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

Abstract

Universally, nurses' limited educational opportunities to expand their genomic literacy may have implications on patient care management, research, and training. 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. 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). 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. The positive outcomes should encourage the development of more accessible educational opportunities for nurses and other healthcare professionals to improve genomic literacy and competency.