一项针对护士和护理学生的基因组教育的系统评价：在精准健康时代，它们是否足够？
A systematic review of genomic education for nurses and nursing students: Are they sufficient in the era of precision health?
机构信息
Trudy Busch Valentine School of Nursing, Saint Louis University, Saint Louis, MO.
Emerita-Division of Hematology and Oncology, Department of Internal Medicine, Saint Louis University, Saint Louis, MO.
出版信息
Nurs Outlook. 2024 Sep-Oct;72(5):102266. doi: 10.1016/j.outlook.2024.102266. Epub 2024 Aug 21.
BACKGROUND
Integration of genomic content into nursing curricula and continuing education is limited.
PURPOSE
This systematic review aimed to identify educational strategies to deliver genomics content.
METHODS
CINAHL Plus, ERIC, Ovid MEDLINE, and Scopus electronic databases were searched from January 1, 2003 through July 6, 2023. The three domains of learning: cognitive, affective, and psychomotor were used to categorize educational outcomes. A narrative approach was used to synthesize the data using Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines.
DISCUSSION
Ten studies met inclusion criteria. Quality assessment for bias was conducted independently; study quality ranged from fair to poor. No study used a complete psychometrically tested instrument to measure genomic cognitive or affective knowledge; none measured the psychomotor domain.
CONCLUSIONS
Effective strategies to deliver genomic education are a priority. Development of reliable and valid instruments for the assessment of educational interventions, including the psychomotor skills needed for practice.
背景
将基因组内容整合到护理课程和继续教育中的情况有限。
目的
本系统评价旨在确定传递基因组学内容的教育策略。
方法
从 2003 年 1 月 1 日至 2023 年 7 月 6 日，检索 CINAHL Plus、ERIC、Ovid MEDLINE 和 Scopus 电子数据库。使用认知、情感和心理运动三个学习领域来分类教育成果。使用系统评价和荟萃分析的首选报告项目（PRISMA）指南，采用叙述方法综合数据。
讨论
符合纳入标准的研究有 10 项。对偏倚的质量评估是独立进行的；研究质量从公平到较差不等。没有研究使用经过完整心理测试的仪器来衡量基因组学认知或情感知识；没有研究测量心理运动领域。
结论
优先考虑有效传递基因组学教育的策略。开发可靠和有效的教育干预评估工具，包括实践所需的心理运动技能。
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