Boosted Genomic Literacy in Nursing Students via Standardized-Patient Clinical Simulation: A Mixed-Methods Study.

Area of Science:

• Nursing Education
• Genetics in Healthcare
• Simulation-Based Learning

Background:

• Genomic knowledge integration in nursing practice is crucial but often lacking in undergraduate curricula.
• Limited opportunities exist for students to apply genomic knowledge in realistic clinical settings.
• Bridging the gap between theoretical genetics and practical nursing requires innovative educational strategies.

Purpose of the Study:

• To assess the impact of a clinical simulation intervention on nursing students' genetic counseling abilities.
• To evaluate improvements in knowledge acquisition, communication skills, and student satisfaction.
• To determine the effectiveness of simulation in preparing nurses for genomic practice.

Main Methods:

• A sequential mixed-methods study involving 30 third-year nursing students.
• Quantitative data: pre-/post-simulation tests, satisfaction surveys, course grades compared to a non-simulation cohort.
• Qualitative data: field notes and semi-structured interviews following role-playing scenarios (nurse, patient, observer) and debriefing.

Main Results:

• Significant increases in post-simulation knowledge scores and final course grades compared to baseline and historical controls.
• High student satisfaction reported, emphasizing scenario authenticity and immediate feedback.
• Role rotation enhanced understanding of genetic counseling, empathic communication, and confidence in discussing hereditary risks.

Conclusions:

• Standardized-patient simulation effectively improves undergraduate nursing students' genetics knowledge and communication skills.
• Simulation-based learning measurably enhances student satisfaction and practical competency.
• Integrating simulation is recommended to better prepare nursing students for the application of genomic information in clinical practice.