scholarly journals A snapshot of nurses’ understanding, perceptions and comfort level of genomics

2021 ◽  
Vol 11 (12) ◽  
pp. 1
Author(s):  
Leighsa Sharoff
Keyword(s):  
Registered Nurses ◽  
Nurse Educators ◽  
Nursing Practice ◽  
Comfort Level ◽  
Survey Method ◽  
Advanced Degree ◽  
Literacy Assessment ◽  
Genomic Knowledge ◽  
Perceptions And Attitudes ◽  
Knowledge Survey

Objective: The primary aim of this study explored holistic nurses’ self-perceived genomic knowledge, perceptions, attitude and comfort of genomics. A second aim compared results to previous findings of nurse educators and advanced degree practicing registered nurses’ genomic knowledge utilizing the same survey instruments.Methods: Design: Recruitment of participants, through the American Holistic Nurses Association (AHNA), was achieved via an anonymous Survey Monkey link of the Genetic and Genomic Literacy Assessment (GGLA) survey. The GGLA survey comprised three aspects: Self-Perceived Genomic Knowledge Survey; Perceptions and Attitudes about Genomics Integration into Nursing Practice Survey and the Comfort Level of Genomics Survey. Method: The GGLA survey link was made available via the AHNA newsletter.Results: Holistic nurses (n = 41) self-perceived genomic knowledge level demonstrated a knowledge base gap in their comprehension and ability to explain genomic concepts to their patients. Majority of holistic nurses were significantly not comfortable with their genomic knowledge (90% or greater). Comparison with nurse educators (n = 53) and advanced degree practicing registered nurses’ (n = 36) genomic knowledge provided additional insight.Conclusions: A significant majority of nurses are unprepared to adopt genomics into their practice whilst experiencing a lack comfort and confidence. The global success of nursing practice resides with its’ practitioners being fully informed and competent with all required competencies, especially if nursing is to remain prevalent within personalized healthcare.

scholarly journals Comparison of perceived genetic-genomic knowledge of nurse educators and graduate degree nursing students

2017 ◽  
Vol 7 (9) ◽  
pp. 67
Author(s):  
Leighsa Sharoff
Keyword(s):  
Nursing Students ◽  
Nurse Educators ◽  
Nursing Programs ◽  
Comfort Level ◽  
Graduate Degree ◽  
Literacy Assessment ◽  
Genomic Knowledge ◽  
Urban University ◽  
The Us ◽  
Perceived Relevance

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.

scholarly journals Three-year assessment of one pre-licensure cohort of baccalaureate nursing students’ attitude, comfort and knowledge of genomics

2017 ◽  
Vol 7 (12) ◽  
pp. 114
Author(s):  
Leighsa Sharoff
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Nurse Educators ◽  
Baccalaureate Nursing Students ◽  
Literacy Assessment ◽  
Time Data ◽  
Senior Year ◽  
Post Intervention ◽  
Genomic Knowledge ◽  
Post Class

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.

scholarly journals Test–Retest Reliability of the Genetics and Genomics in Nursing Practice Survey Instrument

2016 ◽  
Vol 24 (1) ◽  
pp. 54-68 ◽  
Author(s):  
Kathleen A. Calzone ◽  
Stacey Culp ◽  
Jean Jenkins ◽  
Sarah Caskey ◽  
Pamela B. Edwards ◽  
...  
Keyword(s):  
Health Care ◽  
Registered Nurses ◽  
Nursing Practice ◽  
Weighted Kappa ◽  
Retest Reliability ◽  
Practice Survey ◽  
Instrument Performance ◽  
Item Responses ◽  
Genetics And Genomics ◽  
Test Retest Reliability

Background and Purpose: Assessment of nursing genomic competency is critical given increasing genomic applications to health care. The study aims were to determine the test–retest reliability of the Genetics and Genomics in Nursing Practice Survey (GGNPS), which measures this competency, and to revise the survey accordingly. Methods: Registered nurses (n = 232) working at 2 Magnet-designated hospitals participating in a multiinstitutional genomic competency study completed the GGNPS. Cohen’s kappa and weighted kappa were used to measure the agreement of item responses between Time 1 and Time 2. Survey items were revised based on the results. Results: Mean agreement for the instrument was 0.407 (range = 0.150–1.000). Moderate agreement or higher was achieved in 39% of the items. Conclusions: GGNPS test–retest reliability was not optimal, and the instrument was refined based on the study findings. Further testing of the revised instrument is planned to assess the instrument performance.

Promoting civility in nursing practice using systems thinking: Evidence‐based teaching strategies for nurse educators

Nursing Forum ◽  
2020 ◽  
Vol 55 (4) ◽  
pp. 754-762 ◽  
Author(s):  
Ann M. Stalter ◽  
Janet M. Phillips ◽  
Karen A. Goldschmidt ◽  
Josette Brodhead ◽  
Jeanne S. Ruggiero ◽  
...  
Keyword(s):  
Systems Thinking ◽  
Teaching Strategies ◽  
Nurse Educators ◽  
Nursing Practice ◽  
Evidence Based

scholarly journals Changing nursing practice within primary health care innovations: the case of advanced access model

BMC Nursing ◽  
2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Sabina Abou Malham ◽  
Mylaine Breton ◽  
Nassera Touati ◽  
Lara Maillet ◽  
Arnaud Duhoux ◽  
...  
Keyword(s):  
Health Care ◽  
Registered Nurses ◽  
Nurse Practitioners ◽  
Thematic Analysis ◽  
Organizational Context ◽  
Nursing Practice ◽  
Influential Factors ◽  
Practice Change ◽  
Policy Support ◽  
Advanced Access

