Mapping genetic and genomic competency in undergraduate nursing education: A scoping review

The aim of this scoping review was to map the current state of genetic and genomic competency integration in undergraduate nursing education globally. The review focused on curriculum content, teaching strategies, assessment tools, and faculty readiness, and identified barriers and facilitators to implementation.

A scoping review was conducted using the Arksey and O'Malley framework, refined by Levac et al., and reported according to PRISMA-ScR guidelines. The Nursing Educational Framework (NEF) was used to organize findings.

A comprehensive search was performed in March 2025 in PubMed, CINAHL Plus, Scopus, Education Full Text, Google Scholar, and professional organization websites. Both peer-reviewed and grey literature were included without date limits.

Studies were included if they addressed any aspect of genetics or genomics in undergraduate nursing education for students or faculty. Data were extracted and synthesized descriptively, aligned to NEF domains: curriculum, pedagogy, faculty development, and assessment.

Thirty-eight studies published between 1999 and 2025 were included, representing diverse regions and research designs. Integration of genetic and genomic content in undergraduate curricula was found to be fragmented and inconsistent, often limited to isolated lectures or optional modules. Pedagogical innovation was rare, with didactic methods predominating. Faculty readiness was a major barrier, with many educators lacking formal genomics training and professional development opportunities. Assessment strategies were underdeveloped, with limited use of validated tools. Most research originated from high-income countries, highlighting an equity gap in low- and middle-income settings.

Despite the recognized importance of genomics for precision and patient-centered nursing care, undergraduate nursing education globally has not kept pace with scientific advances. Persistent gaps in curriculum structure, pedagogy, faculty capacity, and assessment limit the preparation of nurses for genomics-informed practice. System-level reforms, including competency-based curricular redesign, sustained faculty development, and robust assessment strategies, are required to advance genomic literacy and reduce disparities in healthcare outcomes.