Dewell Sarah, Ginn Carla, Benzies Karen, Seneviratne Cydnee
School of Nursing, University of Northern British Columbia, Prince George, BC, Canada.
Faculty of Nursing, University of Calgary, Calgary, AB, Canada.
Int J Nurs Educ Scholarsh. 2021 Aug 9;18(1):ijnes-2020-0109. doi: 10.1515/ijnes-2020-0109.
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.
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.
Characteristics of participants, eight key themes, and four future focal areas were identified to guide future research and curriculum development.
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.
探讨在本科护理课程中增加基因组学内容的态度。基因组学知识对护理教育至关重要，但课程创新面临挑战。很少有国家有国家护理组织关于实践或教育的基因组学能力的指导文件。关于基因组学态度的信息可为课程开发提供指导。
来自加拿大西部一所拥有两个校区的护理学院的19名本科护理学生和两名教师参与了研究。使用半结构化焦点小组指南进行了五个焦点小组和四次访谈。采用主题分析法对数据进行分析。编码是归纳性的。
确定了参与者的特征、八个关键主题和四个未来重点领域，以指导未来的研究和课程开发。
全球范围内基于基因组学的课程开发需要专注于增加知识、界定范围和作用、提高榜样的知名度以及为实施精准健康做好准备。
