanding of antimicrobial stewardship, an understanding of the roles of others in antimicrobial stewardship and improved interprofessional working. CONCLUSION There are gaps in student nurses' knowledge of the basic sciences associated with the antimicrobial stewardship activities in which nurses are involved, and a need to strengthen knowledge in pre-registration nurse education programmes pertaining to antimicrobial management, specifically microbiology and antimicrobial regimes and effects on antimicrobial stewardship. Infection prevention and control, patient-centred care and interprofessional collaborative practice are areas of antimicrobial stewardship in which student nurses feel prepared. Interprofessional education would help nurses and other members of the antimicrobial stewardship team clarify the role nurses can play in antimicrobial stewardship and therefore maximize their contribution to antimicrobial stewardship and antimicrobial management. IMPLICATIONS FOR THE PROFESSION There is a need to strengthen knowledge from the basic sciences, specifically pertaining to antimicrobial management, in pre-registration nurse education programmes. PATIENT OR PUBLIC CONTRIBUTION No patient or public contribution. IMPACT What Problem Did the Study Address? Nurses must protect health through understanding and applying antimicrobial stewardship knowledge and skills (Nursing and Midwifery Council 2018); however, there is no research available that has investigated nurses understanding and skills of the basic sciences associated with the antimicrobial stewardship activities in which they are involved. What Were the Main Findings? There are gaps in student nurses' knowledge of the basic sciences (specifically microbiology and prescribing) associated with the antimicrobial stewardship activities in which nurses are involved. Problem-based learning, and activities in the clinical setting, were reported as useful teaching methods, whereas online learning, was seen as less useful. Where and on Whom Will the Research Have an Impact? Pre-registration nurse education programmes. REPORTING METHOD The relevant reporting method has been adhered to, that is, STROBE.
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Affiliation(s)
| | - Clare Hawker
- School of Health Sciences, Cardiff University, Cardiff, UK
| | - Rose Gallagher
- Infection Prevention and Control, Royal College of Nursing, London, UK
| | - Enrique Castro-Sanchez
- Brunel University, Uxbridge, UK
- Imperial College, London, UK
- University of Balearic Islands, Spain
| | | | - Faten Al Salti
- Sheffield Hallam University, College of Health & Wellbeing, Sheffield, UK
| | - Jennifer Bate
- School of Health, Science and Wellbeing, Staffordshire University, Shrewsbury, UK
| | - Daniel Cooper
- School of Nursing and Advanced Practice, Liverpool John Moore University, Liverpool, UK
| | - Rebecca Cooper
- School of Health Sciences, Medical School, University of Nottingham, Nottingham, UK
| | - Rebecca Craig
- School of Sport and Health Sciences, University of Brighton, Brighton, UK
| | | | | | | | - Kate Morrow
- School of Health and Social Work, University of Hertfordshire, Hatfield, UK
| | - Valerie Ness
- Department of Nursing and Community Health, Glasgow Caledonian University, Glasgow, UK
| | - Andrew Nichols
- School of Nursing and Midwifery, Plymouth University, Plymouth, UK
| | | | - Sarah Partington
- School of Nursing and Healthcare Leadership, Bradford University, Bradford, UK
| | | | - Matthew Sunter
- Robert Gordon University, School of Nursing, Midwifery and Paramedic Practice, Aberdeen, UK
| | - Jane Turner
- School of Nursing and Midwifery, University of Derby, Chesterfield, UK
| | - Liz W Underhill
- School of Nursing and Midwifery, University of Hull, Hull, UK
| | - Sarah L Weaver
- Three Counties School of Nursing and Midwifery, University of Worcester, Worcester, UK
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Hines-Dowell S, McNamara E, Mostafavi R, Taylor L, Harrison L, McGee RB, Blake AK, Lewis S, Perrino M, Mandrell B, Nichols KE. Genomes for Nurses: Understanding and Overcoming Barriers to Nurses Utilizing Genomics. JOURNAL OF PEDIATRIC HEMATOLOGY/ONCOLOGY NURSING 2024; 41:140-147. [PMID: 38347731 DOI: 10.1177/27527530231214540] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/16/2024]
Abstract
Background: Genomic testing is an increasingly important technology within pediatric oncology that aids in cancer diagnosis, provides prognostic information, identifies therapeutic targets, and reveals underlying cancer predisposition. However, nurses lack basic knowledge of genomics and have limited self-assurance in using genomic information in their daily practice. This single-institution project was carried out at an academic pediatric cancer hospital in the United States with the aim to explore the barriers to achieving genomics literacy for pediatric oncology nurses. Method: This project assessed barriers to genomic education and preferences for receiving genomics education among pediatric oncology nurses, nurse practitioners, and physician assistants. An electronic survey with demographic questions and 15 genetics-focused questions was developed. The final survey instrument consisted of nine sections and was pilot-tested prior to administration. Data were analyzed using a ranking strategy, and five focus groups were conducted to capture more-nuanced information. The focus group sessions lasted 40 min to 1 hour and were recorded and transcribed. Results: Over 50% of respondents were uncomfortable with or felt unprepared to answer questions from patients and/or family members about genomics. This unease ranked as the top barrier to using genomic information in clinical practice. Discussion: These results reveal that most nurses require additional education to facilitate an understanding of genomics. This project lays the foundation to guide the development of a pediatric cancer genomics curriculum, which will enable the incorporation of genomics into nursing practice.
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Affiliation(s)
| | | | | | - Leslie Taylor
- St. Jude Children's Research Hospital, Memphis, TN, USA
| | - Lynn Harrison
- St. Jude Children's Research Hospital, Memphis, TN, USA
| | - Rose B McGee
- St. Jude Children's Research Hospital, Memphis, TN, USA
| | - Alise K Blake
- St. Jude Children's Research Hospital, Memphis, TN, USA
| | - Sara Lewis
- St. Jude Children's Research Hospital, Memphis, TN, USA
| | | | | | - Kim E Nichols
- St. Jude Children's Research Hospital, Memphis, TN, USA
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Bayrak Aykan E, Eren Fidancı B. Developing the scale of genetic/genomic awareness in pediatric nurses. Arch Pediatr 2024; 31:59-65. [PMID: 37993316 DOI: 10.1016/j.arcped.2023.09.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Revised: 09/07/2023] [Accepted: 09/10/2023] [Indexed: 11/24/2023]
Abstract
OBJECTIVE In recent years, genomic information and technology have been increasingly integrated into healthcare services for the prevention of genetic diseases, screening, diagnosis, treatment selection, and follow-up of treatment efficacy. The aim of the study was to develop the Scale of Genetic/Genomic Awareness in Pediatric Nurses (SGAPN) and to evaluate its psychometric properties. MATERIAL AND METHODS This was a methodological study covering the development of the SGAPN and testing its psychometric properties. SGAPN items were developed based on a literature review and were evaluated by content validity. The SGAPN was then tested for internal consistency coefficients, face validity, criterion validity, and construct validity in a convenience sample of 280 pediatric nurses. RESULTS The SGAPN is a scale consisting of 32 items. Its Cronbach alpha value was calculated as 0.893. It has a structure with three factors including "genetic/genomic information" (13 items), "genetic transmission information" (7 items), and "genetic education and practices" (12 items). The Cronbach alpha values of the factors were 0.845, 0.600, and 0.893, respectively. CONCLUSION It is suggested that the SGAPN can be used as a valid and reliable scale in the evaluation of the genetic/genomic information, education, and practices of pediatric nurses.
