Educational Practice Research Articles

Developing guidelines for program design, practice, and research toward a positive and well-being education practice

ABSTRACT Positive education, a growing field that integrates positive psychology principles into educational settings, has gained momentum over the past 15 years. The field, however, faces challenges in translating positive psychology concepts into teachers’ professional practice and maintaining the quality of programs. To ensure the effectiveness and credibility of positive education, it is essential to develop clear guidelines for program design, practice, and research. This article presents proposed guidelines that emphasize the importance of a solid scientific foundation, multidimensional approach, embedding positive education into school culture, and ethical values. These guidelines provide a roadmap for promoting rigorous, relevant, high-quality research and practice in positive education. By adhering to these guidelines and fostering stakeholder collaboration, positive education has the potential to thrive, reaching more students and communities worldwide, ultimately transforming the educational landscape for the betterment of all.

Decolonizing English Academic Writing education through translingual practices

This study investigated the predominance of English in the academic discourse and its potential to marginalize multilingual individuals and explored how translingual practices could be a means to decolonize English Academic Writing (EAW) education within the specific context of a Sino-U.S. joint-venture university. A case study centered on the academic experience of a multilingual student from China delved into the interplay between established EAW norms and the student's language practice, identity, and ideology. The findings revealed that EAW norms that prevail in global academic communication significantly affected the student's linguistic choices and self-perception. These findings also indicated that translingual practices could contribute to the decolonization of EAW education by advocating for inclusivity and diversity. Therefore, this study calls for a pedagogical reorientation that not only acknowledges but also incorporates translingual practices in EAW education to actively confront colonial legacies.

Action research as professional learning in and through practice

ABSTRACT It is widely accepted that professional learning is a crucial aspect of the ongoing professional practice of educators. But how should this professional learning take place, and what arrangements enable and constrain practices associated with educator learning? In this article, we explore two case studies of action research projects: one undertaken with Australian Vocational Education and Training (VET) teachers, and the other undertaken with Swedish principals. Using the theory of practice architectures and the Professional Learning Framework (see text), we consider what action research team members identified that they learnt through the action research projects, and what enabled and constrained that learning. The findings highlight five key themes that enabled and constrained educator professional learning and supported educators in making positive changes in their professional practice: power and solidarity, trust, recognition, agency and time. Further, reflection and collaboration were also highlighted as important factors in supporting educator professional learning. We conclude that action research can enable educator professional learning, can support the contextualised understanding of what works, how it works and for whom it works, and can enable educators to make positive changes in their professional practices.

Inclusive Change in Saint Vincent and the Grenadines: A Collaborative Autoethnography

In many countries, including those in the Caribbean, there has recently been an increasing demand for professional development on inclusive educational practices This need for high-quality professional development is in line with the United Nations Educational, Scientific and Cultural Organization’s (2016) call for inclusion of all children by 2030. Recently, our team was asked to provide professional development to educators in Saint Vincent and the Grenadines that focused on evidence-based practices for students with special education needs. Over the course of 3 years, this service work evolved into a multi-faceted pilot of inclusive education, whereby students with special education needs transitioned from a segregated school into mainstream schools. In this article, we present a collaborative autoethnography that highlights our collective experiences. Our self‑reflections chronicle our experiences and accompanying perceptions gained through providing support and education to educators, students, schools, community, and families in Saint Vincent and the Grenadines over a 3-year period, as they prepared for this transition to inclusion. In collectively reviewing our self-reflections, we discovered three major themes at the heart of our service work: (a) “barriers to inclusion,” (b) “the importance of relationships,” and (c) “transformation.” In discussing these three themes, we explore the successes and challenges we experienced throughout these service projects. What follows is a discussion of our reflective musings related to these experiences as shared critical knowledge for sustainable inclusion work within the Caribbean and beyond.

Approaching Temporal Dynamics in the Dimension-Level Associations Between Career Adaptability/Ambivalence and Internalizing Symptoms Among Chinese Adolescents Throughout Their High Middle School Years.

