Vanderbilt University School of Nursing, Nashville, Tennessee.
J Am Assoc Nurse Pract. 2022 Sep 1;34(9):1050-1057. doi: 10.1097/JXX.0000000000000753.
Genetics-informed nursing is essential to personalized health care. Advanced practice nurses will increasingly encounter genomic information in clinical care and are expected to have competency.
To examine genomic competency of advanced practice nursing students and faculty in a graduate nursing school.
A convenience sample of graduate nursing faculty and students were electronically sent a survey assessing genomic knowledge. In total, 13.98% of faculty (33/236) and 9.87% of students (82/831) completed a demographic questionnaire, perceived genomic competency items, and Genomic Nursing Concept Inventory (GNCI). The GNCI is a 31-question multiple choice questionnaire assessing 18 genomic concepts in four categories (Human Genome Basics, Mutations, Inheritance Patterns, and Genomic Health care). Percentage of correct items was calculated for faculty and students, as were correlations between demographics, perceived genomic competency, and GNCI scores.
Students' GNCI overall scores were higher than faculty, 54.8% (interquartile range [IQR] 38-72%) vs 48.4% (IQR 32-68%). Both groups demonstrated the lowest scores in Genomic Basics (students 41.7% [IQR 25-67%] and faculty 33.3% [IQR 16-50%]). Students' and faculty's perceived genomic competency correlated with GNCI scores ( r = 0.49, p < .001 and r = 0.70, p < .001, respectively). Age ( r = -0.40, p < .001), entering nursing school after 2010 ( r = 0.47, p < .001), and previous genomics course ( r = 0.52, p < .001) were significantly correlated with GNCI total score for students, but not faculty.
This study indicates that faculty and students in a graduate nursing school perceive and demonstrate low genomic knowledge, particularly in basic genomics. Further exploration into innovative methods to provide basic genomic education is needed.
To provide access and equity for personalized genomic-based health care, we must prepare genomics-informed nurses.
遗传信息指导下的护理对于个性化医疗保健至关重要。高级执业护士在临床护理中会越来越多地遇到基因组信息，并且预计他们应该具备相应的能力。
检查研究生护理学校中高级执业护理学生和教师的基因组能力。
通过电子方式向研究生护理教师和学生发送了一份调查，评估他们的基因组知识。共有 13.98%的教师（33/236）和 9.87%的学生（82/831）完成了人口统计学问卷、感知基因组能力项目和基因组护理概念清单（GNCI）。GNCI 是一个 31 个问题的多项选择题问卷，评估了四个类别（人类基因组基础知识、突变、遗传模式和基因组医疗保健）中的 18 个基因组概念。计算了教师和学生的正确项目百分比，以及人口统计学、感知基因组能力和 GNCI 分数之间的相关性。
学生的 GNCI 总分高于教师，分别为 54.8%（四分位距[IQR]38-72%）和 48.4%（IQR 32-68%）。两组在基因组基础知识方面的得分最低（学生为 41.7%[IQR 25-67%]和教师为 33.3%[IQR 16-50%]）。学生和教师的感知基因组能力与 GNCI 分数相关（r=0.49，p<0.001 和 r=0.70，p<0.001）。年龄（r=-0.40，p<0.001）、2010 年后入学护理学校（r=0.47，p<0.001）和以前的基因组学课程（r=0.52，p<0.001）与学生的 GNCI 总分显著相关，但与教师无关。
本研究表明，研究生护理学校的教师和学生感知到并表现出较低的基因组知识水平，特别是在基础基因组学方面。需要进一步探索提供基础基因组教育的创新方法。
为了提供个性化基于基因组的医疗保健机会和公平性，我们必须培养具有基因组知识的护士。
