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Can genetics and genomics nursing competencies be successfully taught in a prenursing microbiology course?

Shuster M - CBE Life Sci Educ (2011)

Bottom Line: At least one suggestion has been made to infuse genetics and genomics throughout the basic science curriculum for prenursing students.These areas address how genetics and genomics contribute to healthcare, including diagnostics and selection of treatment.Future studies are needed to explore the most effective ways to introduce genetics and genomics technology into the prenursing curriculum.

View Article: PubMed Central - PubMed

Affiliation: Department of Biology, New Mexico State University, Las Cruces, NM 88003, USA. mshuster@nmsu.edu

ABSTRACT
In recognition of the entry into the era of personalized medicine, a new set of genetics and genomics competencies for nurses was introduced in 2006. Since then, there have been a number of reports about the critical importance of these competencies for nursing practices and about the challenges of addressing these competencies in the preservice (basic science) nursing curriculum. At least one suggestion has been made to infuse genetics and genomics throughout the basic science curriculum for prenursing students. Based on this call and a review of the competencies, this study sought to assess the impact of incorporation of genetics and genomics content into a prenursing microbiology course. Broadly, two areas that address the competencies were incorporated into the course: 1) the biological basis and implications of genetic diversity and 2) the technological aspects of assessing genetic diversity in bacteria and viruses. These areas address how genetics and genomics contribute to healthcare, including diagnostics and selection of treatment. Analysis of learning gains suggests that genetics and genomics content can be learned as effectively as microbiology content in this setting. Future studies are needed to explore the most effective ways to introduce genetics and genomics technology into the prenursing curriculum.

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Related in: MedlinePlus

The average normalized learning gains for the three content areas (Micro, Bio, and Tech) with 95% confidence intervals in the Fall 2008 semester are shown.
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Related In: Results  -  Collection


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Figure 1: The average normalized learning gains for the three content areas (Micro, Bio, and Tech) with 95% confidence intervals in the Fall 2008 semester are shown.

Mentions: Individual contrasts indicated that learning gains for Bio (0.65) and Micro (0.67) were not significantly different (p = 0.421), that Bio normalized learning gains were significantly higher than Tech learning gains (p = 0.002), and that the normalized gain for Micro was higher than the average gains of genetics and genomics (Bio + Tech; p = 0.000). As can be seen in Figure 1, most of the variation among subject areas is due to decreased gains in the Tech scores relative to the other subject areas.


Can genetics and genomics nursing competencies be successfully taught in a prenursing microbiology course?

Shuster M - CBE Life Sci Educ (2011)

The average normalized learning gains for the three content areas (Micro, Bio, and Tech) with 95% confidence intervals in the Fall 2008 semester are shown.
© Copyright Policy - creative-commons
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC3105928&req=5

Figure 1: The average normalized learning gains for the three content areas (Micro, Bio, and Tech) with 95% confidence intervals in the Fall 2008 semester are shown.
Mentions: Individual contrasts indicated that learning gains for Bio (0.65) and Micro (0.67) were not significantly different (p = 0.421), that Bio normalized learning gains were significantly higher than Tech learning gains (p = 0.002), and that the normalized gain for Micro was higher than the average gains of genetics and genomics (Bio + Tech; p = 0.000). As can be seen in Figure 1, most of the variation among subject areas is due to decreased gains in the Tech scores relative to the other subject areas.

Bottom Line: At least one suggestion has been made to infuse genetics and genomics throughout the basic science curriculum for prenursing students.These areas address how genetics and genomics contribute to healthcare, including diagnostics and selection of treatment.Future studies are needed to explore the most effective ways to introduce genetics and genomics technology into the prenursing curriculum.

View Article: PubMed Central - PubMed

Affiliation: Department of Biology, New Mexico State University, Las Cruces, NM 88003, USA. mshuster@nmsu.edu

ABSTRACT
In recognition of the entry into the era of personalized medicine, a new set of genetics and genomics competencies for nurses was introduced in 2006. Since then, there have been a number of reports about the critical importance of these competencies for nursing practices and about the challenges of addressing these competencies in the preservice (basic science) nursing curriculum. At least one suggestion has been made to infuse genetics and genomics throughout the basic science curriculum for prenursing students. Based on this call and a review of the competencies, this study sought to assess the impact of incorporation of genetics and genomics content into a prenursing microbiology course. Broadly, two areas that address the competencies were incorporated into the course: 1) the biological basis and implications of genetic diversity and 2) the technological aspects of assessing genetic diversity in bacteria and viruses. These areas address how genetics and genomics contribute to healthcare, including diagnostics and selection of treatment. Analysis of learning gains suggests that genetics and genomics content can be learned as effectively as microbiology content in this setting. Future studies are needed to explore the most effective ways to introduce genetics and genomics technology into the prenursing curriculum.

Show MeSH
Related in: MedlinePlus