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Misconceptions About Genomics Among Nursing Faculty and Students
Catherine Y Read1, Linda D Ward
1Author Affiliations: Associate Professor (Dr Read), William F. Connell School of Nursing, Boston College, Chestnut Hill, Massachusetts; Assistant Professor (Dr Ward), College of Nursing, Washington State University, Spokane.
Nurse Educator
|September 1, 2017
Summary
Nursing faculty and students demonstrate poor understanding of genomic concepts, scoring below 50% on a key inventory. This highlights a critical need for improved genomic education in nursing curricula to prepare future nurses for patient care.
Area of Science:
- Genomic Science
- Nursing Education
Background:
- Genomic concepts are increasingly relevant in patient care.
- Nursing professionals require a strong understanding of genetics and genomics.
- Existing knowledge gaps in nursing faculty and students pose a challenge to effective patient education.
Purpose of the Study:
- To compare the understanding of foundational genomic concepts between nursing faculty and students.
- To identify specific misconceptions held by nursing professionals regarding genomics.
- To inform the development of targeted educational strategies.
Main Methods:
- A comparative analysis of two research studies was conducted.
- The Genomic Nursing Concept Inventory (GNCI) was utilized to assess knowledge.
- Mean scores were calculated for both faculty and student groups.
Main Results:
- Nursing faculty achieved a mean score of 48% on the GNCI.
- Nursing students scored lower, with a mean of 42% on the GNCI.
- Both groups exhibited limited understanding and specific misconceptions about genomic concepts.
Conclusions:
- Significant knowledge deficits in genomic concepts exist among nursing faculty and students.
- Educational interventions are necessary to address identified misconceptions.
- Improved genomic literacy is crucial for nurses to manage patients with genetic and genomic health needs.
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