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Thomas J, Keels J, Calzone KA, Badzek L, Dewell S, Patch C, Tonkin ET, Dwyer AA. Current State of Genomics in Nursing: A Scoping Review of Healthcare Provider Oriented (Clinical and Educational) Outcomes (2012-2022). Genes (Basel) 2023; 14:2013. [PMID: 38002957 PMCID: PMC10671121 DOI: 10.3390/genes14112013] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2023] [Revised: 10/24/2023] [Accepted: 10/25/2023] [Indexed: 11/26/2023] Open
Abstract
In the 20 years since the initial sequencing of the human genome, genomics has become increasingly relevant to nursing. We sought to chart the current state of genomics in nursing by conducting a systematic scoping review of the literature in four databases (2012-2022). The included articles were categorized according to the Cochrane Collaboration outcome domains/sub-domains, and thematic analysis was employed to identify key topical areas to summarize the state of the science. Of 8532 retrieved articles, we identified 232 eligible articles. The articles primarily reported descriptive studies from the United States and other high-income countries (191/232, 82%). More than half (126/232, 54.3%) aligned with the "healthcare provider oriented outcomes" outcome domain. Three times as many articles related to the "knowledge and understanding" sub-domain compared to the "consultation process" subdomain (96 vs. 30). Five key areas of focus were identified, including "nursing practice" (50/126, 40%), "genetic counseling and screening" (29/126, 23%), "specialist nursing" (21/126, 17%), "nurse preparatory education" (17/126, 13%), and "pharmacogenomics" (9/126, 7%). Only 42/126 (33%) articles reported interventional studies. To further integrate genomics into nursing, study findings indicate there is a need to move beyond descriptive work on knowledge and understanding to focus on interventional studies and implementation of genomics into nursing practice.
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Affiliation(s)
- Joanne Thomas
- Genomics Policy Unit, Faculty of Life Sciences and Education, University of South Wales, Pontypridd CF37 1DL, UK;
| | - Jordan Keels
- William F. Connell School of Nursing, Boston College, Chestnut Hill, MA 02476, USA;
| | - Kathleen A. Calzone
- Global Genomics Nursing Alliance (G2NA), Pontypridd CF37 1DL, UK; (K.A.C.); (L.B.); (S.D.); (C.P.)
- National Institutes of Health, National Cancer Institute, Center for Cancer Research, Genetics Branch, Bethesda, MD 20892, USA
| | - Laurie Badzek
- Global Genomics Nursing Alliance (G2NA), Pontypridd CF37 1DL, UK; (K.A.C.); (L.B.); (S.D.); (C.P.)
- Ross and Carol Nese College of Nursing, Penn State University, University Park, PA 16802, USA
| | - Sarah Dewell
- Global Genomics Nursing Alliance (G2NA), Pontypridd CF37 1DL, UK; (K.A.C.); (L.B.); (S.D.); (C.P.)
- School of Nursing, Thompson Rivers University, Kamloops, BC V2C 0C8, Canada
| | - Christine Patch
- Global Genomics Nursing Alliance (G2NA), Pontypridd CF37 1DL, UK; (K.A.C.); (L.B.); (S.D.); (C.P.)
- Engagement and Society, Wellcome Connecting Science, Hinxton CB10 1RQ, UK
| | - Emma T. Tonkin
- Genomics Policy Unit, Faculty of Life Sciences and Education, University of South Wales, Pontypridd CF37 1DL, UK;
- Global Genomics Nursing Alliance (G2NA), Pontypridd CF37 1DL, UK; (K.A.C.); (L.B.); (S.D.); (C.P.)
| | - Andrew A. Dwyer
- William F. Connell School of Nursing, Boston College, Chestnut Hill, MA 02476, USA;
- Global Genomics Nursing Alliance (G2NA), Pontypridd CF37 1DL, UK; (K.A.C.); (L.B.); (S.D.); (C.P.)
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Wang K, Diao M, Tovera Salvador J. Genetics and genomics knowledge and competency of Chinese nurses based on the theory of diffusion of innovation: A descriptive cross-sectional study. Heliyon 2023; 9:e20036. [PMID: 37809637 PMCID: PMC10559766 DOI: 10.1016/j.heliyon.2023.e20036] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2022] [Revised: 07/21/2023] [Accepted: 09/08/2023] [Indexed: 10/10/2023] Open
Abstract
Background Nurses are responsible for providing genetics and genomics health care services, including disease risk assessment, medical referrals, and advocating for communities and individuals who probably benefit from genomics and genetics services. Objective This study aimed to investigate Chinese nurses' understanding and previous training in genomics and genetics. Additionally, we aimed to understand the degree to which Chinese nurses use genomics and genetics knowledge in their daily practice and to assess the learning needs regarding genomics and genetics. Method This study utilized the design of a descriptive cross-sectional study. From January 18 to March 15, 2022, 406 registered nurses from the Shandong province of China working in clinical institutions and with good English proficiency were recruited as study subjects. Nurses' demographic data and data related to genetic knowledge and competency were collected using the Genetics and Genomics Nursing Practice Survey (GGNPS) questionnaire. Kruskal Wallis and Mann-Whitney-U tests were utilized to investigate the descriptive statistics and non-normally distributed data. Results There are 406 nurses from Shandong Province, China participated in the study. Among them, BSN degrees accounted for 83.7%. Female nurses accounted for 96.8%, and 40% are clinical nurses. Among such nurses, 65.5% reported that genetics was involved in their nursing courses, and 56.2% planned to study more knowledge associated with genetics. The mean knowledge score was 7.35 (out of 12). Nurses' gender, primary role, genomics education, and experience caring for patients with common diseases influenced nurses' scores on genetic and genomics knowledge. Conclusion The genomics knowledge and competency of Chinese nurses need to be further improved. Incorporating genomics into the standard nursing curriculum can effectively reduce the knowledge gap. Simultaneously, it is also necessary to improve the attention of senior nurses and nursing managers to genomics nursing and improve the clinical practice environment.