Despite the well-established associations between adolescents' internalizing symptoms and career development, it still remains unclear whether adolescents' internalizing symptoms are precursors or consequences of their career adaptability/ambivalence. Subtler nuance inherent within such association also await to be revealed, because internalizing symptoms and career development have been primarily treated as broad constructs, despite the multifaceted nature of both. To narrow such gaps, this study examined the potentially dynamic associations among career adaptability, career ambivalence, and internalizing symptoms using three-wave longitudinal data. The study collected data from 3196 Chinese adolescents (52.72% girls, mean age = 15.56 years, SD = 0.58) at Wave 1, with 2820 (attrition rate = 11.76%) participating in Wave 2 and 2568 (attrition rate = 8.93%) in Wave 3. The measurement invariance suggested that there were no significant differences across both waves and genders. This study approached associations at both broader construct levels and subtler dimension levels. Results of cross-lagged path models at broader construct levels demonstrated a unidirectional association between internalizing symptoms and career adaptability. Results of models at subtler dimension levels indicated a series of transactional links over time between career adaptability dimensions/ambivalence and depressive symptoms in particular. Career adaptability dimensions and career ambivalence predicted later anxiety symptoms rather than the reverse. Group model comparisons showed no difference across waves and genders. These findings shed light on the dynamic nature of the associations during adolescence between career adaptability/ambivalence and internalizing symptoms, particularly at subtler dimensional levels, which should be considered in relevant clinical and educational practices.

A Nigerian Perspective of Continuing Education and Knowledge Economy

Adult education programmes in both developed and developing nations usually include continuing education. The relationship between the two notions is that someone requires additional information, either inside or outside of school systems, in order to remain relevant wherever one is at any given time. The information, communication, and technology era brought in a knowledge economy that should normally support continuing education, nevertheless there are still obstructions that prevent people from learning. Although these hurdles are both personal and structural, there seems be no justification for anyone to remain without information for the purpose of individual and group survival. Continuing education and knowledge economy are two concepts that have become popular in educational theory and practice but they are not combined as related concepts in literature. This is an attempt to clarify the concepts for both professional and practicing adult educators generally in African countries and particularly in Nigeria where policy documents for the practice of adult education sometimes deviate from the extant principles and theories. This paper used a conceptual analysis of terms and a systematic review of the available literature. It concludes that continuing education and the knowledge economy necessitate more access to learning that takes into account individual needs and requirements from organisations. This is as a result of the increased availability and application of knowledge in positively changing human conditions.

Nutrition Messaging by Healthcare Students: A Mixed-Methods Study Exploring Social Media Usage and Digital Competence

Aim: The COVID-19 pandemic leads to a significant digital transformation in higher education and healthcare practices. This study aimed to investigate the level of digital competence, views and experiences, social media usage, and perceived barriers to digital communication among healthcare students. Method: Employing a mixed-methods approach, quantitative data were gathered through an online survey, while qualitative insights were gleaned from semi-structured questionnaire responses obtained during focus group discussions. A total of 143 nursing and midwifery students from Turkey, along with 54 dietetics students from various European countries, participated in the study. Results: A significant proportion of nursing (43.5%) and midwifery (55.2%) students advocated for integrating digital technology training into university curricula. Instagram has emerged as the predominant platform for sharing healthcare/nutrition information among students. However, concerns have been raised regarding the prevalence of “before/after” posts on social media promoting weight loss, which were identified as low-quality content by participants. Conclusions: These findings underscore the importance of integrating digital technologies and social media into healthcare, nutrition education, and practice. Additionally, there is a pressing need to establish professional and ethical standards for digital nutritional communication. By addressing these challenges, educators can better equip healthcare students to navigate the complexities of modern healthcare practices and enhance patient-care outcomes.

The relationship between mathematics self-efficacy and mathematics achievement: multilevel analysis with NAEP 2019

BackgroundThis empirical study aims to investigate the association between mathematics self-efficacy and mathematics achievement gaps among students in Grades 4, 8, and 12, utilizing data from the 2019 National Assessment of Educational Progress (NAEP). The study also considers student-level (e.g., mathematics self-efficacy, gender, race/ethnicity) and school-level (e.g., school location, proportion of underrepresented students) demographics to provide a comprehensive analysis of the factors contributing to mathematics achievement gaps.MethodsA two-level cross-sectional multilevel modeling approach was employed to analyze the variance in mathematics achievement, partitioning it into within- and between-school components. This approach allowed for an examination of association between mathematics self-efficacy and achievement gaps while considering various student and school characteristics. The rationale behind this methodology lies in its ability to capture the hierarchical nature of educational data and provide a nuanced understanding of the factors associated with mathematics achievement.ResultsThe analysis of the NAEP data revealed substantial variability in mathematics achievement across schools in the United States at all grade levels. Furthermore, mathematics self-efficacy emerged as a robust predictor of students' mathematics achievement, exhibiting significant effect sizes for Grades 4, 8, and 12. Remarkably, when students' mathematics self-efficacy was held constant, the mathematics achievement gaps among different student subgroups by gender, race/ethnicity, ELL, IEP, NSLP status narrowed, highlighting the importance of self-efficacy in addressing these disparities. The study also identified the presence of significant school contextual effects, further emphasizing the role of the educational environment in shaping mathematics achievement.ConclusionsThis study underscores the critical role of mathematics self-efficacy in influencing mathematics achievement gaps among students. By acknowledging the association between self-efficacy beliefs and mathematics achievement, policymakers and educators can develop targeted interventions to enhance students' confidence and motivation in mathematics, ultimately promoting equitable educational outcomes. The findings also emphasize the significance of school-level factors, calling for comprehensive approaches that consider both individual and contextual factors in narrowing achievement gaps. The implications of adopting a self-efficacy perspective to address mathematics achievement gaps extend to educational policy, curriculum development, and instructional practices, ultimately fostering more inclusive and effective mathematics education for all students.