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Affiliation(s)
- Emine Bayrak Aykan
- Ankara Medipol University, Nursing Department - Anafartalar Blok, Talatpaşa Boulevard, Biga 2 Street, Nu:2, 06050 Al Ankara, Turkey.
| | - Berna Eren Fidancı
- Department of Pediatric Nursing, University of Health Sciences, Gülhane School of Nursing, Ankara, Turkey.
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Chair SY, Law BMH, Zang Y, Waye MMY, Cheng HY, Chow KM. The effects of decision aids for genetic counselling among people considering genetic testing: A systematic review. J Clin Nurs 2023; 32:6796-6810. [PMID: 37287127 DOI: 10.1111/jocn.16768] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2022] [Revised: 04/26/2023] [Accepted: 05/12/2023] [Indexed: 06/09/2023]
Abstract
AIM To assess the effectiveness of decision aids for genetic counsellees to improve their conflicts in decision-making and psychological well-being when considering genetic tests for inherited genetic diseases, and their knowledge about these tests and their genetic risks. DESIGN Systematic review. DATA SOURCES Six electronic databases (PubMed, MEDLINE, OVID Nursing, APA PsycINFO, EMBASE and CINAHL) were searched from inception to May 2022. REVIEW METHODS Only randomised controlled trials that examined the effect of decision aids for information provision centring genetic testing on outcomes including decisional conflicts, informed choice making, knowledge on genetic risks or genetic tests, and psychological outcomes among participants who had undergone genetic counselling were included. Their risk of bias was assessed using the Version 2 of the Cochrane risk of bias tool for randomised trials. Results were presented narratively. The review was conducted according to the PRISMA checklist. RESULTS Eight included studies examined the effect of booklet-based, computer-based, film-based or web-based decision aids on individuals considering genetic testing for their increased cancer risks. Despite contrasting findings across studies, they showed that decision aids enable genetic counsellees to feel more informed in decision-making on genetic tests, although most showed no effect on decisional conflict. Knowledge of genetic counsellees on genetic risks and genetic tests were increased after the use of decision aids. Most studies showed no significant effect on any psychological outcomes assessed. CONCLUSIONS Review findings corroborate the use of decision aids to enhance the effective delivery of genetic counselling, enabling genetic counsellees to gain more knowledge of genetic tests and feel more informed in making decisions to have these tests. RELEVANCE TO CLINICAL PRACTICE Decision aids can be used to support nurse-led genetic counselling for better knowledge acquisition and decision-making among counsellees. NO PATIENT OR PUBLIC CONTRIBUTION Patient or public contribution is not applicable as this is a systematic review.
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Affiliation(s)
- Sek Ying Chair
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, China
- Asia-Pacific Genomic and Genetic Nursing Centre, The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, China
- The Croucher Laboratory for Human Genomics, The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, China
| | - Bernard M H Law
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, China
| | - Yuli Zang
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, China
| | - Mary M Y Waye
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, China
- Asia-Pacific Genomic and Genetic Nursing Centre, The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, China
- The Croucher Laboratory for Human Genomics, The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, China
| | - Ho Yu Cheng
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, China
- Asia-Pacific Genomic and Genetic Nursing Centre, The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, China
- The Croucher Laboratory for Human Genomics, The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, China
| | - Ka Ming Chow
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, China
- Asia-Pacific Genomic and Genetic Nursing Centre, The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, China
- The Croucher Laboratory for Human Genomics, The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong, China
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Carpenter-Clawson C, Watson M, Pope A, Lynch K, Miles T, Bell D, Talbot M, Varadi A. Competencies of the UK nursing and midwifery workforce to mainstream genomics in the National Health Service: the ongoing gap between perceived importance and confidence in genomics. Front Genet 2023; 14:1125599. [PMID: 37396047 PMCID: PMC10312078 DOI: 10.3389/fgene.2023.1125599] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2022] [Accepted: 06/05/2023] [Indexed: 07/04/2023] Open
Abstract
The United Kingdom is recognised worldwide as a leader in genomics. The use of genomic technologies in the National Health Service (NHS) is expected to deliver faster and more accurate diagnoses, supporting personalized treatments to improve patient outcomes. The ambition of embedding genomic medicine in the diagnostic pathway requires involvement of the front-line clinical workforce, known as 'mainstreaming'. Nurses and midwives are the largest professionally qualified workforce in the National Health Service thus, it is anticipated that they will play key roles in mainstreaming. This study investigated the level of competence/confidence of practicing nurses and midwives to support mainstreaming and their perception of the importance of genomics in delivery of patient care. A literature review of genetics/genomics competency frameworks, semi structured interviews of lead nurses and stakeholders were conducted to identify relevant competencies needed for mainstreaming. These were then used to survey four cohorts of nurses (n = 153) across England in four consecutive years (2019-22). The confidence level of these professionals in all aspects of genomics was 2.07 ± 0.47 measured on a 5-point Likert scale (1"Low confidence"; 5 "High confidence"). Intriguingly, these professionals all appreciated the importance of genomics for their patient care (4.01 ± 0.06). Whilst the importance scores increased, the confidence scores declined at the time when major genomic transformation took place in the NHS (e.g.: launch of the Genomic Medicine Service, the National Genomic Test Directory). To bridge this gap, relevant genomic education can play key roles. However, nurses and midwives were found to be grossly underrepresented in formal genomic education courses offered by Health Education England Genomics Education Programme since 2014. This may result from the lack of direct applicability of the currently offered courses for their practice and role. Thematic analysis revealed that nurses and midwives wish to support their patients by providing more information on their condition, inheritance, and treatment options in combination with the use of relevant genetic counselling skills. This study identified easy to follow competencies for embedding genomics into routine clinical care. We propose a training programme that addresses the gap that nurses and midwives currently have, to enable them to harness genomic opportunities for patients and services.
