Author Affiliations : Professor & Associate Dean for Academic Affairs, School of Nursing (Dr Kronk), Professor & Associate Dean for Research, School of Nursing (Dr Kalarchian), and Instructor (Mr Lutz), University of Pittsburgh, Pittsburgh, Pennsylvania.
Nurse Educ. 2024;49(6):E309-E314. doi: 10.1097/NNE.0000000000001639. Epub 2024 Apr 18.
Universally, nurses' limited educational opportunities to expand their genomic literacy may have implications on patient care management, research, and training.
To evaluate the impact of a self-paced online course on genomic knowledge and competency acquisition in a sample of nurses possessing a doctoral degree and doctoral students.
Pre- and postcourse data were collected using the "Genomic Nursing Concept Inventory" (GNCI) (N = 129) and a self-report survey based on the Essential Genetic and Genomic Competencies for Nurses with Graduate Degrees (N = 131).
GNCI scores in all 4 topical categories and in 9 of the 16 domains significantly improved. All Genetic Competency scores significantly improved. Significant correlations were observed between Genetic Competency self-ratings and GNCI scores precourse and change of scores.
The positive outcomes should encourage the development of more accessible educational opportunities for nurses and other healthcare professionals to improve genomic literacy and competency.
普遍而言，护士接受扩展基因组知识的教育机会有限，这可能对患者护理管理、研究和培训产生影响。
评估在具有博士学位的护士样本和博士生中，自我指导的在线课程对基因组知识和能力获取的影响。
使用“基因组护理概念清单”（GNCI）（N=129）和基于具有研究生学位护士的基本遗传和基因组能力的自我报告调查（N=131）收集课前和课后数据。
所有 4 个主题类别和 16 个领域中的 9 个领域的 GNCI 得分均显著提高。所有遗传能力得分均显著提高。遗传能力自我评估与 GNCI 得分的课前相关性和得分变化存在显著相关性。
积极的结果应该鼓励为护士和其他医疗保健专业人员开发更易获得的教育机会，以提高基因组素养和能力。