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Affiliation(s)
- Ke Wang
- Nursing department,The Second Affiliated Hospital of Shandong First Medical University, Taian, Shandong 271000, China
| | - Min Diao
- Nursing department,The Second Affiliated Hospital of Shandong First Medical University, Taian, Shandong 271000, China
| | - Jordan Tovera Salvador
- Nursing Education Department,College of Nursing,Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
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Zhao X, Li X, Liu Y, Calzone K, Xu J, Xiao X, Wang H. Genetic and genomic nursing competency among nurses in tertiary general hospitals and cancer hospitals in mainland China: a nationwide survey. BMJ Open 2022; 12:e066296. [PMID: 36585129 PMCID: PMC9809297 DOI: 10.1136/bmjopen-2022-066296] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/31/2022] Open
Abstract
OBJECTIVES To explore genetic/genomic nursing competency and associated factors among nurses from tertiary general and specialist cancer hospitals in mainland China and compare the competencies of nurses from the two types of hospitals. DESIGN AND SETTING A cross-sectional survey was conducted from November 2019 to January 2020, wherein 2118 nurses were recruited from 8 tertiary general hospitals and 4 cancer hospitals in mainland China. We distributed electronic questionnaires to collect data on nurses' demographics, work-related variables and genomic nursing competency. PARTICIPANTS 2118 nurses were recruited via a three-stage stratified cluster sampling method. RESULTS More than half (59.1%, 1252/2118) of the participants reported that their curriculum included genetics/genomics content. The mean nurses' genomic knowledge score was 8.30/12 (95% CI=8.21 to 8.39). Only 5.4% had always collected a complete family history in the past 3 months. Compared with general hospital nurses, slightly more cancer hospital nurses (75.6% vs 70.6%, p=0.010) recognised the importance of genomics, while there was no significant difference in the knowledge scores (8.38 vs 8.21, p>0.05). Gender (β=0.06, p=0.005), years of clinical nursing (β=-0.07, p=0.002), initial level of nursing education (β=0.10, p<0.001), membership of the Chinese Nursing Association (β=0.06, p=0.004), whether their curriculum included genetics/genomics content (β=0.08, p=0.001) and attitude towards becoming more educated in genetics/genomics (β=0.25, p<0.001) were significantly associated with the nurses' genomic knowledge score. CONCLUSION The levels of genomic knowledge among mainland Chinese nurses in tertiary hospitals were moderate. The overall genomic competency of cancer hospital nurses was comparable to that of general hospital nurses. Further genomic training is needed for nurses in China to increase their genomic competency and accelerate the integration of genomics into nursing practice.
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Affiliation(s)
- Xiaomin Zhao
- Xiangya Nursing School, Central South University, Changsha, Hunan, China
- School of Nursing, Binzhou Medical University, Yantai, Shandong, China
| | - Xuying Li
- Department of Nursing, The Affiliated Cancer Hospital of Xiangya School of Medicine, Central South University/Hunan Cancer Hospital, Changsha, Hunan, China
| | - Yi Liu
- Center for Cancer Research, Genetics Branch, National Cancer Institute, Bethesda, Maryland, USA
| | - Kathleen Calzone
- Center for Cancer Research, Genetics Branch, National Cancer Institute, Bethesda, Maryland, USA
| | - Juan Xu
- Department of Nursing, Shandong Cancer Hospital and Institute, Shandong First Medical University and Shandong Academy of Medical Sciences, Jinan, Shandong, China
| | - Xueling Xiao
- Xiangya Nursing School, Central South University, Changsha, Hunan, China
| | - Honghong Wang
- Xiangya Nursing School, Central South University, Changsha, Hunan, China
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Schluter JE. Understanding the application of genomics knowledge in nursing and midwifery practice: A scoping study. Collegian 2022. [DOI: 10.1016/j.colegn.2022.09.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Skeens MA, Sutherland-Foggio M, Damman C, Gerhardt CA, Akard TF. Facebook recruitment for research of children and parents during the COVID-19 pandemic. Appl Nurs Res 2022; 65:151574. [PMID: 35577481 PMCID: PMC8923712 DOI: 10.1016/j.apnr.2022.151574] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2022] [Revised: 03/03/2022] [Accepted: 03/11/2022] [Indexed: 11/28/2022]
Abstract
The COVID-19 pandemic has created unique challenges for recruitment of adults and children into clinical research. The sudden onset of stay-at-home orders and social distancing enacted in much of the United States created sudden barriers for researchers to recruit participants in-person. Recognizing the critical need to understand the impact of COVID-19 on children and families in real time, studies required an alternative approach. The present study sought to develop methods and establish the feasibility of utilizing Facebook's targeted advertising to enroll schoolaged children and their parents for a study examining the impact of the COVID-19 pandemic on families. This study used an 8 week pay-per-click advertisement approach via Facebook for research recruitment. Parents of children age 8 to 17 were invited and asked to include their child. Standardized measures were included for parents and children. Zip code targeting was used to increase diversity in participants. The ad campaign reached 213,120, yielding 3563 clicks, 684 parent participants, 494 child participants and a 26% conversion rate over eight weeks. The cost-per-click was $0.64, and cost-per-participant was $3.30 and $4.60 for parents and children, respectively. This nationwide study successfully used social media to recruit a robust nationwide sample of parent-child dyads during the COVID-19 pandemic. Social media recruitment mitigated typical time and engagement barriers for participants while also circumventing social and physical distancing orders due to the pandemic which allowed for real time assessment of the pandemic's effects on families. Future consideration should be given.to social media as a research recruitment methodology.