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Affiliation(s)
- Catherine Carpenter-Clawson
- Bristol Royal Hospital for Children, University Hospitals Bristol and Weston NHS Foundation Trust, Bristol, United Kingdom
| | - Melanie Watson
- South West Genomic Laboratory Hub, North Bristol NHS Trust, Southmead Hospital, Bristol, United Kingdom
| | - Alison Pope
- Genomics Education Programme, Health Education England, Birmingham, United Kingdom
| | - Kathleen Lynch
- Genomics Education Programme, Health Education England, Birmingham, United Kingdom
| | - Tracie Miles
- NHS Southwest Genomic Medicine Service Alliance, Royal Devon and Exeter Foundation Trust, Exeter, United Kingdom
| | - Dany Bell
- Macmillan Cancer Support, London, United Kingdom
| | | | - Aniko Varadi
- Centre for Research in Biosciences, School of Applied Sciences, University of the West of England, Bristol, United Kingdom
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Chow KM, Cheng HY, Leung AWY, Tola YO, Chair SY. Genetic/genomic literacy, attitudes and receptivity of nursing students and practising nurses: A cross-sectional online survey. NURSE EDUCATION TODAY 2023; 125:105773. [PMID: 36921542 DOI: 10.1016/j.nedt.2023.105773] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Revised: 02/03/2023] [Accepted: 02/26/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The growing demand for personalised nursing care in the genomic era requires nursing students and practising nurses to be better prepared to apply the knowledge of genetics/genomics to nursing practice. Several studies have shown that, despite having positive attitudes/receptivity towards integrating genetics/genomics into nursing practice, nursing students and professionals report a low level of genetic/genomic literacy. However, little is known about the status in Hong Kong. OBJECTIVES We assessed and compared the genetic/genomic literacy and attitudes/receptivity towards integrating genetics/genomics into nursing practice among nursing students and practising nurses in Hong Kong. We also explored the relationships between the students' background characteristics, attitudes/receptivity towards integrating genetics/genomics into nursing practice and genetic/genomic literacy. DESIGN A cross-sectional online survey conducted between March 2020 and January 2022. SETTINGS A government-funded university in Hong Kong. PARTICIPANTS We recruited a convenience sample of 234 nursing students, 145 were final-year undergraduate students (median age = 22 years, 84.1 % female) and 89 were practising registered nurses (postgraduate students studying part-time programme, median age = 28 years, 77.5 % female). METHODS The survey collected the participants' background information, attitudes/receptivity towards integrating genetics/genomics into nursing practice and levels of genetic/genomic literacy. RESULTS Overall, the participants reported positive attitudes/receptivity towards practice integration but had low levels of genetic/genomic literacy. Practising nurses were more likely to have lower genetic/genomic literacy, but more positive attitudes/receptivity towards practice integration, than undergraduate students. Multiple regression analysis suggested that the level of study (postgraduate/undergraduate programme) and perceptions of the disadvantages of 'needing to re-tool professionally' were significant independent factors associated with the level of genetic/genomic literacy. CONCLUSIONS Findings from this study call for the strategic integration of genetics/genomics education into all levels of nursing education in Hong Kong and across the globe. In particular, sustained efforts should be made to ensure that practising nurses receive further education in genetics/genomics.
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Affiliation(s)
- Ka Ming Chow
- The Nethersole School of Nursing, The Chinese University of Hong Kong, Hong Kong; Asia-Pacific Genomic and Genetic Nursing Centre, The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong
| | - Ho Yu Cheng
- The Nethersole School of Nursing, The Chinese University of Hong Kong, Hong Kong; Asia-Pacific Genomic and Genetic Nursing Centre, The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong.
| | - Alice W Y Leung
- The Nethersole School of Nursing, The Chinese University of Hong Kong, Hong Kong
| | | | - Sek Ying Chair
- The Nethersole School of Nursing, The Chinese University of Hong Kong, Hong Kong; Asia-Pacific Genomic and Genetic Nursing Centre, The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong
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Schluter JE. Understanding the application of genomics knowledge in nursing and midwifery practice: A scoping study. Collegian 2022. [DOI: 10.1016/j.colegn.2022.09.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Yeşilçinar İ, Seven M, Şahin E, Calzone K. Test/Retest Reliability of a Turkish Version of the Genetics and Genomics in Nursing Practice Survey. J Nurs Meas 2022; 30:464-481. [PMID: 36127149 PMCID: PMC10433692 DOI: 10.1891/jnm-d-21-00007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Background and Purpose: The Genetics and Genomics in Nursing Practice Survey (GGNPS) was developed to evaluate the use of genetics in clinical practice. This study aimed to translate the GGNPS into Turkish and perform the test/retest reliability. Methods: A descriptive, cross-sectional research design was used to collect data. Data were collected two times with ~3-7 weeks apart by using RedCap software. Results: At Time 1, a total of 385 nurses completed the survey; at Time 2, 88 nurses completed the retest survey. Findings show that one item has a slight agreement, 9 items fair agreements and 18 items moderate agreements, and 19 items substantial agreements between Times 1 and 2. Conclusions: The Turkish version of GGNPS appears to be a reliable instrument.
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Affiliation(s)
| | - Memnun Seven
- University of Massachusetts Amherst, Amherst, Massachusetts
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Lopes-Júnior LC, Bomfim E, Flória-Santos M. Genetics and Genomics Teaching in Nursing Programs in a Latin American Country. J Pers Med 2022; 12:jpm12071128. [PMID: 35887625 PMCID: PMC9325240 DOI: 10.3390/jpm12071128] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Revised: 07/01/2022] [Accepted: 07/03/2022] [Indexed: 11/16/2022] Open
Abstract
Although the importance of genetics and genomics in nursing education has been widely recognized, surveys carried out in several countries show that these subjects are still limited in nursing undergraduate programs. In Latin America, the teaching of genetics and genomics in nursing programs has never been previously documented. Considering this scenario, we aimed to investigate how genetics and genomics have been taught in undergraduate nursing programs in Brazil. A total of 138 undergraduate nursing program coordinators and 49 faculty members were recruited to participate in this cross-sectional study. After IRB approval, data were collected using an online survey, covering curriculum design, faculty credentials, genetics and/or genomics teaching, as well as their impressions regarding the document “Essential Nursing Competencies and Curricula Guidelines for Genetics and Genomics”. Genetics is taught in most of the investigated courses (67.3%), mainly by biologists (77.6%), with master’s degree (83.7%), and with the syllabus mainly focused on molecular biology. More instructors agreed with Competency 2 (C2) which refers to advocating for clients’ access to desired genetic/genomic services and/or resources including support groups as well as C23 which refer to using health promotion/disease prevention practices that incorporate knowledge of genetic and genomic risk factors, than coordinators. That is, the participants’ type of appointment (instructors vs. coordinators) had a significant effect on their agreement level with competencies C2 (χ2 = 6.23, p = 0.041) and C23 (χ2 = 9.36, p = 0.007). Overall, a higher number of participants with both master’s and Ph.D. degrees significantly agreed with competencies C2, C4, which refer to incorporating genetic and genomic technologies and information into registered nurse practice, and C5—demonstrating in practice the importance of tailoring genetic and genomic information and services to clients based on their culture, religion, knowledge level, literacy, and preferred language, when compared to those with Ph.D. only, and those with a master’s degree only (χ2 = 8.73, p = 0.033; χ2 = 8.61, p = 0.033; χ2 = 8.61, p = 0.033, respectively). Our results support reflections on ways to prepare the nursing workforce to deliver personalized nursing care. Additionally, they can be an aid in establishing guidelines for the undergraduate nursing curricula in Brazil and in other Portuguese-speaking countries, as well as in Latin America.
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Affiliation(s)
- Luís Carlos Lopes-Júnior
- Health Sciences Center, Nursing Department, Federal University of Espírito Santo (UFES), Av. Marechal Campos, 1468, Maruípe, Vitoria 29043-900, ES, Brazil
- Correspondence: (L.C.L.-J.); (M.F.-S.); Tel.: +55-(27)-3335-7287 (L.C.L.-J.); +55-16-3315-0539 (M.F.-S.)
| | | | - Milena Flória-Santos
- Department of Maternal-Infant Nursing and Public Health Nursing, University of São Paulo at Ribeirão Preto College of Nursing, 3900 Avenida Bandeirantes, Ribeirão Preto 14040-902, SP, Brazil
- Correspondence: (L.C.L.-J.); (M.F.-S.); Tel.: +55-(27)-3335-7287 (L.C.L.-J.); +55-16-3315-0539 (M.F.-S.)
