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Integration of Genomic Concepts in Nursing Curriculum: Faculty Knowledge, Attitudes, and Perceived Barriers
Rachel A Joseph1, Mathew Pelletier2, Heather M Humphreys1
1School of Nursing, Liberty University, Lynchburg, Virginia.
Background:
The purpose of this study is to examine the self-reported knowledge, attitudes, and perceived barriers to the integration of genomic concepts into the nursing curriculum among nursing faculty in the United States.
Method:
A cross-sectional descriptive correlational study using a convenience sample was conducted to survey 150 nursing faculty in the United States. Data were collected via Qualtrics using the Genomic Nursing Concept Inventory (GNCI), the Genetics and Genomics in Nursing Practice Survey (GGNPS), and a demographic data form.
Results:
The mean score on the 31-item GNCI was 13.6, and the mean GGNPS 12-item knowledge score was 9.1. Age, educational preparation, and active clinical practice did not make a significant difference in the knowledge of the participants.
Conclusion:
Professional development, intentional enrollment in genomic-specific courses, and clear expectations can improve faculty knowledge, which can foster curricular integration.
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