St-Martin Genevieve, Bedard Angela, Nelmes JoAnne, Bedard James E J
J Nurs Educ. 2017 Mar 1;56(3):170-173. doi: 10.3928/01484834-20170222-09.
Few studies have focused on the genetic competencies of undergraduate nursing students. The aims of this study include measuring undergraduate nursing students' knowledge, perceived comfort, and attitude toward genetics, and gauging the effectiveness of a brief genetics education session.
Undergraduate nursing students (N = 32) were recruited to participate in a survey. A subset (n = 6) then participated in a 1-hour review of basic genetic concepts and activities, with applications to clinical scenarios. Both groups repeated the survey and their results were compared.
Students attending the education session had higher knowledge scores than the control group and reported higher levels of comfort with genetics-related tasks. No differences in student attitudes exist.
This pilot study suggests that a brief but focused education session can increase the level of genetics knowledge and comfort in undergraduate nursing students. [J Nurs Educ. 2017;56(3):170-173.].
很少有研究关注本科护理专业学生的遗传学能力。本研究的目的包括评估本科护理专业学生的遗传学知识、感知舒适度以及对遗传学的态度，并衡量一次简短的遗传学教育课程的效果。
招募本科护理专业学生（N = 32）参与一项调查。其中一部分学生（n = 6）随后参加了为期1小时的基础遗传学概念和活动复习，并应用于临床场景。两组学生都再次进行了调查，并比较了他们的结果。
参加教育课程的学生的知识得分高于对照组，并且报告称在与遗传学相关的任务中舒适度更高。学生态度方面没有差异。
这项试点研究表明，一次简短但重点突出的教育课程可以提高本科护理专业学生的遗传学知识水平和舒适度。[《护理教育杂志》。2017年；56(3):170 - 173。]