"Incorporating large language models into academic neurosurgery: embracing the new era".

This correspondence examines how LLMs, such as ChatGPT, have an effect on academic neurosurgery. It emphasises the potential of LLMs in enhancing clinical decision-making, medical education, and surgical practice by providing real-time access to extensive medical literature and data analysis. Although this correspondence acknowledges the opportunities that come with the incorporation of LLMs, it also discusses challenges, such as data privacy, ethical considerations, and regulatory compliance. Additionally, recent studies have assessed the effectiveness of LLMs in perioperative patient communication and medical education, and stressed the need for cooperation between neurosurgeons, data scientists, and AI experts to address these challenges and fully exploit the potential of LLMs in improving patient care and outcomes in neurosurgery.

Effects of Early-Program Physical Activity Lessons on Daily Active Minutes in a Digital Diabetes Prevention Program

ABSTRACT Background Reducing sedentary behavior and increasing physical activity have important benefits for type 2 diabetes prevention and risk reduction. Purpose To evaluate the immediate impact of completing educational lessons about physical activity within a fully digital diabetes prevention program (DPP) on the daily activity levels of participants with overweight or obesity and at risk for type 2 diabetes. Methods This study compared the pre-post change in daily active minutes of participants between two groups, 1. Completers, or participants who completed physical activity lessons 2 and 3 of the DPP and 2. Starters, or a propensity-matched control group who initiated the program but did not complete lessons 2 and 3 within the first month. Results We observed a significant difference in the change in daily active minutes between groups (U = 636742.5, p ≤ .0001). Completers increased their daily active minutes between baseline and the end of the first month (Mean = 7.1 minutes, SE = 0.7) while Starters decreased (Mean = –25.4 minutes; SE = 1.0). Discussion Targeted educational lessons about physical activity coupled with self-monitoring and automated coaching promoted daily physical activity among participants in a digital DPP. Translation to Health Education Practice Health educators may use digitally delivered educational lessons about physical activity to facilitate immediate changes in daily active behaviors.

A Preliminary Analysis of Incidental Bidirectional Naming and Derived Listener and Speaker Relations for Literacy Responses

AbstractIn the realm of behavioral research, significant contributions have greatly advanced reading studies, influencing educational practices. We explored the relationship between the degrees of incidental bidirectional naming (Inc-BiN) capabilities and children's derived relations for literacy responses. Inc-BiN is a repertoire whereby a child acquires listener and speaker responses from observation alone. Incidental unidirectional naming (Inc-UniN) occurs when observation of object-names produces listener, but not speaker behavior. Students who did not demonstrate listener and speaker components were classified as having No Incidental Naming (NiN). Across two studies, we evaluated how component skills involved in Inc-BiN are connected to emergent literacy responses in preschoolers with a disability. In Study 1, participants completed two conditions: (1) directly reinforcing speaker responses and testing for the emergence of listener responses, and (2) directly reinforcing listener responses and testing for the emergence of speaker responses. Results suggested that participants with Inc-BiN readily derived both speaker and listener responses, participants with Inc-UniN readily derived listener, but not speaker responses, and participants with NiN had difficulty acquiring directly reinforced responses and deriving responses. In Study 2, we established Inc-BiN with participants and readministered Study 1 tests. Our results suggest overlap between incidental bidirectional naming and derived responses and point to how one can incorporate derived relations instruction and differentiate instruction for children with varying repertoires.