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Affiliation(s)
- Micah A Skeens
- Center for Biobehavioral Health, Nationwide Childrens Hospital, 700 Children's Drive, Columbus, OH 43205, United States.
| | - Malcolm Sutherland-Foggio
- Center for Biobehavioral Health, Nationwide Childrens Hospital, 700 Children's Drive, Columbus, OH 43205, United States
| | - Callista Damman
- Marketing Department, Nationwide Children's Hospital, 700 Children's Drive, Columbus, OH 43205, United States
| | - Cynthia A Gerhardt
- Center for Biobehavioral Health, Nationwide Childrens Hospital, 700 Children's Drive, Columbus, OH 43205, United States
| | - Terrah Foster Akard
- Vanderbilt School of Nursing, Vanderbilt University, 461 21(st) Avenue South, Nashville, TN 37240, United States
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Majstorović D, Barišić A, Štifanić M, Dobrača I, Vraneković J. The Importance of Genomic Literacy and Education in Nursing. Front Genet 2022; 12:759950. [PMID: 34970300 PMCID: PMC8712715 DOI: 10.3389/fgene.2021.759950] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Accepted: 11/17/2021] [Indexed: 12/04/2022] Open
Abstract
Genetic discoveries and technological advances have been changing nursing care delivery, which modifies the roles and practices of nursing in society. Although the need for education of nurses in the field of genomics has been recognized in the 1960s, many countries still have no clear guidelines in this field of education and training. The purpose of this study was to evaluate current genomics content in the curriculum of undergraduate and graduate programs of studies in nursing in Croatia, and to measure the genomic literacy of Croatian undergraduate nursing students through assessing participants’ understanding of genomic concepts most critical to nursing practice. The curriculum of undergraduate and graduate programs of nursing classes of 2020/2021 were independently analyzed by the authors. For measuring the knowledge of essential genomic concepts among nurses, a Genomic Nursing Concept Inventory (GNCI©) instrument was employed. Results indicate that the current genomics content, for undergraduate and graduate nursing programs in Croatia, is inadequate and not concordant among universities. Moreover, the genomic literacy of Croatian undergraduate students (Undergraduate program 10) was found to be low. Scores across respondents ranged from 3 to 22 (out of possible 31), with a mean scale score 9.8 (SD 5.3) (31.6% correct). We can conclude that the curriculum for undergraduate and graduate programs of Studies in nursing should be revised to implement the latest genomic practices and approaches to genomics education while nurses should acquire an adequate level of genomic literacy in order to produce desired outcomes of competency in nursing practice.
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Affiliation(s)
| | - Anita Barišić
- Department of Medical Biology and Genetics, Faculty of Medicine, University of Rijeka, Rijeka, Croatia
| | - Mauro Štifanić
- Faculty of Natural Science, Juraj Dobrila University of Pula, Pula, Croatia
| | - Igor Dobrača
- Faculty of Medicine, Juraj Dobrila University of Pula, Pula, Croatia
| | - Jadranka Vraneković
- Department of Medical Biology and Genetics, Faculty of Medicine, University of Rijeka, Rijeka, Croatia
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Dagan E, Amit Y, Sokolov L, Litvak P, Barnoy S. Integrating Genomic Professional Skills Into Nursing Practice: Results From a Large Cohort of Israeli Nurses. J Nurs Scholarsh 2021; 53:753-761. [PMID: 34151506 DOI: 10.1111/jnu.12686] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/18/2021] [Indexed: 01/29/2023]
Abstract
PURPOSE To explore the association of genomic knowledge, self-epistemic authority (SEA; i.e., subjective perception of knowledge expertise), perceived importance of genomics in nursing, and the integration of genomic skills into nursing practice. DESIGN A cross-sectional study of nurses working in pediatric, obstetric, and internal wards of two medical centers in Israel between February and October 2018. METHODS Participants completed anonymous questionnaires about genomic knowledge, SEA, perceived importance of genomics, and the performance of genomic skills in nursing practice. Associations between variables were analyzed using Pearson correlations, and a hierarchical regression model was used to determine which variables explained the performance of genomic practices among participants. FINDINGS Altogether 423 nurses participated in the study. The mean genomic knowledge was low (55.05 ± 14.82%). Nurses reported a low integration of genomic skills in their practice (M = 1.90, SD = 0.71), although their overall perceived importance of genomics was positive (M = 2.88, SD = 0.68). Positive correlations were found between SEA and the integration of genomic skills in nursing practice. Obstetric nurses had more genomic knowledge, more positive perceptions about genomics, and performed more genomic skills in their nursing practice. CONCLUSIONS Although nurses realized the importance of genomics to their practice, and genomics is part of the Israeli nursing core curriculum, we found disappointingly low levels of knowledge and performance of genomic skills in nursing practice. CLINICAL RELEVANCE The results call for action to establish ongoing education programs in genomics for nurses, which would lead to the inclusion of genomic skills into routine nursing practice, and prepare nurses for providing personalized medicine.
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Affiliation(s)
- Efrat Dagan
- Associate Professor. The Cheryl Spencer, Department of Nursing, University of Haifa, Haifa, Israel
| | - Yulia Amit
- Department of Nursing, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel. Sheba Medical Center, Ramat-Gan, Israel
| | - Libi Sokolov
- The Cheryl Spencer Department of Nursing, Haifa, Israel and the Internal Department, Carmel Medical Center, Haifa, Israel
| | - Patricia Litvak
- Department of Nursing, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel. Sheba Medical Center, Ramat-Gan, Israel
| | - Sivia Barnoy
- Delta Lambda at-Large Associate professor, Department of Nursing, Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
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Kawasaki H, Kawasaki M, Iki T, Matsuyama R. Genetics education program to help public health nurses improve their knowledge and enhance communities' genetic literacy: a pilot study. BMC Nurs 2021; 20:31. [PMID: 33579269 PMCID: PMC7881575 DOI: 10.1186/s12912-021-00549-8] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Accepted: 02/03/2021] [Indexed: 12/11/2022] Open
Abstract
BACKGROUND As human genetics knowledge develops, public genetic literacy needs to be increased, though the educational capacity for this purpose has not yet been fully developed. Under this circumstance, the daily work of public health nurses can be viewed as an opportunity to enhance public genetic literacy. However, in Japan, there is not only a lack of public knowledge of human genomics but also a lack of public health nurses' recognition about genomic literacy. A short-term education program was implemented as a pilot study. This study aimed to examine the effectiveness of the program to support public health nurses' activity aimed at promoting health services-related genetic literacy. METHODS The genetics education program was implemented in December 2019, in Kagoshima, Japan. Twenty-three public health nurses cooperated with the research. The program was composed of a case study on consultation, a lecture on hereditary diseases, and a discussion on the role of public health nurses. Familial hypercholesterolemia was used as the topic of the case study. We evaluated scores for cognition, affect, and psychomotor characteristics related to their learning goals before and after the program using Wilcoxon signed-rank tests. Answers in the consultation were qualitatively analyzed. RESULTS The mean cognitive score, capturing provision of explanations of hereditary disease, was 6.3 before the program but increased significantly to 9.3 after the program (p < 0.001). For the affective score, the goal of which was deepening interest in human genetics, the mean score increased significantly from 8.5 before to 11.0 after (p < 0.001). For the psychomotor score, addressing the need for genetic consultation, the mean score increased significantly from 4.4 before to 8.1 after (p < 0.001). Prominent themes extracted from descriptions on the worksheet post training included, "providing advice and accurate information on genetic disorders" and "referral to a specialized organization." CONCLUSIONS Our findings indicated that this education program helps public health nurses be positively involved in human genetic disorders. Thus, they may connect to their local community to provide accurate genetics knowledge and advice for health management and promoting genetic literacy.
