Impact of a Professional Development Course for Doctoral Nurses and Students on Genomic Conceptual Knowledge and Competencies

Rebecca Kronk; Melissa Kalarchian; Calvin Lutz

doi:10.1097/NNE.0000000000001639

Impact of a Professional Development Course for Doctoral Nurses and Students on Genomic Conceptual Knowledge and Competencies

Nurse Educ. 2024 Apr 17. doi: 10.1097/NNE.0000000000001639. Online ahead of print.

Authors

Rebecca Kronk¹, Melissa Kalarchian, Calvin Lutz

Affiliation

¹ Author Affiliations: Professor & Associate Dean for Academic Affairs, School of Nursing (Dr Kronk), Professor & Associate Dean for Research, School of Nursing (Dr Kalarchian), and Instructor (Mr Lutz), University of Pittsburgh, Pittsburgh, Pennsylvania.

PMID: 38640451
DOI: 10.1097/NNE.0000000000001639

Abstract

Background: Universally, nurses' limited educational opportunities to expand their genomic literacy may have implications on patient care management, research, and training.

Purpose: To evaluate the impact of a self-paced online course on genomic knowledge and competency acquisition in a sample of nurses possessing a doctoral degree and doctoral students.

Methods: Pre- and postcourse data were collected using the "Genomic Nursing Concept Inventory" (GNCI) (N = 129) and a self-report survey based on the Essential Genetic and Genomic Competencies for Nurses with Graduate Degrees (N = 131).

Results: GNCI scores in all 4 topical categories and in 9 of the 16 domains significantly improved. All Genetic Competency scores significantly improved. Significant correlations were observed between Genetic Competency self-ratings and GNCI scores precourse and change of scores.

Conclusions: The positive outcomes should encourage the development of more accessible educational opportunities for nurses and other healthcare professionals to improve genomic literacy and competency.