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Laaksonen M, Airikkala E, Halkoaho A. The Development of Education of Public Health Nurses for Applying Genomics in Preventive Health Care. Front Genet 2022; 13:849232. [PMID: 35464840 PMCID: PMC9024403 DOI: 10.3389/fgene.2022.849232] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2022] [Accepted: 03/14/2022] [Indexed: 11/13/2022] Open
Abstract
Genetics and genomics have become one of the most important development areas in healthcare. For this reason, it is essential that nursing professionals take their role to offer their skills in implementing genomics in health promotion. The education of public health nurses is taking vital steps in training the health promoters who are able to take the genome-based knowledge into account in precision healthcare. Tampere University of Applied Sciences managed to integrate genomics into the studies of public health nursing. This article describes the process of development and lays emphasis on the importance of genomic education of public health nurses.
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Zureigat B, Gould D, Seven M. Educational Interventions to Improve Nurses' Competency in Genetics and Genomics: A Scoping Review. J Contin Educ Nurs 2022; 53:13-20. [PMID: 34978477 DOI: 10.3928/00220124-20211210-06] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
BACKGROUND Regardless of profession and area of practice, every health care provider must possess basic knowledge and skills to integrate genetics and genomics into practice. Nurses play a pivotal role in providing health care, and they should be well equipped to apply genetics and genomics to health care settings. This scoping review explored the existing literature of educational interventions to improve nurses' competencies, including knowledge, attitudes, and skills in genetics and genomics. METHOD A scoping review was conducted with the Joanna Briggs Institute method for scoping reviews. We searched PubMed, Web of Science, CINAHL, and ERIC in March 2021. We included original research studies published in English in peer-reviewed journals that reported findings on the effectiveness of an educational intervention to improve nurses' competencies in genetics or genomics. RESULTS A total of 17 studies were included in the scoping review. Registered nurses, advanced practice nurses, and nursing faculty were targeted with different types of interventions, including face-to-face education, online/remote education, and written materials. CONCLUSION Limited research shows that various educational interventions improved the competencies in genetics and genomics among nurses with different degrees and areas of practice. Research is needed to evaluate the long-term effects of educational interventions by reliable assessment methods for nurses with appropriate sample sizes. [J Contin Educ Nurs. 2022;53(1):13-20.].
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Majstorović D, Barišić A, Štifanić M, Dobrača I, Vraneković J. The Importance of Genomic Literacy and Education in Nursing. Front Genet 2022; 12:759950. [PMID: 34970300 PMCID: PMC8712715 DOI: 10.3389/fgene.2021.759950] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Accepted: 11/17/2021] [Indexed: 12/04/2022] Open
Abstract
Genetic discoveries and technological advances have been changing nursing care delivery, which modifies the roles and practices of nursing in society. Although the need for education of nurses in the field of genomics has been recognized in the 1960s, many countries still have no clear guidelines in this field of education and training. The purpose of this study was to evaluate current genomics content in the curriculum of undergraduate and graduate programs of studies in nursing in Croatia, and to measure the genomic literacy of Croatian undergraduate nursing students through assessing participants’ understanding of genomic concepts most critical to nursing practice. The curriculum of undergraduate and graduate programs of nursing classes of 2020/2021 were independently analyzed by the authors. For measuring the knowledge of essential genomic concepts among nurses, a Genomic Nursing Concept Inventory (GNCI©) instrument was employed. Results indicate that the current genomics content, for undergraduate and graduate nursing programs in Croatia, is inadequate and not concordant among universities. Moreover, the genomic literacy of Croatian undergraduate students (Undergraduate program 10) was found to be low. Scores across respondents ranged from 3 to 22 (out of possible 31), with a mean scale score 9.8 (SD 5.3) (31.6% correct). We can conclude that the curriculum for undergraduate and graduate programs of Studies in nursing should be revised to implement the latest genomic practices and approaches to genomics education while nurses should acquire an adequate level of genomic literacy in order to produce desired outcomes of competency in nursing practice.
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Affiliation(s)
| | - Anita Barišić
- Department of Medical Biology and Genetics, Faculty of Medicine, University of Rijeka, Rijeka, Croatia
| | - Mauro Štifanić
- Faculty of Natural Science, Juraj Dobrila University of Pula, Pula, Croatia
| | - Igor Dobrača
- Faculty of Medicine, Juraj Dobrila University of Pula, Pula, Croatia
| | - Jadranka Vraneković
- Department of Medical Biology and Genetics, Faculty of Medicine, University of Rijeka, Rijeka, Croatia
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Bauss J, Morris M, Shankar R, Olivero R, Buck LN, Stenger CL, Hinds D, Mills J, Eby A, Zagorski JW, Smith C, Cline S, Hartog NL, Chen B, Huss J, Carcillo JA, Rajasekaran S, Bupp CP, Prokop JW. CCR5 and Biological Complexity: The Need for Data Integration and Educational Materials to Address Genetic/Biological Reductionism at the Interface of Ethical, Legal, and Social Implications. Front Immunol 2021; 12:790041. [PMID: 34925370 PMCID: PMC8674737 DOI: 10.3389/fimmu.2021.790041] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2021] [Accepted: 11/18/2021] [Indexed: 01/02/2023] Open
Abstract
In the age of genomics, public understanding of complex scientific knowledge is critical. To combat reductionistic views, it is necessary to generate and organize educational material and data that keep pace with advances in genomics. The view that CCR5 is solely the receptor for HIV gave rise to demand to remove the gene in patients to create host HIV resistance, underestimating the broader roles and complex genetic inheritance of CCR5. A program aimed at providing research projects to undergraduates, known as CODE, has been expanded to build educational material for genes such as CCR5 in a rapid approach, exposing students and trainees to large bioinformatics databases and previous experiments for broader data to challenge commitment to biological reductionism. Our students organize expression databases, query environmental responses, assess genetic factors, generate protein models/dynamics, and profile evolutionary insights into a protein such as CCR5. The knowledgebase generated in the initiative opens the door for public educational information and tools (molecular videos, 3D printed models, and handouts), classroom materials, and strategy for future genetic ideas that can be distributed in formal, semiformal, and informal educational environments. This work highlights that many factors are missing from the reductionist view of CCR5, including the role of missense variants or expression of CCR5 with neurological phenotypes and the role of CCR5 and the delta32 variant in complex critical care patients with sepsis. When connected to genomic stories in the news, these tools offer critically needed Ethical, Legal, and Social Implication (ELSI) education to combat biological reductionism.
