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首页> 外文期刊>Journal of Nursing Education and Practice >Three-year assessment of one pre-licensure cohort of baccalaureate nursing students’ attitude, comfort and knowledge of genomics
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Three-year assessment of one pre-licensure cohort of baccalaureate nursing students’ attitude, comfort and knowledge of genomics

机译：一项对预科课程的学士学位护理学生的态度，舒适度和基因组学知识的三年评估

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Objective: Descriptive three-year comparison of one pre-licensure cohort of baccalaureate nursing students’ genomic knowledge, attitude and comfort level.Methods: Two analyses were of interest, utilizing the same survey instrument, Genetics/Genomics Literacy Assessment (GGLA): 1) Comparison of pre vs. post intervention on the sophomore (2nd year) class and 2) Retention of the information through junior (3rd year) and senior year (4th year). Two analyses were of interest: 1) Comparison of pre-class vs. post-class assessment on sophomore [2nd year] students and 2) Retention of the information through junior [3rd year] and senior year [4th year].Results: For the total score variable [retention of genomic knowledge over time] data was sophomore vs junior vs senior means of 7.1 vs. 6.9 vs. 8.7, p < .001 showing maintenance from sophomore (post-class assessment) to junior year with an increase in the senior year score for the cohort of students.? Comparison of pre-class vs post-class on the sophomore class resulted in statistically significant differences demonstrating higher knowledge after class.? Enhancement of confidence, perceptions and attitude regarding genomics was evident with comparison of pre-class vs. post-class and overtime after taking foundational course. Overall, data showed that students felt that nurse educators need more confidence in teaching and explaining as well as in patient advocacy.Conclusions: Promoting knowledge and practice integration of universal genomic health requires healthcare professionals, educators and students be knowledgeable and cognizant of their participation to advance client health outcomes.
机译：目的：对一名学士学位的护理学学生的基因组知识，态度和舒适度水平进行描述性三年比较。方法：使用同一调查工具，遗传学/基因组学素养评估（GGLA），进行了两项分析：1 ）在大二（第二年级）上干预前后的比较，以及2）在大三（三年级）和大四（四年级）之前保留信息。有两个有趣的分析：1）比较大二（二年级）学生的课前评估与课后评估，以及2）保留大三（三年级）和大三（四年级）的信息。结果：总得分变量[随着时间的推移保留了基因组知识]数据为二年级vs初中vs高级平均值，分别为7.1 vs. 6.9 vs. 8.7， p <.001显示了大二的维持（课后评估）到大三，并增加学生的高年级分数。在大二班上课前和课后的比较导致统计学上的显着差异，表明课后知识更多。通过比较基础课后的课前与课后以及加班，可以明显提高对基因组学的信心，看法和态度。总体而言，数据显示学生认为护士教育者需要在教学和解释以及患者倡导方面更具信心。结论：促进通用基因组健康的知识和实践整合需要医疗保健专业人员，教育者和学生对他们的参与知识和认知改善服务对象的健康状况。

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