Insider Views and Practices of Translanguaging Classrooms in Early Childhood Education

This study, situated within the domain of language education, delves into the intricate dynamics of translanguaging practices and their profound influence on learning and teaching procedures in a linguistically and culturally enriched early childhood education environment. Focused on the context of Greece, the research aims to uncover the nuanced ways in which translanguaging shapes the language communication and interaction of four-year-old children, considering both native Greek speakers and their peers from migrant or refugee backgrounds. The study cohort consists of 50 children aged four, comprising both native Greek and migrant-background children attending early childhood education. Employing a comprehensive research approach, the study includes in-depth, semi-structured interview sessions with young children and specific observational protocols designed to capture authentic interactions and communications. These methods are employed to trace the development of intercultural awareness and sensitivity within an environment conducive to translanguaging. The findings highlight that the incorporation of translanguaging practices in early education settings not only refines communication and intercultural skills among young children but also significantly influences cultural awareness. Moreover, translanguaging fosters active engagement in learning activities and provides educators with valuable insights and support in implementing innovative language teaching techniques. This research contributes to the advancement of language education practices, particularly within linguistically and culturally diverse early childhood education contexts, emphasizing the transformative impact of translanguaging on crucial aspects of language learning and teaching.

The Relationship of Health-Related and Health-System Factors with Patient-Centered Communication, HPV-Related Knowledge, and Perceived Effectiveness of the HPV Vaccine

ABSTRACT Background HPV is associated with several cancers, yet HPV vaccine uptake rates remain suboptimal. Enhancing HPV vaccine promotion requires looking beyond individual characteristics and conducting a thorough evaluation of how health-related and health system factors may influence HPV vaccine uptake. Purpose Our study explores the relationship of health-related and health-system factors with patient-centered communication, HPV-related knowledge, and perceived effectiveness of the HPV vaccine. Methods We used data from HINTS 5, Cycle 1, and performed structural equation modeling to explore the impact of health-related and health system factors on perceived HPV vaccine effectiveness, both directly and via HPV knowledge and patient-centered communication. The predictors in our model included health-related factors and health-system factors. Results Findings suggest a direct relationship between HPV knowledge and perceived vaccine effectiveness (β = 0.73; p < .05), and patient-centered communication and perceived vaccine effectiveness (β = 0.07; p < .05). Frequency of doctor visits directly and negatively predicted patient-centered communication (β = -0.04, p < .05). Self-reported health status was directly and positively related to HPV vaccine acceptability (β = 0.147, p < .05). Having a chronic condition (β = -0.09, p =< 0.05) and depression/anxiety (β = 0.141, p < .05) was related to HPV vaccine acceptability, via knowledge. Discussion These findings enhance our nuanced understanding of the intricate interplay between health-related and health-system factors in shaping perceptions and attitudes toward HPV vaccination. Translation to Health Education Practice Accounting for health-related and health system factors is essential for effective dissemination of HPV information.

Signature pedagogies of teacher education in physical education: a scoping review

ABSTRACT Introduction and purpose There is a need for contemporary studies which establish a shared language to further analyze and develop pedagogies in the field of teacher education in physical education (PE). This includes both initial teacher education (PE-ITE) and continuous professional development (PE-CPD), holding the responsibility for preparing pre-service teachers (PSTs) and teacher educators, as well as facilitating the ongoing professional learning of in-service teachers (ISTs) and teacher educators. This study entails a comprehensive scoping review covering the period from 2015 to 2023, encompassing studies within the broad field of teacher education in PE across international contexts, all examined through the perspective of Shulman’s, L. S. (2005. “Signature Pedagogies in the Professions.” Daedalus 134 (3): 52–59) concept of signature pedagogies. The purpose was two-fold: (1): to map the current literature on teacher education in PE (including PE-ITE and PE-CPD for both ISTs and teacher educators), and (2) to propose a preliminary shared language of signature pedagogies of teacher education in PE. Theoretical lens Signature pedagogies refer to the forms of teaching-learning that leap to mind when thinking about the preparation and ongoing learning and development of teachers (i.e. pre-service teachers, in-service teachers and teacher educators; Shulman, L. S. 2005. “Signature Pedagogies in the Professions.” Daedalus 134 (3): 52–59). Signature pedagogies are both pervasive and routine, cutting across topics and courses, programs, and institutions, and are described through three layers of structure – the surface, deep, and implicit. Method The research process was guided by a five-stage framework for conducting a scoping review. In line with the specific purposes articulated above, the research question guiding the review was: What is known from the literature on signature pedagogies of teacher education in PE? The search was restricted to articles published between 2015–2023. Both empirical and conceptual articles (i.e. those with data collection and those without) were included, provided the inclusion criteria were met. A total of 465 articles were included in the review, and the pedagogies identified from each article were co-constructed into themes/categories. Findings and discussion Three signature pedagogies of teacher education in PE across international contexts are identified and presented in terms of their surface, deep and implicit structure, including: (auto)biographical pedagogies, experiential pedagogies, and pedagogies of professional learning. Subsequently, we explore the similarities and differences between each of the three groups of pedagogies and what makes a pedagogy of teacher education in PE distinct from a pedagogy of teacher education more broadly. Conclusion and further research This study offers a preliminary shared language of teacher education pedagogies in the field of PE and is intended to open a dialogue around preparing and supporting pre-service teachers, in-service teachers, and teacher educators in the context of PE. While this review represents an initial step in addressing a gap in the literature by exploring and articulating teacher education pedagogies in PE, there remains a need to analyse their use across teacher education contexts and to consider how this shared language might inform a more intentional practice of these pedagogies within and across teacher education contexts in ways that might ensure more authentic, transformative and equitable teacher education practices in PE.

