Health Informatics, Luddy School of Informatics, Computing, and Engineering, Indiana University-Indianapolis, Indianapolis, IN.
Biostatistics Consulting Center, Department of Epidemiology and Biostatistics, School of Public Health, Indiana University Bloomington, Bloomington, Indiana.
J Am Assoc Nurse Pract. 2024 Jul 1;36(7):361-369. doi: 10.1097/JXX.0000000000001007.
Guided by Clinical Pharmacogenomic Implementation Consortium (CPIC) guidelines for >140 medications, pharmacogenomic tests inform medication selection and dosing to optimize efficacy while minimizing toxicities.
This study assessed pharmacogenomic self-reported curricular content, knowledge, skills, attitudes, and usage in advanced practice registered nurses (APRNs) with prescriptive privileges.
An online survey was administered assessing pharmacogenomic curricular content, knowledge, skills, attitudes, and usage.
Data from 266 APRNs were analyzed. Most graduated with their highest nursing degree ∼10 years ago and reported pharmacogenomic curricular content ( n = 124, 48%). Pharmacogenomic curricular content was associated with pharmacogenomic familiarity ( p = .045) but not with knowledge confidence ( p = .615). Pharmacogenomic usage, defined as ordering a pharmacogenomic test within the past year, was low ( n = 76, 29%) and most ( n = 210, 84%) reported never using CPIC Guidelines. Advanced practice registered nurses ( n = 162) who did not anticipate ordering a pharmacogenomic test in the next year ( n = 77, 48%) indicated that they did not know what test to order.
Deficits were identified in APRN pharmacogenomic knowledge and skills despite academic training. Most reported not ordering pharmacogenomic tests, did not know what test to order, and did not use CPIC guidelines.
Pharmacogenomics is a quality and safety issue. Academic training did not result in practice integration and most reported capacity deficits. Recommendation for overcoming academic deficits include: (1) assessment of pharmacogenomics curricular content and faculty teaching capacity; (2) training addressing identified deficiencies; and (3) Commission of Collegiate Nursing Education policies that include pharmacogenomics in advanced pharmacology. Practicing APRN plans include on-the-job training and/or mandatory training at the time of relicensure.
根据临床药物基因组学实施联盟（CPIC）针对>140 种药物的指南，药物基因组学检测可告知药物选择和剂量，以优化疗效，同时将毒性降至最低。
本研究评估了具有处方权的高级执业注册护士（APRN）中药物基因组学自我报告的课程内容、知识、技能、态度和使用情况。
通过在线调查评估药物基因组学课程内容、知识、技能、态度和使用情况。
对 266 名 APRN 的数据进行了分析。大多数人（ n = 266，100%）拥有其最高的护理学位，并报告了药物基因组学课程内容（ n = 124，48%）。药物基因组学课程内容与药物基因组学熟悉度相关（ p =.045），但与知识信心无关（ p =.615）。药物基因组学的使用，定义为在过去一年中订购药物基因组学测试，使用率较低（ n = 76，29%），大多数（ n = 210，84%）报告从未使用过 CPIC 指南。预计在未来一年内不会订购药物基因组学测试的高级执业注册护士（ n = 162）中有 77 人（ n = 77，48%）表示他们不知道要订购哪种测试。
尽管接受了学术培训，但 APRN 药物基因组学知识和技能仍存在不足。大多数人报告没有订购药物基因组学测试，不知道要订购哪种测试，也没有使用 CPIC 指南。
药物基因组学是一个质量和安全问题。学术培训并未导致实践整合，大多数人报告存在能力不足的情况。克服学术缺陷的建议包括：（1）评估药物基因组学课程内容和教师教学能力；（2）针对已确定的不足之处进行培训；（3）护理教育委员会制定包括药物基因组学在内的高级药理学教育政策。执业 APRN 的计划包括在职培训和/或在重新认证时的强制性培训。