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Affiliation(s)
- Hiromi Kawasaki
- Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3, Kasumi, Minami-ku, Hiroshima, 734-8553, Japan.
| | - Masahiro Kawasaki
- Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3, Kasumi, Minami-ku, Hiroshima, 734-8553, Japan
| | - Tomoko Iki
- Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3, Kasumi, Minami-ku, Hiroshima, 734-8553, Japan
| | - Ryota Matsuyama
- Graduate School of Biomedical and Health Sciences, Hiroshima University, 1-2-3, Kasumi, Minami-ku, Hiroshima, 734-8553, Japan
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Murakami K, Kutsunugi S, Tsujino K, Stone TE, Ito M, Iida K. Developing competencies in genetics nursing: Education intervention for perinatal and pediatric nurses. Nurs Health Sci 2020; 22:263-272. [PMID: 31912654 DOI: 10.1111/nhs.12680] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2019] [Revised: 11/18/2019] [Accepted: 12/01/2019] [Indexed: 12/25/2022]
Abstract
Nurses need to be appropriately trained in genetics to provide clinical care based on best practice for patients and families. This exploratory study describes an educational intervention using authentic stimulus material centered on a clinical case study of a family with a baby with Down syndrome. Quantitative and qualitative data were collected from a sample of 15 nurses and 27 students from three universities in Japan before and after completing an entry-level workshop on competency-based genetics nursing. Participants reported increased perceived genetics knowledge and clinical confidence. Despite more than 90% of the participants reporting that they understood the underlying genetics knowledge, their confidence and the ethical aspects of genetics nursing had not been promoted after the seminar. In contrast, the reflections, coded into three categories, showed they recognized families' needs for psychological support, family decision making, and protection and privacy and suggested that nurses had undergone a profound shift in understanding about these issues. Although indicating that a single seminar was insufficient, the study findings will be useful to develop educational materials on genetics for both students and nurses.
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Affiliation(s)
- Kyoko Murakami
- Faculty of Health Sciences, Yamaguchi University Graduate School of Medicine, Yamaguchi, Japan
| | - Saeko Kutsunugi
- Faculty of Health Sciences, Yamaguchi University Graduate School of Medicine, Yamaguchi, Japan
| | - Kumiko Tsujino
- Faculty of Health Sciences, The University of Ryukus', Okinawa, Japan
| | - Teresa E Stone
- Faculty of Health Sciences, Yamaguchi University Graduate School of Medicine, Yamaguchi, Japan.,Visiting Professor, Faculty of Nursing, Chiang Mai University, Chiang Mai, Thailand
| | - Misae Ito
- Faculty of Health Sciences, Yamaguchi University Graduate School of Medicine, Yamaguchi, Japan
| | - Kazuko Iida
- Faculty of Health Sciences, Yamaguchi University Graduate School of Medicine, Yamaguchi, Japan
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Wright H, Zhao L, Birks M, Mills J. Genomic Literacy of Registered Nurses and Midwives in Australia: A Cross-Sectional Survey. J Nurs Scholarsh 2018; 51:40-49. [PMID: 30367730 DOI: 10.1111/jnu.12440] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/20/2018] [Indexed: 01/26/2023]
Abstract
PURPOSE Registered nurses and midwives require a degree of genomic literacy if they are to adequately communicate with other healthcare professionals and provide optimal care to patients, their families, and the community. Several studies have been conducted internationally to assess the genomic literacy of nurses; however, the genomic literacy of Australian registered nurses and midwives has not been investigated. The aim of this study was to measure the genomic literacy of Australian registered nurses and midwives through assessing participants' understandings of genomic concepts most critical to nursing and midwifery practice, as well as their perceived knowledge and attitude towards genomics in nursing and midwifery practice. DESIGN Cross-sectional survey of Australian registered nurses and midwives using the Genomic Nursing Concept Inventory (GNCI© ), a 31 multiple-choice question survey instrument. Participants were recruited via two key Australian nursing and midwifery organizations over an 8-month period in 2016. METHODS Descriptive and inferential statistical techniques were used to calculate the total GNCI© score and scores on individual subcategories, as well as relationships between demographic variables and GNCI© scores. FINDINGS Most respondents worked as clinicians (71.4%) in a hospital or hospital-based setting (61.8%). Most registered nurses (80.5%) and midwives (97.2%) reported that genetics was relevant to clinical practice; however, over 80% of registered nurses and midwives believed their knowledge of genetics was poor or average. Genomic knowledge was assessed using the GNCI© . Scores ranged from 3 to 29 (out of a possible 31), with a mean score of 13.3 (SD 4.559) based on 253 (N = 253) respondents, indicating that genomic literacy is low. There was a significant difference between genomic knowledge scores and education and training level (p = .036). CONCLUSIONS The genomic literacy of registered nurses and midwives in Australia is low. More must be done to ensure Australian registered nurses and midwives have an adequate level of genomic literacy to provide optimal care to patients, their families, and the community. CLINICAL RELEVANCE Modern medicine requires a healthcare workforce that is literate in genomics. Findings from this study may serve as the catalyst to improve the genomic literacy of the Australian nursing and midwifery workforce, allowing for improved health outcomes for individuals and the wider Australian public.