Challenging the profanity of management of higher education

Management and managerialism in higher education have become increasingly synonymous with the corruption of self-regulating institutions, with the disbandment of collegial governance, and with a general devaluation of traditional academic norms and values; they have become profane concepts. In this paper, this profanity is challenged, through an exploration of its reach into the actual practices of higher education. We conceptualise two versions of profane management: management as discursively profane and as practically profane. Using data from a Delphi study on perceptions of quality and quality management, we explore the usefulness of these concepts and discuss their value.

Seeing Through the Eyes of Classroom Observers: The Case of Rating Contrasted Groups of Lessons With Classroom Observation Measures

Classroom observations are commonly employed to assess quality of instruction in research and practice in mathematics education. However, there is more to be learned about how sensitive classroom observation protocols are to exemplars of strong mathematics instruction, and continuous refinements to observation protocols or rating processes that may be warranted. In this study, we use the public-released mathematics videos from the Third International Mathematics and Science Study (TIMSS) to examine how classroom observers, using two contemporary classroom observation instruments, rate a set of lessons whose instructional quality is in theory expected to differ, also referred to as contrasted groups. We find that descriptively, the pattern of findings is distinct from prior studies’ conclusions about the relative instructional quality reflected in the TIMSS video pool. We provide qualitative examples to illustrate the findings, and discuss implications for future research. We point to the potential value of exploring classroom observation rubrics’ performance using ‘contrasted groups’ of lesson videos, as a tool to broaden our understanding of how observation instruments are functioning.

Application of deep learning in isolated tooth identification

BackgroundTeeth identification has a pivotal role in the dental curriculum and provides one of the important foundations of clinical practice. Accurately identifying teeth is a vital aspect of dental education and clinical practice, but can be challenging due to the anatomical similarities between categories. In this study, we aim to explore the possibility of using a deep learning model to classify isolated tooth by a set of photographs.MethodsA collection of 5,100 photographs from 850 isolated human tooth specimens were assembled to serve as the dataset for this study. Each tooth was carefully labeled during the data collection phase through direct observation. We developed a deep learning model that incorporates the state-of-the-art feature extractor and attention mechanism to classify each tooth based on a set of 6 photographs captured from multiple angles. To increase the validity of model evaluation, a voting-based strategy was applied to refine the test set to generate a more reliable label, and the model was evaluated under different types of classification granularities.ResultsThis deep learning model achieved top-3 accuracies of over 90% in all classification types, with an average AUC of 0.95. The Cohen’s Kappa demonstrated good agreement between model prediction and the test set.ConclusionsThis deep learning model can achieve performance comparable to that of human experts and has the potential to become a valuable tool for dental education and various applications in accurately identifying isolated tooth.