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Affiliation(s)
- Jacob Bauss
- Department of Pediatrics and Human Development, College of Human Medicine, Michigan State University, Grand Rapids, MI, United States
| | - Michele Morris
- HudsonAlpha Institute for Biotechnology, Huntsville, AL, United States
| | - Rama Shankar
- Department of Pediatrics and Human Development, College of Human Medicine, Michigan State University, Grand Rapids, MI, United States
| | - Rosemary Olivero
- Department of Pediatrics and Human Development, College of Human Medicine, Michigan State University, Grand Rapids, MI, United States.,Infectious Disease, Helen DeVos Children's Hospital, Grand Rapids, MI, United States
| | - Leah N Buck
- Department of Pediatrics and Human Development, College of Human Medicine, Michigan State University, Grand Rapids, MI, United States.,Department of Mathematics, University of North Alabama, Florence, AL, United States
| | - Cynthia L Stenger
- Department of Mathematics, University of North Alabama, Florence, AL, United States
| | - David Hinds
- Department of Pediatrics and Human Development, College of Human Medicine, Michigan State University, Grand Rapids, MI, United States.,HudsonAlpha Institute for Biotechnology, Huntsville, AL, United States
| | - Joshua Mills
- Department of Biology, Grand Valley State University, Allendale, MI, United States
| | - Alexandra Eby
- Department of Science, Davenport University, Grand Rapids, MI, United States
| | - Joseph W Zagorski
- Office of Research, Spectrum Health, Grand Rapids, MI, United States
| | - Caitlin Smith
- Department of Biology, Athens State University, Athens, AL, United States
| | - Sara Cline
- Department of Biology, Athens State University, Athens, AL, United States
| | - Nicholas L Hartog
- Department of Pediatrics and Human Development, College of Human Medicine, Michigan State University, Grand Rapids, MI, United States.,Allergy & Immunology, Spectrum Health, Grand Rapids, MI, United States
| | - Bin Chen
- Department of Pediatrics and Human Development, College of Human Medicine, Michigan State University, Grand Rapids, MI, United States.,Department of Pharmacology and Toxicology, Michigan State University, East Lansing, MI, United States
| | - John Huss
- Department of Philosophy, The University of Akron, Akron, OH, United States
| | - Joseph A Carcillo
- Department of Critical Care Medicine and Pediatrics, Children's Hospital of Pittsburgh, University of Pittsburgh School of Medicine, Pittsburgh, PA, United States
| | - Surender Rajasekaran
- Department of Pediatrics and Human Development, College of Human Medicine, Michigan State University, Grand Rapids, MI, United States.,Office of Research, Spectrum Health, Grand Rapids, MI, United States.,Pediatric Intensive Care Unit, Helen DeVos Children's Hospital, Grand Rapids, MI, United States
| | - Caleb P Bupp
- Department of Pediatrics and Human Development, College of Human Medicine, Michigan State University, Grand Rapids, MI, United States.,Medical Genetics, Spectrum Health, Grand Rapids, MI, United States
| | - Jeremy W Prokop
- Department of Pediatrics and Human Development, College of Human Medicine, Michigan State University, Grand Rapids, MI, United States.,Department of Pharmacology and Toxicology, Michigan State University, East Lansing, MI, United States
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14
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Dewell S, Ginn C, Benzies K, Seneviratne C. Nursing student and faculty attitudes about a potential genomics-informed undergraduate curriculum. Int J Nurs Educ Scholarsh 2021; 18:ijnes-2020-0109. [PMID: 34380187 DOI: 10.1515/ijnes-2020-0109] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Accepted: 07/21/2021] [Indexed: 11/15/2022]
Abstract
OBJECTIVES To explore attitudes about adding genomic content to an undergraduate nursing curriculum. Genomic knowledge is essential to nursing education, but challenges exist for curriculum innovation. Few countries have guiding documents from national nursing organizations on genomic competencies for practice or education. Information on attitudes about genomics may provide guidance for curriculum development. METHODS Nineteen undergraduate nursing students and two faculty from a school of nursing with two sites in western Canada participated. Five focus groups and four interviews were conducted using a semi-structured focus group guide. Data were analysed using thematic analysis. Coding was inductive. RESULTS Characteristics of participants, eight key themes, and four future focal areas were identified to guide future research and curriculum development. CONCLUSIONS Global development of genomics-informed curricula will require a focus on increasing knowledge, defining scope and role, increasing visibility of role models, and preparing to implement precision health.
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Affiliation(s)
- Sarah Dewell
- School of Nursing, University of Northern British Columbia, Prince George, BC, Canada
| | - Carla Ginn
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
| | - Karen Benzies
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
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15
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Dagan E, Amit Y, Sokolov L, Litvak P, Barnoy S. Integrating Genomic Professional Skills Into Nursing Practice: Results From a Large Cohort of Israeli Nurses. J Nurs Scholarsh 2021; 53:753-761. [PMID: 34151506 DOI: 10.1111/jnu.12686] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/18/2021] [Indexed: 01/29/2023]
Abstract
PURPOSE To explore the association of genomic knowledge, self-epistemic authority (SEA; i.e., subjective perception of knowledge expertise), perceived importance of genomics in nursing, and the integration of genomic skills into nursing practice. DESIGN A cross-sectional study of nurses working in pediatric, obstetric, and internal wards of two medical centers in Israel between February and October 2018. METHODS Participants completed anonymous questionnaires about genomic knowledge, SEA, perceived importance of genomics, and the performance of genomic skills in nursing practice. Associations between variables were analyzed using Pearson correlations, and a hierarchical regression model was used to determine which variables explained the performance of genomic practices among participants. FINDINGS Altogether 423 nurses participated in the study. The mean genomic knowledge was low (55.05 ± 14.82%). Nurses reported a low integration of genomic skills in their practice (M = 1.90, SD = 0.71), although their overall perceived importance of genomics was positive (M = 2.88, SD = 0.68). Positive correlations were found between SEA and the integration of genomic skills in nursing practice. Obstetric nurses had more genomic knowledge, more positive perceptions about genomics, and performed more genomic skills in their nursing practice. CONCLUSIONS Although nurses realized the importance of genomics to their practice, and genomics is part of the Israeli nursing core curriculum, we found disappointingly low levels of knowledge and performance of genomic skills in nursing practice. CLINICAL RELEVANCE The results call for action to establish ongoing education programs in genomics for nurses, which would lead to the inclusion of genomic skills into routine nursing practice, and prepare nurses for providing personalized medicine.
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Affiliation(s)
- Efrat Dagan
- Associate Professor. The Cheryl Spencer, Department of Nursing, University of Haifa, Haifa, Israel
| | - Yulia Amit
- Department of Nursing, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel. Sheba Medical Center, Ramat-Gan, Israel
| | - Libi Sokolov
- The Cheryl Spencer Department of Nursing, Haifa, Israel and the Internal Department, Carmel Medical Center, Haifa, Israel
| | - Patricia Litvak
- Department of Nursing, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel. Sheba Medical Center, Ramat-Gan, Israel
| | - Sivia Barnoy
- Delta Lambda at-Large Associate professor, Department of Nursing, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
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Herber S, Rodrigues FA, Vaccari A. Course for the qualification of nurses in the care of children with genetic diseases: an experience report. ACTA ACUST UNITED AC 2021; 42:e20200193. [PMID: 34133686 DOI: 10.1590/1983-1447.2021.20200193] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2020] [Accepted: 11/04/2020] [Indexed: 11/21/2022]
Abstract
OBJECTIVE To describe the experience of developing and operating an extension course to qualify nurses in the care of children with genetic diseases. METHOD An experience report about the conduction of a university extension course with eight participants, developed at a public university in southern Brazil. It was a face-to-face course in November 2019. RESULTS The course covered the following themes: introduction to Genetics in Nursing; rare diseases; inborn errors of metabolism; Neonatal Screening Program; and microcephaly. The content was developed through theoretical aspects, presentation of clinical cases, practical activities, and realistic simulation. CONCLUSION The extension course provided knowledge to nurses, who develop their functions as team leaders, enabling professional development and the promotion of information on the topic, which corroborates the objectives of the Nursing Now campaign.