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Affiliation(s)
- Helen Wright
- Lecturer, Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Townsville, QLD, Australia
| | - Lin Zhao
- Lecturer in Nursing, School of Health & Biomedical Sciences, RMIT University, Melbourne, VIC, Australia
| | - Melanie Birks
- Discipline Head, Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Townsville, QLD, Australia
| | - Jane Mills
- Adjunct Professor, Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Townsville, QLD, Australia
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Calzone KA, Kirk M, Tonkin E, Badzek L, Benjamin C, Middleton A. Increasing nursing capacity in genomics: Overview of existing global genomics resources. NURSE EDUCATION TODAY 2018; 69:53-59. [PMID: 30007148 PMCID: PMC6112149 DOI: 10.1016/j.nedt.2018.06.032] [Citation(s) in RCA: 25] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/19/2018] [Accepted: 06/29/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Global genomic literacy of all health professions, including nurses, remains low despite an inundation of genomic information with established clinical and analytic validity and clinical utility. Genomic literacy and competency deficits contribute to lost opportunities to take advantage of the benefits that genomic information provides to improve health outcomes, reduce healthcare costs, and increase patient quality and safety. Nurses are essential to the integration of genomics into healthcare. The greatest challenges to realizing their potential in successful integration include education and awareness. Identification of resources, their focus, whether they targeted at nursing, and how to access them, form the foundation for a global genomic resource initiative led by the Global Genomics Nursing Alliance. OBJECTIVES The aim was to identify existing global genomic resources and competencies, identifying the source, type and accessibility. DESIGN Cross sectional online descriptive survey to ascertain existing genomic resources. SETTINGS Limited to eighteen countries and seven organizations represented by delegates attending the inaugural meeting in 2017 of the Global Genomics Nursing Alliance. PARTICIPANTS A purposive sample of global nursing leaders and representatives of national and international nursing organizations. METHODS The primary method was by online survey administered following an orientation webinar. Given the small numbers of nurse leaders in genomics within our sample (and indeed within the world), results were analyzed and presented descriptively. Those identifying resources provided further detailed resource information. Additional data were collected during a face-to-face meeting using an electronic audience-response system. RESULTS Of the twenty-three global delegates responding, 9 identified existing genomic resources that could be used for academic or continuing genomics education. Three countries have competence frameworks to guide learning and 5 countries have national organizations for genetics nurses. CONCLUSIONS The genomic resources that already exist are not readily accessible or discoverable to the international nursing community and as such are underutilized.
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Affiliation(s)
- Kathleen A Calzone
- National Institutes of Health, National Cancer Institute, Center for Cancer Research, Genetics Branch, 37 Convent Drive, Building 37, RM 6002C, MSC 4256, Bethesda, MD 20892, USA.
| | - Maggie Kirk
- Genomics Policy Unit, University of South Wales, Pontypridd, Cardiff CF37 1DL, UK.
| | - Emma Tonkin
- University of South Wales, Genomics Policy Unit, Faculty of Life Sciences and Education, Glyntaff Campus, Pontypridd CF37 1DL, UK.
| | - Laurie Badzek
- Penn State University College of Nursing 201 Nursing Science Building University Park, PA 16802, USA.
| | - Caroline Benjamin
- School of Community Health and Midwifery, Faculty of Health & Wellbeing, University of Central Lancashire, Preston, England, UK; Liverpool Women's NHS Hospital Trust, Crown Street, Liverpool, England L17 5BY, UK.
| | - Anna Middleton
- Connecting Science, Wellcome Genome Campus, Cambridge CB10 1SA, UK; Faculty of Education, University of Cambridge, UK.
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Barr JA, Tsai LP, Welch A, Faradz SMH, Lane-Krebs K, Howie V, Hillman W. Current practice for genetic counselling by nurses: An integrative review. Int J Nurs Pract 2018; 24:e12629. [PMID: 29462836 DOI: 10.1111/ijn.12629] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2017] [Revised: 01/11/2018] [Accepted: 01/11/2018] [Indexed: 11/29/2022]
Abstract
AIM To examine current practice of genetic counselling by nurses. BACKGROUND Recent debate argues that genetic counselling is a specialist advanced practice role, whilst others argue it is the role of all nurses. Current evidence is required to determine if genetic counselling could be included in all nurses' scope of practice. DESIGN Integrative literature review. DATA SOURCES A search of electronic databases (CINHAL, Medline, PubMed, Scopus), and reference lists published between January 2012 and March 2017, was undertaken. REVIEW METHODS Studies were critically appraised for methodological quality using the Critical Appraisal Skills Programme. Data from each study were extracted and categorized according to their primary findings. RESULTS The inclusion criteria were met in 10 studies. Main findings were identified: role of genetic counselling, current knowledge, need for further education, and client satisfaction with nurse genetic counsellors. CONCLUSION This paper concludes that some nurses do engage in genetic counselling, but how they engage is not consistent, nor is there consensus about what should be the scope of practice. Further investigation into credentialing, role recognition support and education for nurse genetic counselling are strongly recommended. As nurses are widely available, nurses can make a significant contribution to supporting those affected by genetic problems.
