ABSTRACT
Background: Genetics-informed nursing is essential to personalized health care. Advanced practice nurses will increasingly encounter genomic information in clinical care and are expected to have competency.
Purpose: To examine genomic competency of advanced practice nursing students and faculty in a graduate nursing school.
Methods: A convenience sample of graduate nursing faculty and students were electronically sent a survey assessing genomic knowledge. In total, 13.98% of faculty (33/236) and 9.87% of students (82/831) completed a demographic questionnaire, perceived genomic competency items, and Genomic Nursing Concept Inventory (GNCI). The GNCI is a 31-question multiple choice questionnaire assessing 18 genomic concepts in four categories (Human Genome Basics, Mutations, Inheritance Patterns, and Genomic Health care). Percentage of correct items was calculated for faculty and students, as were correlations between demographics, perceived genomic competency, and GNCI scores.
Results: Students' GNCI overall scores were higher than faculty, 54.8% (interquartile range [IQR] 38-72%) vs 48.4% (IQR 32-68%). Both groups demonstrated the lowest scores in Genomic Basics (students 41.7% [IQR 25-67%] and faculty 33.3% [IQR 16-50%]). Students' and faculty's perceived genomic competency correlated with GNCI scores (r = 0.49, p < .001 and r = 0.70, p < .001, respectively). Age (r = -0.40, p < .001), entering nursing school after 2010 (r = 0.47, p < .001), and previous genomics course (r = 0.52, p < .001) were significantly correlated with GNCI total score for students, but not faculty.
Conclusions: This study indicates that faculty and students in a graduate nursing school perceive and demonstrate low genomic knowledge, particularly in basic genomics. Further exploration into innovative methods to provide basic genomic education is needed.
Implications: To provide access and equity for personalized genomic-based health care, we must prepare genomics-informed nurses.