National Institutes of Health, National Cancer Institute, Center for Cancer Research, Genetics Branch, 37 Convent Drive, Building 37, RM 6002C, MSC 4256, Bethesda, MD 20892, USA.
Genomics Policy Unit, University of South Wales, Pontypridd, Cardiff CF37 1DL, UK.
Nurse Educ Today. 2018 Oct;69:53-59. doi: 10.1016/j.nedt.2018.06.032. Epub 2018 Jul 6.
Global genomic literacy of all health professions, including nurses, remains low despite an inundation of genomic information with established clinical and analytic validity and clinical utility. Genomic literacy and competency deficits contribute to lost opportunities to take advantage of the benefits that genomic information provides to improve health outcomes, reduce healthcare costs, and increase patient quality and safety. Nurses are essential to the integration of genomics into healthcare. The greatest challenges to realizing their potential in successful integration include education and awareness. Identification of resources, their focus, whether they targeted at nursing, and how to access them, form the foundation for a global genomic resource initiative led by the Global Genomics Nursing Alliance.
The aim was to identify existing global genomic resources and competencies, identifying the source, type and accessibility.
Cross sectional online descriptive survey to ascertain existing genomic resources.
Limited to eighteen countries and seven organizations represented by delegates attending the inaugural meeting in 2017 of the Global Genomics Nursing Alliance.
A purposive sample of global nursing leaders and representatives of national and international nursing organizations.
The primary method was by online survey administered following an orientation webinar. Given the small numbers of nurse leaders in genomics within our sample (and indeed within the world), results were analyzed and presented descriptively. Those identifying resources provided further detailed resource information. Additional data were collected during a face-to-face meeting using an electronic audience-response system.
Of the twenty-three global delegates responding, 9 identified existing genomic resources that could be used for academic or continuing genomics education. Three countries have competence frameworks to guide learning and 5 countries have national organizations for genetics nurses.
The genomic resources that already exist are not readily accessible or discoverable to the international nursing community and as such are underutilized.
尽管具有既定临床和分析有效性和临床实用性的基因组学信息大量涌现，但包括护士在内的所有医疗保健专业人员的全球基因组素养仍然很低。基因组学素养和能力的不足导致错失了利用基因组信息改善健康结果、降低医疗保健成本以及提高患者质量和安全性的机会。护士是将基因组学纳入医疗保健的关键。实现其潜力的最大挑战包括教育和意识。确定资源、其重点、是否针对护理以及如何访问这些资源，为全球基因组护理联盟领导的全球基因组资源倡议奠定了基础。
旨在确定现有的全球基因组资源和能力，确定其来源、类型和可访问性。
横断面在线描述性调查，以确定现有的基因组资源。
仅限于 2017 年全球基因组护理联盟首次会议代表的 18 个国家和 7 个组织。
全球护理领导者和国家及国际护理组织代表的目的性抽样。
主要方法是通过在线调查，在网络研讨会介绍后进行。鉴于我们样本中的基因组学护士领导者人数较少（实际上在全球范围内也是如此），因此对结果进行了描述性分析和呈现。那些确定资源的人提供了进一步的详细资源信息。在面对面会议期间，使用电子观众响应系统收集了其他数据。
在 23 名全球代表中，有 9 名代表确定了可用于学术或继续教育的现有基因组资源。三个国家有指导学习的能力框架，五个国家有专门的遗传护士组织。
国际护理界无法轻松访问或发现现有的基因组资源，因此这些资源未得到充分利用。