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Affiliation(s)
- Jennieffer A Barr
- School of Nursing, Midwifery, and Social Science, Central Queensland University, Brisbane, Australia
| | - Lily P Tsai
- School of Nursing, Midwifery, and Social Science, Central Queensland University, Brisbane, Australia
| | - Anthony Welch
- School of Nursing, Midwifery, and Social Science, Central Queensland University, Noosaville, Australia
| | | | - Katrina Lane-Krebs
- School of Nursing, Midwifery, and Social Science, Central Queensland University, Brisbane, Australia
| | - Virginia Howie
- School of Nursing, Midwifery, and Social Science, Central Queensland University, Noosaville, Australia
| | - Wendy Hillman
- School of Nursing, Midwifery, and Social Science, Central Queensland University, Rockhampton North, Australia
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14
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Wright H, Zhao L, Birks M, Mills J. Nurses’ competence in genetics: An integrative review. Nurs Health Sci 2018; 20:142-153. [DOI: 10.1111/nhs.12401] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2017] [Revised: 10/19/2017] [Accepted: 10/22/2017] [Indexed: 12/29/2022]
Affiliation(s)
- Helen Wright
- College of Healthcare Sciences; James Cook University; Townsville Queensland Australia
| | - Lin Zhao
- School of Health and Biomedical Sciences; RMIT; Melbourne Victoria Australia
| | - Melanie Birks
- College of Healthcare Sciences; James Cook University; Townsville Queensland Australia
| | - Jane Mills
- College of Health; Massey University; Wellington New Zealand
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Seven M, Pasalak SI, Guvenc G, Kok G. Knowledge Level and Educational Needs of Turkish Oncology Nurses Regarding the Genetics of Hereditary Breast and Ovarian Cancer. J Contin Educ Nurs 2017; 48:570-576. [PMID: 29177531 DOI: 10.3928/00220124-20171115-09] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2017] [Accepted: 08/23/2017] [Indexed: 11/20/2022]
Abstract
BACKGROUND This study evaluated Turkish oncology nurses' knowledge and educational needs regarding genetics of hereditary breast and ovarian cancers. METHOD An online survey was used to collect data from 104 Turkish oncology nurses. RESULTS The mean level of knowledge in oncology genetics was 6.74 ± 3.85. The majority of nurses (78.7%) were aware of the fact that family history of ovarian or breast cancer is an important risk factor for ovarian or breast cancer; however, a much smaller percentage (25.5%) understood that BRCA1 mutations in women can be transferred by the father. The majority of the nurses (59.6%) were willing to take continuing education in cancer genetics. CONCLUSION Turkish oncology nurses have a moderate level of knowledge in cancer genetics. Therefore, educators should develop targeted educational activities in genetics as a part of continuing education programs to enhance nursing practice in cancer care. J Contin Educ Nurs. 2017;48(12):570-576.
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Stokes Y, Vandyk A, Squires J, Jacob JD, Gifford W. Using Facebook and LinkedIn to Recruit Nurses for an Online Survey. West J Nurs Res 2017; 41:96-110. [DOI: 10.1177/0193945917740706] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Social media is an emerging tool used by researchers; however, limited information is available on its use for participant recruitment specifically. The purpose of this article is to describe the use of Facebook and LinkedIn social media sites in the recruitment of nurses for an online survey, using a 5-week modified online Dillman approach. Within 3 weeks, we exceeded our target sample size ( n = 170) and within 5 weeks recruited 267 English-speaking nurses ( n = 172, Facebook; n = 95, LinkedIn). Advantages included speed of recruitment, cost-efficiency, snowballing effects, and accessibility of the researcher to potential participants. However, an analysis of the recruited participants revealed significant differences when comparing the sociodemographics of participants recruited through Facebook and LinkedIn, specifically relating to the characteristics of sex, age, and level of education. Differences between Facebook and LinkedIn as recruitment platforms should be considered when incorporating these strategies.
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Affiliation(s)
| | - Amanda Vandyk
- University of Ottawa, Ontario, Canada
- Nursing Best Practice Research Centre, Ottawa, Ontario, Canada
- l’Institut de recherche de l’Hôpital Monfort, Ottawa, Ontario, Canada
| | - Janet Squires
- University of Ottawa, Ontario, Canada
- Nursing Best Practice Research Centre, Ottawa, Ontario, Canada
- Ottawa Hospital Research Institute, Ontario, Canada
| | - Jean-Daniel Jacob
- University of Ottawa, Ontario, Canada
- l’Institut de recherche de l’Hôpital Monfort, Ottawa, Ontario, Canada
| | - Wendy Gifford
- University of Ottawa, Ontario, Canada
- Nursing Best Practice Research Centre, Ottawa, Ontario, Canada
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17
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Seven M, Eroglu K, Akyüz A, Ingvoldstad C. Educational needs of nurses to provide genetic services in prenatal care: A cross-sectional study from Turkey. Nurs Health Sci 2017; 19:294-300. [DOI: 10.1111/nhs.12344] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2016] [Revised: 01/26/2017] [Accepted: 01/28/2017] [Indexed: 12/17/2022]
Affiliation(s)
- Memnun Seven
- Koç University; School of Nursing; İstanbul Turkey
| | | | - Aygül Akyüz
- Koç University; School of Nursing; İstanbul Turkey
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18
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St-Martin G, Bedard A, Nelmes J, Bedard JEJ. Preparing Nurses for Genetic Medicine: Integration of a Brief Education Session in an Undergraduate Nursing Curriculum. J Nurs Educ 2017; 56:170-173. [PMID: 28263356 DOI: 10.3928/01484834-20170222-09] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2016] [Accepted: 10/26/2016] [Indexed: 11/20/2022]
Abstract
BACKGROUND Few studies have focused on the genetic competencies of undergraduate nursing students. The aims of this study include measuring undergraduate nursing students' knowledge, perceived comfort, and attitude toward genetics, and gauging the effectiveness of a brief genetics education session. METHOD Undergraduate nursing students (N = 32) were recruited to participate in a survey. A subset (n = 6) then participated in a 1-hour review of basic genetic concepts and activities, with applications to clinical scenarios. Both groups repeated the survey and their results were compared. RESULTS Students attending the education session had higher knowledge scores than the control group and reported higher levels of comfort with genetics-related tasks. No differences in student attitudes exist. CONCLUSION This pilot study suggests that a brief but focused education session can increase the level of genetics knowledge and comfort in undergraduate nursing students. [J Nurs Educ. 2017;56(3):170-173.].