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Affiliation(s)
- Silvani Herber
- Hospital de Clínicas de Porto Alegre (HCPA). Porto Alegre, Rio Grande do Sul, Brasil
| | | | - Alessandra Vaccari
- Universidade Federal do Rio Grande do Sul (UFRGS), Escola de Enfermagem, Departamento de Enfermagem Materno-infantil. Porto Alegre, Rio Grande do Sul, Brasil
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17
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Adejumo PO, Kolawole IO, Ojo IO, Ilesanmi RE, Olorunfemi O, Tijani WA. University students’ knowledge and readiness to practice genomic nursing in Nigeria. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2021. [DOI: 10.1016/j.ijans.2021.100371] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
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18
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Genomics in nursing education. J Am Assoc Nurse Pract 2020; 32:785-787. [PMID: 33284197 DOI: 10.1097/jxx.0000000000000529] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Genetics/Genomics is a relatively new science. The basic principles were formally described at the end of the 19th century, the physical structure of genes were described in the middle of the 20th century, and the first gene located in the early 1990s. Later, the human genome was sequenced. More and more genes have been located and described and some are now being manipulated. All health professions are struggling to infuse genomic content into the curriculum. This article traces the roots of the undergraduate and graduate nursing competencies and provides a brief review of the literature describing nursing genetic/genomics education.
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Shin G, Jun M, Kim HK, Wreen M, Kubsch SM. Key competencies for Korean nurses in prenatal genetic nursing: experiential genetic nursing knowledge, and ethics and law. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2020; 17:36. [PMID: 33238331 PMCID: PMC7847985 DOI: 10.3352/jeehp.2020.17.36] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/17/2020] [Accepted: 11/26/2020] [Indexed: 06/11/2023]
Abstract
PURPOSE This study aims at determining the competencies of Korean nurses in prenatal genetic nursing. METHODS First, a 3-round Delphi survey was conducted to establish prenatal genetic nursing competencies. Second, a prenatal genetic nursing education program (PGNEP), incorporating the findings from the Delphi survey, was designed. Third, a single group pre- and post-quasi-experimental study at a PGNEP workshop was conducted to assess the effectiveness of the integration of the competencies into the PGNEP with the measurements of knowledge about prenatal genetic testing and nursing (K-PGTN) and information needs about prenatal genetic testing and nursing (I-PGTN). Finally, the identified competencies were reexamined for their clarity RESULTS Based on the Delphi survey 78 competency components were identified. The components were then classified under 10 categories, which were organized under 4 domains. The domain of “experiential genetic nursing knowledge” and the domain of “ethics and law” were ranked as the first and the second in significance. The quasi experimental study showed that the mean scores in K-PGTN were significantly increased from 8.19±2.67 to 11.25±2.51 (P<0.001). The mean scores of “ethics and law” in I-PGTN decreased significantly (P=0.023). The headings of 4 categories and 2 domains were revised. CONCLUSION This study identified competencies for prenatal genetic nursing and nursing education in Korea. There is a need for nursing instructors and researchers to improve the competencies of nurses in the identified areas. Particular emphasis should be placed on experiential nursing knowledge and on ethics and law related to prenatal genetic nursing.
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Affiliation(s)
- Gyeyoung Shin
- College of Nursing, Shinhan University, Dongducheon, Korea
| | - Myunghee Jun
- Department of Nursing and Health Studies, University of Wisconsin–Green Bay, Green Bay, WI, USA
| | - Hye-Kyung Kim
- Department of Philosophy, University of Wisconsin–Green Bay, Green Bay, WI, USA
| | - Michael Wreen
- Department of Philosophy, Marquette University, Milwaukee, WI, USA
| | - Sylvia Mimi Kubsch
- Department of Nursing and Health Studies, University of Wisconsin–Green Bay, Green Bay, WI, USA
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20
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Dewell S, Benzies K, Ginn C, Seneviratne C. Assessing knowledge of genomic concepts among Canadian nursing students and faculty. Int J Nurs Educ Scholarsh 2020; 17:/j/ijnes.2020.17.issue-1/ijnes-2020-0058/ijnes-2020-0058.xml. [DOI: 10.1515/ijnes-2020-0058] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2020] [Accepted: 10/04/2020] [Indexed: 01/27/2023]
Abstract
Abstract
Objectives
Contemporary nurses require genomic literacy to engage in genomics-informed health care. Little is known about the genomic literacy of undergraduate nursing students and faculty in many countries. Concept inventories can be used to assess levels of knowledge and inform curriculum development.
Methods
The 31-item Genomic Nursing Concept Inventory (GNCI) was administered to undergraduate nursing students (n=207) and faculty (n=13) in a school of nursing with two sites in western Canada.
Results
Scores on the GNCI were low and comparable to those of US students and faculty. Six student characteristics were associated with total score on the GNCI.
Conclusions
Both students and faculty need to increase their knowledge of genomics. Mandates from national nursing organizations and international collaboration are needed to develop and implement foundational genomics content for undergraduate curricula to enable graduates to engage in genomics-informed health care.
