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首页> 外文期刊>Journal of Nursing Education and Practice >Comparison of perceived genetic-genomic knowledge of nurse educators and graduate degree nursing students
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Comparison of perceived genetic-genomic knowledge of nurse educators and graduate degree nursing students

机译：护士教育者与研究生学位研究生对遗传基因组学知识的认识比较

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Objective and rationale: Comparison of self-perceived genetic-genomic knowledge of nurse educators and graduate degree nursing students enrolled at a large diverse urban university in the US. Comfort level in performing genetic-genomic related tasks and its perceived relevance to nursing also explored. Practicing clinicians are expected to have Genetics and Genomics (G-G) knowledge to provide care to a client and their family with a genetic condition and faculty expected to be able to educate these practitioners.Methods: Two groups of participants asked to complete identical survey instrument, Genetics/Genomics Literacy Assessment (GGLA). Data was collected from September 2014-December 2015. Deans/Directors from university’s nursing programs (N = 17) sent introductory email with survey link and asked to forward to their faculty. APRN/DNP students at one of the university’s graduate programs sent email with survey link.Results: Fifty-three nurse educators and thirty-six graduate degree nursing students completed survey. Comparison of categorical data revealed nurse educators perceived G-G knowledge correlated to graduate degree students. Majority of participants demonstrated significantly lower correct percentages (< 55%) correct] to survey questions. Majority of participants (> 75%) attitude agree it is important for nurses to know this content and be able to teach this material. However, majority (> 75%) were not comfortable with teaching or explaining this material.Conclusions: Nurse educators need to be knowledgeable in order to educate their students who are expected to practice at advanced efficiency. A prepared nursing workforce is crucial for the translation of G-G integration into personalized precision healthcare.
机译：目的和理由：比较在美国一所大型城市大学就读的护士教育者和研究生学位研究生对自我基因遗传学知识的了解。还探讨了执行基因组相关任务的舒适度及其与护理的感知相关性。执业的临床医生应具有遗传学和基因组学（GG）知识，以为有遗传病状况的服务对象及其家人提供护理，并希望教师能够教育这些从业者。方法：两组参与者要求完成相同的调查工具，遗传学/基因组学素养评估（GGLA）。数据收集自2014年9月至2015年12月。来自大学护理项目（N = 17）的院长/主任发送了带有调查链接的介绍性电子邮件，并要求转发给他们的教职员工。该大学其中一个研究生课程的APRN / DNP学生发送了带有调查链接的电子邮件。结果：53名护士教育者和36名研究生学位护理学生完成了调查。分类数据的比较显示，护士教育者认为与研究生学位相关的G-G知识。多数参与者证明对调查问题的正确率显着降低（<55％）。多数参与者（> 75％）的态度都同意，对于护士而言，了解这一内容并能够教授该材料非常重要。但是，大多数（> 75％）不喜欢讲授或解释该材料。结论：护士教育者需要知识渊博，才能教育期望以更高效率进行练习的学生。准备好的护理人员队伍对于将G-G集成转化为个性化的精密医疗至关重要。

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