Abstract
Purpose: Summary of a preliminary assessment of graduate nursing students' from the City University of New York [CUNY] knowledge about genetics and genomics.
Methods: Thirty-six graduate students, 7 in a DNP program, were surveyed with the Genetics and Genomics Literacy Assessment (GGLA). This consisted of 16 multiple choice questions, 7 questions related to their perceptions and attitudes about genetics and genomics integration into nursing curricula, 5 questions related to their comfort level about genetics and genomics and 4 demographic items. Data was collected via Survey Monkey converted to SPSS.
Results: Summary of categorical data revealed that the majority of participants for 8 of the survey questions answered correctly [greater than 60%] while 8 questions had significantly lower correct percentages [55% or less]. These included limited knowledge related to understanding the diagnosis of an autosomal recessive disease [26% correct]; reciprocal translocation in the genome [12% correct]; genetic testing concepts [13% correct]; understanding carrier status of X-linked recessive condition [38% correct]; understanding amniocentesis results with phenotypic abnormality [40% correct]; understanding inheritance patterns via pedigree [40% correct]; understanding the concept of penetrance [55% correct] and being able to read a pedigree [20% correct]. The majority [> 75%] of students' attitude is that it is important for nurses and nurse educators to know this content and to be able to teach this material however, the majority [>75%] were not comfortable with teaching or explaining this material.
Conclusion: All nursing students, from pre-licensure to doctoral studies, would benefit from receiving additional education on the foundational concepts of genetics. Genetics and genomics are increasingly relevant in all areas of clinical nursing practice and faculty charged with educating the future generation must have a basic understanding of this content. The required competency of genetic knowledge mandates that all nurses are able to integrate the basic concepts so they can educate and advocate for their patients. Without additional educational preparation, advanced practicing nurses will not be adequately prepared to provide this essential information.
Sigma Membership
Unknown
Type
Poster
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Genetic Knowledge, Nursing Education, Research
Recommended Citation
Sharoff, Leighsa, "Graduate students' perceived genetic knowledge: A preliminary study" (2017). INRC (Congress). 502.
https://www.sigmarepository.org/inrc/2017/posters_2017/502
Conference Name
28th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Dublin, Ireland
Conference Year
2017
Rights Holder
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Acquisition
Proxy-submission
Graduate students' perceived genetic knowledge: A preliminary study
Dublin, Ireland
Purpose: Summary of a preliminary assessment of graduate nursing students' from the City University of New York [CUNY] knowledge about genetics and genomics.
Methods: Thirty-six graduate students, 7 in a DNP program, were surveyed with the Genetics and Genomics Literacy Assessment (GGLA). This consisted of 16 multiple choice questions, 7 questions related to their perceptions and attitudes about genetics and genomics integration into nursing curricula, 5 questions related to their comfort level about genetics and genomics and 4 demographic items. Data was collected via Survey Monkey converted to SPSS.
Results: Summary of categorical data revealed that the majority of participants for 8 of the survey questions answered correctly [greater than 60%] while 8 questions had significantly lower correct percentages [55% or less]. These included limited knowledge related to understanding the diagnosis of an autosomal recessive disease [26% correct]; reciprocal translocation in the genome [12% correct]; genetic testing concepts [13% correct]; understanding carrier status of X-linked recessive condition [38% correct]; understanding amniocentesis results with phenotypic abnormality [40% correct]; understanding inheritance patterns via pedigree [40% correct]; understanding the concept of penetrance [55% correct] and being able to read a pedigree [20% correct]. The majority [> 75%] of students' attitude is that it is important for nurses and nurse educators to know this content and to be able to teach this material however, the majority [>75%] were not comfortable with teaching or explaining this material.
Conclusion: All nursing students, from pre-licensure to doctoral studies, would benefit from receiving additional education on the foundational concepts of genetics. Genetics and genomics are increasingly relevant in all areas of clinical nursing practice and faculty charged with educating the future generation must have a basic understanding of this content. The required competency of genetic knowledge mandates that all nurses are able to integrate the basic concepts so they can educate and advocate for their patients. Without additional educational preparation, advanced practicing nurses will not be adequately prepared to provide this essential information.