An evaluation of the psychometric properties of the Australian Collaborative Practice Assessment Tool

Objectives This study aimed to validate the Collaborative Practice Assessment Tool (CPAT) in the Australian setting and provide a quality instrument in terms of psychometric properties that can be used to measure interprofessional outcomes for both healthcare practitioners and students. The outcomes evaluated include the capacity to work in an interprofessional team, good interprofessional communication skills, leadership skills, ensuring clear division of tasks and roles in a team, effective conflict management, and being actively involved with patients and their families/communities in care. Methods The COSMIN (COnsensus-based Standards for the selection of health Measurement INstruments) taxonomy and standards were used as guides for evaluating the psychometric properties of the Australian CPAT, which include evaluations regarding instrument development requirements of sample target and size, content validity, internal structure (structural validity, internal consistency reliability and measurement invariance), and hypotheses testing. CPAT Australia was developed through two stages involving pilot studies and a validation study, both of which included healthcare practitioners and students as participants. A pilot study examined content validity regarding item relevance, item comprehensibility, and instrument comprehensiveness. The validation study was carried out to assess the internal structure of CPAT Australia for aspects of structural validity, internal consistency reliabilities, and configural, metric and scalar measurement invariance. The structural validity was explored using the following three steps: exploratory, confirmatory, and multi-group factor analysis. Construct validity was evaluated to confirm direct and indirect paths of assumptions based on a previously validated model. Data collected between August 2021 and May 2022. Results The content validity evaluation confirmed that all items were relevant, understandable and comprehensive for measuring interprofessional collaborative care in Australia. Three hundred ninety-nine participants contributed to the validation study (n=152 practitioners; n=247 students). The original instrument model of 8-Factor 56-Item was improved in the Australian CPAT. Two items, Item 27 (Physicians assume the ultimate responsibility) and Item 49 (Final decision rest with the physician), were consistently rejected and therefore discarded. The internal structure of the 7-Factor 54-Item solution was confirmed as a suitable model with fit indices meeting COSMIN standards for a good model in practitioner and student cohorts. Configural, metric and scalar invariances were confirmed, indicating the invariance of the instruments when used for the practitioner and student cohorts. The construct validity evaluation indicated that 81.3% of direct and indirect assumptions were accepted, fulfilling the COSMIN requirement of &gt;75% of proposed assumptions being accepted. Conclusion The Australian CPAT with a 7-factor 54-item solution was confirmed as a quality measure for assessing interprofessional education and collaborative practice for both healthcare practitioners and students in Australia with robust psychometric properties.

Teacher Education in Nepal and Denmark: A Comparative Study

This article investigated the teacher education policies, practices, and their influence on teaching learning activities in Nepal and Denmark. The study presents a comparison of the teacher education system and practices between Nepal and Denmark. The study is based on the literature reviewed in the case of Denmark whereas in the case of Nepal, it is based on the data obtained from the various stakeholders. The study adopts an interpretive approach under qualitative research design which includes in-depth interviews with university teachers, Center for Education and Human Resource Development (CEHRD) executive and focus group discussions with school teachers. Findings indicate that teacher education in Nepal started far later than in Denmark and shares some similarities with distinct differences in policy stability. Enrollment in teacher education courses is decreasing due to unemployment issues which may affect the quality of education in future. Furthermore, the results indicate that new demand-based approaches to teacher education, capacity enhancement of training centers, effective monitoring mechanisms, qualified teacher educators, and efficient ICT integration are the major aspects of needed improvements.

Developing Policy Infrastructure to Guide Genomics-Informed Oncology Nursing in Canada: An Interpretive Descriptive Study.

Genomic technologies such as genetic testing and precision treatments are rapidly becoming routine in oncology care, and nurses play an increasingly important role in supporting the growing demands for genomics-informed healthcare. Policy infrastructure such as competencies, standards, scope of practice statements, and education and curriculum frameworks are urgently needed to guide these practice and education changes. This study is part of a larger three-phase project to develop recommendations and catalyze action for genomics-informed oncology nursing education and practice for the Canadian Association of Nurses in Oncology and the Canadian Association of Schools of Nursing. This phase aimed to enhance understanding of policy needs and action drivers for genomics-informed oncology nursing education and practice through the perspectives of Canadian oncology nurses and patient partners. Interpretive description methodology guided the study. Twenty semi-structured virtual interviews were conducted; 17 with oncology nurses in various domains of practice, and three with patient partner representatives. Data collection and analysis occurred concurrently. Our analysis identified three themes: 1) nurses and patients recognize that it is time for action, 2) nurses and patients see advantages to executing intentional, strategic, and collaborative policy development, and 3) leadership and advocacy are required to drive action. Nursing policy infrastructure is required to increase genomic literacy, support nurses in providing safe patient care, and establish clear roles, responsibilities, and accountabilities within the interdisciplinary team. Strong leadership and advocacy at the practice, organizational, and systems levels are vital to accelerating action.