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19
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Camak DJ. Increasing importance of genetics in nursing. NURSE EDUCATION TODAY 2016; 44:86-91. [PMID: 27429334 DOI: 10.1016/j.nedt.2016.05.018] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2016] [Accepted: 05/20/2016] [Indexed: 06/06/2023]
Abstract
OBJECTIVES To examine the empirical literature related to the incorporation of genetic research and genetic competency needed by the nurse in practice. DESIGN Literature review. DATA SOURCES This article will explore published research within the past seven years of 2008-2015 that address the need for the increased incorporation of genetic content in nursing practice in addition to the need for the nurse to effectively screen the patient at risk of a genetic disorder. This literature review specifically focuses on the inadequacy of nurses in addressing genomic health compromise and serving as advocates for patients and families facing genetic disorders. METHODS A review of the literature published from 2008 to 2015 related to the incorporation of genetics in nursing practice and the role of the nurse as a patient advocate for families facing genetic disorders with resulting genomic health compromise. RESULTS The research exposes the lack of adequate preparation of nurses to incorporate and utilize the recent advances in genomic healthcare. Practicing nurses lack understating and skill in the application of genetics and genomic technologies to patient care. The nursing profession, including nursing academia, need to enhance the integration of genetic and genomic content into nursing curriculum and practice. CONCLUSION Practicing nurses are inadequately prepared to apply genetic advancements in screening at risk patients and addressing the needs of the patient or family facing a genomic health compromise.
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Affiliation(s)
- Deborah Jacks Camak
- Dishman Department of Nursing, Lamar University, 4400 MLK Blvd, P.O. Box 10009, Beaumont, TX 77710, United States.
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20
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Khatri C, Chapman SJ, Glasbey J, Kelly M, Nepogodiev D, Bhangu A, Fitzgerald JE. Social media and internet driven study recruitment: evaluating a new model for promoting collaborator engagement and participation. PLoS One 2015; 10:e0118899. [PMID: 25775005 PMCID: PMC4361707 DOI: 10.1371/journal.pone.0118899] [Citation(s) in RCA: 88] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2014] [Accepted: 01/18/2015] [Indexed: 12/03/2022] Open
Abstract
Aims A substantial challenge facing multicentre audit and research projects is timely recruitment of collaborators and their study centres. Cost-effective strategies are required and fee-free social media has previously been identified as a potential conduit. We investigated and evaluated the effectiveness of a novel multi-format social media and Internet strategy for targeted recruitment to a national multicentre cohort study. Methods Interventions involved a new Twitter account, including weekly live question-and-answer sessions, a new Facebook group page, online YouTube presentations and an information page on a national association website. Link tracking analysis was undertaken using Google Analytics, which was then related to subsequent registration. Social influence was calculated using the proprietary Klout score. Results Internet traffic analysis identified a total of 1562 unique registration site views, of which 285 originated from social media (18.2%). Some 528 unique registrations were received, with 96 via social media platforms (18.2%). Traffic source analysis identified a separate national association webpage as resulting in the majority of registration page views (15.8%), followed by Facebook (11.9%), Twitter (4.8%) and YouTube (1.5%). A combination of publicity through Facebook, Twitter and the dedicated national association webpage contributed to the greatest rise in registration traffic and accounted for 312 (48%) of the total registrations within a 2-week period. A Twitter ‘social influence’ (Klout) score of 42/100 was obtained during this period. Conclusions Targeted social media substantially aided study dissemination and collaborator recruitment. It acted as an adjunct to traditional methods, accounting for 18.2% of collaborator registration in a short time period with no associated financial costs. We provide a practical model for designing future recruitment campaigns, and recommend Facebook, Twitter and targeted websites as the most effective adjuncts for maximising cost-effective study recruitment.
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Affiliation(s)
- Chetan Khatri
- Imperial College London Medical School, London, United Kingdom
| | | | - James Glasbey
- Cardiff University Medical School, Cardiff, United Kingdom
| | - Michael Kelly
- University of Liverpool Medical School, Liverpool, United Kingdom
| | | | - Aneel Bhangu
- Academic Department of Surgery, 4 Floor, Old Queen Elizabeth Hospital, University of Birmingham, College of Medical and Dental Sciences, West Midlands, B15 2TH, Birmingham, United Kingdom
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Seven M, Akyüz A, Elbüken B, Skirton H, Öztürk H. Nurses' knowledge and educational needs regarding genetics. NURSE EDUCATION TODAY 2015; 35:444-449. [PMID: 25475926 DOI: 10.1016/j.nedt.2014.11.008] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/31/2014] [Revised: 10/09/2014] [Accepted: 11/12/2014] [Indexed: 06/04/2023]
Abstract
BACKGROUND Nurses now require a basic knowledge of genetics to provide patient care in a range of settings. OBJECTIVES To determine Turkish registered nurses' current knowledge and educational needs in relation to genetics. DESIGN A descriptive, cross-sectional study. SETTINGS Turkish registered nurses working in a university hospital in Turkey were recruited. PARTICIPANTS All registered nurses were invited to participate and 175 completed the study. METHODS The survey instrument, basic knowledge of health genetics, confidence in knowledge and the nurses' need for genetics education were used to collect data. RESULTS The majority (81.1%, n=142) of participants indicated that genetics was not taught during their degree program, although 53.1% to 96% of respondents felt confident in defining different genetic concepts. The average genetics knowledge score was 6.89±1.99 of a possible 11 (range 0-11). The majority (70.3%) expressed a strong wish to attend a continuing nursing education program in genetics. CONCLUSIONS The study shows that although Turkish nurses are not sufficiently knowledgeable to apply genetics in practice, they are willing to have more education to support their care of patients. Nurses need to have more education related to genetics in accordance with advances in human genetics to optimize health care.
