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首页> 外文期刊>Journal of professional nursing: official journal of the American Association of Colleges of Nursing >Predictors of student outcomes on perceived knowledge and competence of genetic family history risk assessment.
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Predictors of student outcomes on perceived knowledge and competence of genetic family history risk assessment.

机译：学生对遗传家族史风险评估的感知知识和能力的预测结果。

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The publication of the human genome project has launched a number of discoveries set to change the landscape of healthcare. Unfortunately, nursing faculty across the United States report they are unprepared to teach students who will be practicing in the genomic era. The purpose of this study, utilizing Rogers' (2003) Diffusion of Innovation theory as a framework, was to determine the degree to which nursing school characteristics predict graduating undergraduate nursing students' perceived knowledge and competence of genetic family history risk assessment. School characteristics included school size, proximity to a large city, faculty's perceived barriers to diffusion of genomics into nursing practice, faculty innovativeness, faculty who have attended a genetics program for nursing faculty, and the integration of genomics into the curriculum. Faculty and students from 103 nursing schools across the United States participated in the study by completing online surveys. Hierarchical multiple regression was employed to determine how well the independent variables predicted student perceived knowledge and student perceived competence. No combination of the independent variables in this study predicted student knowledge or competence to the degree expected. This could be attributed to a lack of diffusion of genomics content across nursing curricula, based on Rogers' (2003) theory. Other findings included faculty continue to believe they are not competent to teach genomics, and the curriculum is too dense to include more content. However, contrary to prior research, faculty did believe genomics was valuable. The findings of this study give direction for further research into student outcomes and curriculum evaluation after 2011, when a consensus panel working to diffuse genomics into nursing curriculum and practice will have implemented their strategic plan for this diffusion.
机译：人类基因组计划的发布启动了许多发现，这些发现将改变医疗领域。不幸的是，美国各地的护理学院报告说，他们还没有做好准备教那些将要在基因组时代进行实践的学生的准备。本研究的目的是利用罗杰斯（Rogers（2003）的创新扩散理论）作为框架，以确定护理学校的特征如何预测本科护理专业学生对遗传家族史风险评估的认知知识和能力。学校的特点包括学校规模，邻近大城市，教职员工认为将基因组学传播到护理实践中的障碍，教职员工的创新能力，参加过护理学教授遗传学课程的教职员工以及将基因组学整合到课程中。来自美国103所护理学校的教职员工和学生通过完成在线调查参加了这项研究。采用层次多元回归来确定自变量对学生感知知识和能力的预测程度。在这项研究中，没有独立变量的组合能够预测学生的知识或能力达到预期的程度。根据罗杰斯（2003）的理论，这可能归因于基因组学内容在护理课程中缺乏扩散。其他发现包括教师继续认为他们不具备教授基因组学的能力，并且课程过于密集而无法包含更多内容。但是，与先前的研究相反，教师确实认为基因组学是有价值的。这项研究的结果为2011年之后的学生成果和课程评估提供了进一步的研究方向，届时，一个致力于将基因组学推广到护理课程和实践中的共识小组将实施他们的战略计划。

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