Facilitating faculty competency to integrate genomics into nursing curriculum within a private US University

Lisa M Bashore, Glenda Daniels, Lori Borchers, Lynette L Howington, Dennis J Cheek Harris College of Nursing and Health Sciences, Texas Christian University, Fort Worth, TX, USA Background: This quasi-experimental study explored full-time nurse faculty competency in genomics and genetics using a val...

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Autores principales:	Bashore LM, Daniels G, Borchers L, Howington LL, Cheek DJ
Formato:	article
Lenguaje:	EN
Publicado:	Dove Medical Press 2018
Materias:	Education Genetics Genomics Incorporation Knowledge Undergraduate Bachelors Program Nursing RT1-120
Acceso en línea:	https://doaj.org/article/8421c7e9cba94f719b1d78f8dbe31e9f
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spelling	oai:doaj.org-article:8421c7e9cba94f719b1d78f8dbe31e9f2021-12-02T07:26:20ZFacilitating faculty competency to integrate genomics into nursing curriculum within a private US University2230-522Xhttps://doaj.org/article/8421c7e9cba94f719b1d78f8dbe31e9f2018-09-01T00:00:00Zhttps://www.dovepress.com/facilitating-faculty-competency-to-integrate-genomics-into-nursing-cur-peer-reviewed-article-NRRhttps://doaj.org/toc/2230-522XLisa M Bashore, Glenda Daniels, Lori Borchers, Lynette L Howington, Dennis J Cheek Harris College of Nursing and Health Sciences, Texas Christian University, Fort Worth, TX, USA Background: This quasi-experimental study explored full-time nurse faculty competency in genomics and genetics using a validated measure prior to and following educational sessions during one academic semester. The findings represent the researchers’ efforts to educate nurse faculty and to support their competency in genomics and genetics as information shared with students is only as robust as faculty knowledge.Methods: Faculty who consented to participate completed the Genomic Nurse Concept Inventory (GNCI©) to measure their knowledge of the concepts surrounding genomics and genetics prior to the education intervention and then following all three education sessions. The education sessions were carried out over a semester using a lunch and learn forum.Results: Our first assumption was that 50% of faculty would score below 70% on the pretest. Eligible nurse faculty 29/48 (60%) completed the GNCI© and scores show they had limited knowledge in three areas: nomenclature of genes and gene function, inheritance patterns, and the clinical application of genomics to human disease. Over half of nurse faculty 17/29 (59%) scored less than 70% on the GNCI© supporting our first assumption. The second assumption that over 85% of faculty would score at least 70% on the GNCI© after the education was not supported. The education sessions improved scores on the GNCI© in the 12/29 (41%) faculty who completed the measures prior to and after the intervention.Conclusion: Despite the growing knowledge about genomics/genetics and the application to clinical practice, health professionals like nurses are not competent in these concepts. Nursing faculty require competency in genomics and genetics in order to integrate these concepts in nursing curricula. Outcomes of this project show the need to provide education and support for nurse faculty in genomics and genetics. Keywords: education, genetics, genomics, incorporation, knowledge, undergraduate bachelors programBashore LMDaniels GBorchers LHowington LLCheek DJDove Medical PressarticleEducationGeneticsGenomicsIncorporationKnowledgeUndergraduate Bachelors ProgramNursingRT1-120ENNursing: Research and Reviews, Vol Volume 8, Pp 9-14 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education Genetics Genomics Incorporation Knowledge Undergraduate Bachelors Program Nursing RT1-120
spellingShingle	Education Genetics Genomics Incorporation Knowledge Undergraduate Bachelors Program Nursing RT1-120 Bashore LM Daniels G Borchers L Howington LL Cheek DJ Facilitating faculty competency to integrate genomics into nursing curriculum within a private US University
description	Lisa M Bashore, Glenda Daniels, Lori Borchers, Lynette L Howington, Dennis J Cheek Harris College of Nursing and Health Sciences, Texas Christian University, Fort Worth, TX, USA Background: This quasi-experimental study explored full-time nurse faculty competency in genomics and genetics using a validated measure prior to and following educational sessions during one academic semester. The findings represent the researchers’ efforts to educate nurse faculty and to support their competency in genomics and genetics as information shared with students is only as robust as faculty knowledge.Methods: Faculty who consented to participate completed the Genomic Nurse Concept Inventory (GNCI©) to measure their knowledge of the concepts surrounding genomics and genetics prior to the education intervention and then following all three education sessions. The education sessions were carried out over a semester using a lunch and learn forum.Results: Our first assumption was that 50% of faculty would score below 70% on the pretest. Eligible nurse faculty 29/48 (60%) completed the GNCI© and scores show they had limited knowledge in three areas: nomenclature of genes and gene function, inheritance patterns, and the clinical application of genomics to human disease. Over half of nurse faculty 17/29 (59%) scored less than 70% on the GNCI© supporting our first assumption. The second assumption that over 85% of faculty would score at least 70% on the GNCI© after the education was not supported. The education sessions improved scores on the GNCI© in the 12/29 (41%) faculty who completed the measures prior to and after the intervention.Conclusion: Despite the growing knowledge about genomics/genetics and the application to clinical practice, health professionals like nurses are not competent in these concepts. Nursing faculty require competency in genomics and genetics in order to integrate these concepts in nursing curricula. Outcomes of this project show the need to provide education and support for nurse faculty in genomics and genetics. Keywords: education, genetics, genomics, incorporation, knowledge, undergraduate bachelors program
format	article
author	Bashore LM Daniels G Borchers L Howington LL Cheek DJ
author_facet	Bashore LM Daniels G Borchers L Howington LL Cheek DJ
author_sort	Bashore LM
title	Facilitating faculty competency to integrate genomics into nursing curriculum within a private US University
title_short	Facilitating faculty competency to integrate genomics into nursing curriculum within a private US University
title_full	Facilitating faculty competency to integrate genomics into nursing curriculum within a private US University
title_fullStr	Facilitating faculty competency to integrate genomics into nursing curriculum within a private US University
title_full_unstemmed	Facilitating faculty competency to integrate genomics into nursing curriculum within a private US University
title_sort	facilitating faculty competency to integrate genomics into nursing curriculum within a private us university
publisher	Dove Medical Press
publishDate	2018
url	https://doaj.org/article/8421c7e9cba94f719b1d78f8dbe31e9f
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Facilitating faculty competency to integrate genomics into nursing curriculum within a private US University

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