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Affiliation(s)
- Memnun Seven
- Koç University, School of Nursing, Koç Universitesi Hemşirelik Yüksek Okulu, Güzelbahçe sokak no. 20, Nişantaşı, Şişli, İstanbul, Turkey.
| | - Aygül Akyüz
- Koç University, School of Nursing, Istanbul, Turkey.
| | - Burcu Elbüken
- Haydarpasa Gulhane Military Medical Academy Training and Research Hospital, Istanbul, Turkey.
| | - Heather Skirton
- Plymouth University Faculty of Health and Human Sciences, Plymouth, United Kingdom.
| | - Hatice Öztürk
- Haydarpasa Gulhane Military Medical Academy Training and Research Hospital, Istanbul, Turkey.
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Skirton H, Jackson L, Goldsmith L, O'Connor A. Are health professionals ready for direct-to-consumer genetic and genomic testing? Per Med 2013; 10:673-682. [PMID: 29768754 DOI: 10.2217/pme.13.71] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
Abstract
Direct-to-consumer genetic and genomic tests have been offered for over a decade. With the reduction in the cost of sequencing, the options for consumers will increase, with subsequent pressure on health services to interpret data and integrate the results into healthcare management. However, indications are that health professionals are grossly unprepared to deal with requests for support from those who have undertaken direct-to-consumer genetic or genomic tests. While benefits may be derived from patient-driven investigations, distinction needs to be made between the mostly uncertain clinical utility of susceptibility testing and the potential benefits of a reliably interpreted sequencing result. It is essential that we develop strategies, including enhanced professional education, to cope with the potential impact on the health services, rather than ignoring these developments. There may also be implications for the future of genetic counseling, with potential changes in the current paradigm.
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Affiliation(s)
- Heather Skirton
- Applied Health Genetics Research Group, Faculty of Health, Education & Society, Plymouth University, Drake Circus, Plymouth PL4 8AA, UK.
| | - Leigh Jackson
- Applied Health Genetics Research Group, Faculty of Health, Education & Society, Plymouth University, Drake Circus, Plymouth PL4 8AA, UK
| | - Lesley Goldsmith
- Applied Health Genetics Research Group, Faculty of Health, Education & Society, Plymouth University, Drake Circus, Plymouth PL4 8AA, UK
| | - Anita O'Connor
- Applied Health Genetics Research Group, Faculty of Health, Education & Society, Plymouth University, Drake Circus, Plymouth PL4 8AA, UK
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O'Connor A, Jackson L, Goldsmith L, Skirton H. Can I get a retweet please? Health research recruitment and the Twittersphere. J Adv Nurs 2013; 70:599-609. [PMID: 23909740 DOI: 10.1111/jan.12222] [Citation(s) in RCA: 113] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/06/2013] [Indexed: 11/25/2022]
Abstract
AIM To evaluate the social networking site Twitter™ as a vehicle for recruitment in online health research and to examine how the Twitter community would share information: the focus of our study was the antenatal experience of mothers of advanced maternal age. BACKGROUND One result of growth in worldwide Internet and mobile phone usage is the increased ability to source health information online and to use social media sites including Facebook and Twitter. Although social media have been used in previous health research, there is a lack of literature on the use of Twitter in health research. DESIGN A cross-sectional survey. METHOD We report a novel recruitment method via a social networking site between May and August 2012. Through a Twitter account, we tweeted and requested other Twitter users to retweet our invitation to be involved in the study. Tweets contained a unique URL directing participants to an online survey hosted on the Survey Monkey™ website. FINDINGS Over 11 weeks, 749 original tweets were posted by the researcher. A total of 529 mothers accessed the survey as a result of 359 researcher tweets and subsequent retweets that were seen by Twitter users. The survey was fully completed by 299 (56·5%) participants. CONCLUSION Twitter is a cost-effective means of recruitment, enabling engagement with potentially difficult-to-reach populations, providing participants with transparency, anonymity and a more accessible method by which to participate in health research.
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Affiliation(s)
- Anita O'Connor
- School of Nursing and Midwifery, Faculty of Health, Education and Society, Plymouth University, UK
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Kirk M, Tonkin E, Skirton H. An iterative consensus-building approach to revising a genetics/genomics competency framework for nurse education in the UK. J Adv Nurs 2013; 70:405-20. [PMID: 23879662 PMCID: PMC3907026 DOI: 10.1111/jan.12207] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/08/2013] [Indexed: 01/30/2023]
Abstract
KIRK M., TONKIN E. & SKIRTON H. (2014) An iterative consensus-building approach to revising a genetics/genomics competency framework for nurse education in the UK. Journal of Advanced Nursing 70(2), 405–420. doi: 10.1111/jan.12207 AimTo report a review of a genetics education framework using a consensus approach to agree on a contemporary and comprehensive revised framework. BackgroundAdvances in genomic health care have been significant since the first genetics education framework for nurses was developed in 2003. These, coupled with developments in policy and international efforts to promote nursing competence in genetics, indicated that review was timely. DesignA structured, iterative, primarily qualitative approach, based on a nominal group technique. MethodA meeting convened in 2010 involved stakeholders in UK nursing education, practice and management, including patient representatives (n = 30). A consensus approach was used to solicit participants' views on the individual/family needs identified from real-life stories of people affected by genetic conditions and the nurses' knowledge, skills and attitudes needed to meet those needs. Five groups considered the stories in iterative rounds, reviewing comments from previous groups. Omissions and deficiencies were identified by mapping resulting themes to the original framework. Anonymous voting captured views. Educators at a second meeting developed learning outcomes for the final framework. FindingsDeficiencies in relation to Advocacy, Information management and Ongoing care were identified. All competencies of the original framework were revised, adding an eighth competency to make explicit the need for ongoing care of the individual/family. ConclusionModifications to the framework reflect individual/family needs and are relevant to the nursing role. The approach promoted engagement in a complex issue and provides a framework to guide nurse education in genetics/genomics; however, nursing leadership is crucial to successful implementation.
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Affiliation(s)
- Maggie Kirk
- Genomics Policy Unit, President-elect, International Society of Nurses in Genetics, Faculty of Life Sciences & Education, University of South Wales, Glyntaf Campus, Pontypridd, UK
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