Abstract Background The advanced access (AA) model has attracted much interest across Canada and worldwide as a means of ensuring timely access to health care. While nurses contribute significantly to improving access in primary healthcare, little is known about the practice changes involved in this innovative model. This study explores the experience of nurse practitioners and registered nurses with implementation of the AA model, and identifies factors that facilitate or impede change. Methods We used a longitudinal qualitative approach, nested within a multiple case study conducted in four university family medicine groups in Quebec that were early adopters of AA. We conducted semi-structured interviews with two types of purposively selected nurses: nurse practitioners (NPs) (n = 6) and registered nurses (RNs) (n = 5). Each nurse was interviewed twice over a 14-month period. One NP was replaced by another during the second interviews. Data were analyzed using thematic analysis based on two principles of AA and the Niezen & Mathijssen Network Model (2014). Results Over time, RNs were not able to review the appointment system according to the AA philosophy. Half of NPs managed to operate according to AA. Regarding collaborative practice, RNs were still struggling to participate in team-based care. NPs were providing independent and collaborative patient care in both consultative and joint practice, and were assuming leadership in managing patients with acute and chronic diseases. Thematic analysis revealed influential factors at the institutional, organizational, professional, individual and patient level, which acted mainly as facilitators for NPs and barriers for RNs. These factors were: 1) policy and legislation; 2) organizational policy support (leadership and strategies to support nurses’ practice change); facility and employment arrangements (supply and availability of human resources); Inter-professional collegiality; 3) professional boundaries; 4) knowledge and capabilities; and 5) patient perceptions. Conclusions Our findings suggest that healthcare decision-makers and organizations need to redefine the boundaries of each category of nursing practice within AA, and create an optimal professional and organizational context that supports practice transformation. They highlight the need to structure teamwork efficiently, and integrate and maximize nurses’ capacities within the team throughout AA implementation in order to reduce waiting times.

An integrative review of the role of registered nurses in remote and isolated practice

2010 ◽  
Vol 34 (2) ◽  
pp. 239 ◽  
Author(s):  
Meaghan Coyle ◽  
Mohammad A. Al-Motlaq ◽  
Jane Mills ◽  
Karen Francis ◽  
Melanie Birks
Keyword(s):  
Registered Nurses ◽  
Burden Of Disease ◽  
Nursing Practice ◽  
Grey Literature ◽  
South Australia ◽  
Remote Areas ◽  
Primary Health ◽  
The Impact ◽  
Conditions Of Work

Objective.To examine the role of the registered nurse in remote and isolated areas of Queensland, the Northern Territory, South Australia and Western Australia; and to illustrate the impact of the burden of disease on nursing practice. Data sources.A literature search was undertaken using electronic databases and the grey literature (including policy documents, project reports and position descriptions). Data synthesis.The role of the nurse in remote areas is diverse, and varies according to the context of practice. Although some states and territories offer formal programs to prepare nurses for the role, it is unclear whether this is routinely provided. The burden of disease is higher in remote Australia, and although nurses work to reduce the burden, the need to provide primary care can be at the expense of primary health care. Conclusions.Whilst the nature of nursing practice is influenced by many factors, considerable agreement exists between states and territories around the role of the registered nurses in remote and isolated communities. The higher burden of disease in remote and isolated areas of Australia impacts on nursing practice, and nurses are uniquely placed to assist in reducing the burden of disease. Greater agreement around what constitutes ‘remote’ is needed. What is known about the topic?Many papers have reported on the difficulties encountered by registered nurses in remote and isolated practice; however, there is a dearth of information describing the role of registered nurses in remote or isolated Australian communities. What does this paper add?This review describes the diverse role of nurses and their role in addressing the burden of disease in remote and isolated Australia. Comparison between states and territories highlights differences in preparation for the role. What are the implications for practitioners?National agreement is needed around preparation for practice, conditions of work, and what constitutes ‘remote’. Greater utilisation of the nursing workforce in remote and isolated areas would assist in addressing the burden of disease.

Integrating Delegation Into the Undergraduate Curriculum

2014 ◽  
Vol 20 (2) ◽  
pp. 106-115 ◽  
Author(s):  
Scott J. Saccomano ◽  
Genevieve Pinto Zipp
Keyword(s):  
Registered Nurses ◽  
Nurse Educators ◽  
Undergraduate Curriculum ◽  
Educational Programs ◽  
Teachable Moments ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Practice Skills

One of the essential practice skills for registered nurses (RNs) is the delegation of tasks. However, few experiences in RN educational programs directly address the development of delegation skills. Many RNs report not feeling confident in their ability to delegate appropriately upon completing their educational programs. Nurse educators must respond to the need to address delegation in undergraduate nursing curricula. This article describes research evaluating levels of knowledge of and confidence in the delegation process among newly graduated RNs, and explores options for teachable moments about delegation.

Comportment: A Caring Attribute in the Formation of an Intentional Practice

2010 ◽  
Vol 14 (4) ◽  
pp. 22-26 ◽  
Author(s):  
M. Simone Roach, ◽  
Colleen Maykut,
Keyword(s):  
Registered Nurses ◽  
Nursing Practice ◽  
The Other ◽  
Human Being

The attribute of comportment is intended to convey the nurse’s belief that dress and language reflect the professional’s respect for the patient, family, and colleagues. Comportment, as a caring attribute, has the potential to offer an opportunity to concurrently visually represent the intentionality of a nursing practice and demonstrate professionalism. Adherence to professional dress and address demonstrates respect for the dignity of a person as a human being. Registered nurses must demonstrate commitment to their caring practice by recognizing the need of the other as more important than their own need for self-expression.

Sign in / Sign up

Export Citation Format

Share Document