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Affiliation(s)
- Sarah Dewell
- Faculty of Nursing , University of Calgary , Calgary , AB , Canada
| | - Karen Benzies
- Faculty of Nursing , University of Calgary , Calgary , AB , Canada
| | - Carla Ginn
- Faculty of Nursing , University of Calgary , Calgary , AB , Canada
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21
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Dumo AM, Laing B, Lim AG, Palaganas E, Abad PJ, Valdehueza O, Palovaara M, Saunders H, Estola M, Mandysova P, Maguire J, Ward LD, Carlberg C, Vehviläinen‐Julkunen K. Randomized controlled trial on the effectiveness of web‐based Genomics Nursing Education Intervention for undergraduate nursing students: a study protocol. J Adv Nurs 2020; 76:3136-3146. [DOI: 10.1111/jan.14477] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Revised: 06/05/2020] [Accepted: 06/26/2020] [Indexed: 01/01/2023]
Affiliation(s)
| | - Bobbi Laing
- School of Nursing University of Auckland Auckland New Zealand
| | | | | | - Peter James Abad
- College of Nursing University of the Philippines Manila Philippines
| | | | | | - Hannele Saunders
- South‐Eastern Finland University of Applied Sciences Kouvola Finland
| | | | - Petra Mandysova
- Department of Nursing Faculty of Health Studies University of Pardubice Pardubice Czech Republic
| | - Jane Maguire
- Faculty of Health University of Technology Sydney Australia
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Tonkin E, Calzone KA, Badzek L, Benjamin C, Middleton A, Patch C, Kirk M. A Roadmap for Global Acceleration of Genomics Integration Across Nursing. J Nurs Scholarsh 2020; 52:329-338. [PMID: 32301236 PMCID: PMC7202994 DOI: 10.1111/jnu.12552] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/02/2020] [Indexed: 01/22/2023]
Abstract
PURPOSE The changes needed to accelerate integration of genomics across nursing are complex, with significant challenges faced globally. Common themes lend themselves to a coordinated and collaborative strategic approach to sustained change. We aim to synthesize the outputs of a research program to present a roadmap for nursing leadership to guide integration of genomics across practice. DESIGN Mixed methods involving a purposive sample of global nursing leaders and nursing organizations in a sustained, highly interactive program. METHODS Experts in nursing, health care and healthcare services, policy, and leadership were recruited. Online surveys preceded a 3-day residential meeting utilizing participatory methods and techniques to gain consensus on the essential elements of a roadmap to promote genomics integration. FINDINGS Twenty-three leaders representing 19 countries and seven organizations participated overall. Data on the scope and status of nursing, genomics health care, and resources have been synthesized. Participants identified 117 facilitators to genomics integration across diverse sources. Barriers and priorities identified were mapped to the constructs of the Consolidated Framework for Implementation Research. The roadmap is underpinned by a maturity matrix created by participants to guide and benchmark progress in genomics integration. CONCLUSIONS Nurse leaders seeking to accelerate change can access practical guidance with the roadmap, underpinned by support through the Global Genomics Nursing Alliance and its strategic priorities. CLINICAL RELEVANCE Genomics is shaping the future of healthcare, but change is needed for integration across nursing. This practical roadmap, adaptable to local health systems and clinical and educational contexts, is relevant to nurse leaders aiming to accelerate change.
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Affiliation(s)
- Emma Tonkin
- Associate Professor of Genomic Healthcare, University of South Wales, Pontypridd, Wales, UK
| | - Kathleen A Calzone
- Xi, Research Geneticist, National Institutes of Health, National Cancer Institute, Center for Cancer Research, Genetics Branch, Bethesda, MD, USA
| | - Laurie Badzek
- Alpha Rho, Nu Omega, Dean and Professor, Penn State College of Nursing, Pennsylvania State University, University Park, PA, USA
| | - Caroline Benjamin
- Genetic Counsellor, Liverpool Women's NHS Hospital Trust, Liverpool, England, UK
| | - Anna Middleton
- Head of Society and Ethics Research, Connecting Science, Wellcome Genome Campus; Professor, Faculty of Education, University of Cambridge, Cambridgeshire, UK
| | - Christine Patch
- Clinical Lead for Genetic Counselling, Genomics England, London, UK; Principal Staff Scientist, Society and Ethics Research, Connecting Science, Wellcome Genome Campus, Cambridge, Cambridgeshire, UK; Visiting Professor, Sheffield Hallam University, Sheffield, South Yorkshire, UK
| | - Maggie Kirk
- Senior Author, Emeritus Professor of Genetics Education, University of South Wales, Pontypridd, Rhondda Cynon Taff, UK
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Mandrell BN, Hines-Dowell S, Nishigaki M. Genetics and Genomics: Precision Health in Pediatric Oncology. PEDIATRIC ONCOLOGY 2020. [DOI: 10.1007/978-3-030-25804-7_13] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
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Wright H, Zhao L, Birks M, Mills J. Genomic Literacy of Registered Nurses and Midwives in Australia: A Cross-Sectional Survey. J Nurs Scholarsh 2018; 51:40-49. [PMID: 30367730 DOI: 10.1111/jnu.12440] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/20/2018] [Indexed: 01/26/2023]
Abstract
PURPOSE Registered nurses and midwives require a degree of genomic literacy if they are to adequately communicate with other healthcare professionals and provide optimal care to patients, their families, and the community. Several studies have been conducted internationally to assess the genomic literacy of nurses; however, the genomic literacy of Australian registered nurses and midwives has not been investigated. The aim of this study was to measure the genomic literacy of Australian registered nurses and midwives through assessing participants' understandings of genomic concepts most critical to nursing and midwifery practice, as well as their perceived knowledge and attitude towards genomics in nursing and midwifery practice. DESIGN Cross-sectional survey of Australian registered nurses and midwives using the Genomic Nursing Concept Inventory (GNCI© ), a 31 multiple-choice question survey instrument. Participants were recruited via two key Australian nursing and midwifery organizations over an 8-month period in 2016. METHODS Descriptive and inferential statistical techniques were used to calculate the total GNCI© score and scores on individual subcategories, as well as relationships between demographic variables and GNCI© scores. FINDINGS Most respondents worked as clinicians (71.4%) in a hospital or hospital-based setting (61.8%). Most registered nurses (80.5%) and midwives (97.2%) reported that genetics was relevant to clinical practice; however, over 80% of registered nurses and midwives believed their knowledge of genetics was poor or average. Genomic knowledge was assessed using the GNCI© . Scores ranged from 3 to 29 (out of a possible 31), with a mean score of 13.3 (SD 4.559) based on 253 (N = 253) respondents, indicating that genomic literacy is low. There was a significant difference between genomic knowledge scores and education and training level (p = .036). CONCLUSIONS The genomic literacy of registered nurses and midwives in Australia is low. More must be done to ensure Australian registered nurses and midwives have an adequate level of genomic literacy to provide optimal care to patients, their families, and the community. CLINICAL RELEVANCE Modern medicine requires a healthcare workforce that is literate in genomics. Findings from this study may serve as the catalyst to improve the genomic literacy of the Australian nursing and midwifery workforce, allowing for improved health outcomes for individuals and the wider Australian public.
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Affiliation(s)
- Helen Wright
- Lecturer, Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Townsville, QLD, Australia
| | - Lin Zhao
- Lecturer in Nursing, School of Health & Biomedical Sciences, RMIT University, Melbourne, VIC, Australia
| | - Melanie Birks
- Discipline Head, Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Townsville, QLD, Australia
| | - Jane Mills
- Adjunct Professor, Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Townsville, QLD, Australia
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25
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A theoretical framework for interaction of nursing discipline with genetics and genomics. Int J Nurs Sci 2018; 5:336-342. [PMID: 31406845 PMCID: PMC6626281 DOI: 10.1016/j.ijnss.2018.08.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2018] [Revised: 08/25/2018] [Accepted: 08/31/2018] [Indexed: 11/24/2022] Open
Abstract
Background Since the completion of the Human Genome Project, health science has been strongly influenced by the advances in genetics and genomics. However, the progress of embracing genetics and genomics into nursing discipline is limited. One of the main barriers is lack of understanding on the relevancy of genetics and genomics to nursing discipline. Objectives This paper aims to synthesize and develop a theoretical framework for the interaction of nursing discipline with genetics and genomics. Methods Through content analysis and constant comparative method, a theoretical framework was developed from synthesis of the studies regarding nursing and genetics/genomics indexed in multiple English and Chinese databases. Results Four main theoretical statements were constructed in the framework: 1) There are three ways to show how genetics and genomics can influence nursing discipline: a new specialty, new technologies and a new lens; 2) The significant contribution of nursing discipline to genetics and genomics lies in how nurses could focus on the association between human responses and genes and how nurses could advocate for their clients in the genetic and genomic era; 3) A paradigm shift occurs after a constant interaction of nursing discipline with genetics and genomics; 4) Implementation strategies could be used to facilitate the integration of genetics and genomics to nursing discipline and advance the paradigm shift. Conclusions The framework will help to understand the relationship between nursing discipline and genetics and genomics and implicate the future studies integrating genetics and genomic science into nursing discipline.
