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Updated: Jun 28, 2025
Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Impact of a Professional Development Course for Doctoral Nurses and Students on Genomic Conceptual Knowledge and
Rebecca Kronk1, Melissa Kalarchian, Calvin Lutz
1Author 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.
Background:
Universally, nurses' limited educational opportunities to expand their genomic literacy may have implications on patient care management, research, and training.
Purpose:
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.
Methods:
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).
Results:
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.
Conclusions:
The positive outcomes should encourage the development of more accessible educational opportunities for nurses and other healthcare professionals to improve genomic literacy and competency.
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