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26
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Aiello LB. Genomics Education: Knowledge of Nurses Across the Profession and Integration Into Practice. Clin J Oncol Nurs 2018; 21:747-753. [PMID: 29149120 DOI: 10.1188/17.cjon.747-753] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
BACKGROUND Since the completion of the Human Genome Project in 2003, the implications of genetics and genomics for health and illness have become clearer. All nurses, at all levels and across all specialties, must have a basic understanding of genetics and genomics to provide appropriate care.
. OBJECTIVES This article provides an overview of the integration of genetics and genomics into nursing education, as well as continued barriers to nursing knowledge of genetics and genomics.
. METHODS A literature review was conducted using CINAHL®, PubMed, ProQuest, and Google Scholar. Databases were reviewed for literature published from January 1962 to November 2017.
. FINDINGS Although genetic and genomic education has been integrated into undergraduate and graduate nursing curricula, a gap exists in this knowledge among student nurses, practicing nurses, and nursing faculty.
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Barr JA, Tsai LP, Welch A, Faradz SMH, Lane-Krebs K, Howie V, Hillman W. Current practice for genetic counselling by nurses: An integrative review. Int J Nurs Pract 2018; 24:e12629. [PMID: 29462836 DOI: 10.1111/ijn.12629] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2017] [Revised: 01/11/2018] [Accepted: 01/11/2018] [Indexed: 11/29/2022]
Abstract
AIM To examine current practice of genetic counselling by nurses. BACKGROUND Recent debate argues that genetic counselling is a specialist advanced practice role, whilst others argue it is the role of all nurses. Current evidence is required to determine if genetic counselling could be included in all nurses' scope of practice. DESIGN Integrative literature review. DATA SOURCES A search of electronic databases (CINHAL, Medline, PubMed, Scopus), and reference lists published between January 2012 and March 2017, was undertaken. REVIEW METHODS Studies were critically appraised for methodological quality using the Critical Appraisal Skills Programme. Data from each study were extracted and categorized according to their primary findings. RESULTS The inclusion criteria were met in 10 studies. Main findings were identified: role of genetic counselling, current knowledge, need for further education, and client satisfaction with nurse genetic counsellors. CONCLUSION This paper concludes that some nurses do engage in genetic counselling, but how they engage is not consistent, nor is there consensus about what should be the scope of practice. Further investigation into credentialing, role recognition support and education for nurse genetic counselling are strongly recommended. As nurses are widely available, nurses can make a significant contribution to supporting those affected by genetic problems.
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Affiliation(s)
- Jennieffer A Barr
- School of Nursing, Midwifery, and Social Science, Central Queensland University, Brisbane, Australia
| | - Lily P Tsai
- School of Nursing, Midwifery, and Social Science, Central Queensland University, Brisbane, Australia
| | - Anthony Welch
- School of Nursing, Midwifery, and Social Science, Central Queensland University, Noosaville, Australia
| | | | - Katrina Lane-Krebs
- School of Nursing, Midwifery, and Social Science, Central Queensland University, Brisbane, Australia
| | - Virginia Howie
- School of Nursing, Midwifery, and Social Science, Central Queensland University, Noosaville, Australia
| | - Wendy Hillman
- School of Nursing, Midwifery, and Social Science, Central Queensland University, Rockhampton North, Australia
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Abstract
In addition to the need for basic education about genetics/genomics, other approaches are suggested to include awareness campaigns, continuing education courses, policy review, and onsite clinical development. These alternative learning strategies encourage oncology nurses across the continuum of care, from the bedside/seatside to oncology nurse research, to integrate genomics into all levels of practice and research in the specialty of oncology nursing. All nurses are warriors in the fight against cancer. The goal of this article is to identify genomic information that oncology nurses, at all levels of care, need to know and use as tools in the war against cancer.
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Affiliation(s)
- Julie Eggert
- School of Nursing, College of Behavioral, Social and Health Sciences, Clemson University, Clemson, SC 29634, USA; Inherited Cancer Clinic, Bon Secours St. Francis Cancer Center, 104 Innovation Drive, Greenville, SC 29607, USA.
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29
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Hickey KT, Katapodi MC, Coleman B, Reuter-Rice K, Starkweather AR. Improving Utilization of the Family History in the Electronic Health Record. J Nurs Scholarsh 2016; 49:80-86. [PMID: 28094908 DOI: 10.1111/jnu.12259] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/10/2016] [Indexed: 11/27/2022]
Abstract
PURPOSE The purpose of this article is to provide an overview of Family History in the Electronic Health Record and to identify opportunities to advance the contributions of nurses in obtaining, updating and assessing family history in order to improve the health of all individuals and populations. ORGANIZING CONSTRUCT The article presents an overview of the obstacles to charting Family History within the Electronic Health Record and recommendations for using specific Family History tools and core Family History data sets. METHODS Opportunities to advance nursing contributions in obtaining, updating, and assessing family history in order to improve the health of all individuals were identified. These opportunities are focused within the area of promoting the importance of communication within families and between healthcare providers to obtain, document, and update family histories. FINDINGS Nurses can increase awareness of existing resources that can guide collection of a comprehensive and accurate family history and facilitate family discussions. In this paper, opportunities to advance nursing contributions in obtaining, updating, and assessing family history in order to improve the health of all individuals were identified. CONCLUSIONS Aligned with the clinical preparation of nurses, family health should be used routinely by nurses for risk assessment and to help inform patient and family members on screening, health promotion, and disease prevention. The quality of family health information is critical in order to leverage the use of genomic healthcare information and derive new knowledge about disease biology, treatment efficacy, and drug safety. These actionable steps need to be performed in the context of promoting evidence-based applications of family history that will be essential for implementing personalized genomic healthcare approaches and disease prevention efforts. CLINICAL RELEVANCE Family health history is one of the most important tools for identifying the risk of developing rare and chronic conditions, including cardiovascular disease, cancer, and diabetes, and represents an integration of disease risk from genetic, environmental, and behavioral/lifestyle factors. In fact, family history has long been recognized as a strong independent risk factor for disease and is the current best practice used in clinical practice to guide risk assessment.
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Affiliation(s)
| | - Maria C Katapodi
- Professor of Nursing Science, University of Basel Institute of Nursing Science, Basel, Switzerland
| | - Bernice Coleman
- Nurse Scientist II, Nurse Practitioner, Heart Transplantation and Mechanical Assist Device Programs, Nursing Research and Development, Cedars-Sinai Medical Center, Los Angeles, CA, USA
| | - Karin Reuter-Rice
- Associate Professor, Duke University School of Nursing, Durham, NC, USA
| | - Angela R Starkweather
- Professor and Director, Center for Advancement in Managing Pain, University of Connecticut School of Nursing, Storrs, CT, USA
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