Knowledge and Attitudes of Nurse Educators Regarding Genetics and Genomics:

1. Knowledge and Attitudes of Nurse Educators Regarding Genetics and Genomics: A Mixed Methods Approach Jennifer J. Palmer MSN, RN

2. Problem Problem: Nurse educators-highest level of education & competency Due to: • Complex health care system • 21st century-must possess understanding of the etiology, pathology, & treatment of a multitude of diseases • HGI 2019 “Most diseases have a genetic component whether truly genetic or environmental”

3. Purpose • Strengthen scientific basis to 21st century standards • Examine whether BSN faculty believe, based on their experiences, that they are teaching genetics based on the standard core competencies required by the ANA and how knowledgeable the instructors are about genetics and genomics.

4. Current Literature • Barton Childs: A Place for Genetics in Health Education, and Vice Versa • 1980’s-1990’s-Began genetics in nursing • 1995-Landmark study 1,000 nurses • 1998-AACN Essentials of Baccalaureate Education for Nursing Professional Practice • 2003-Human Genome Project • 2007-Jenkins and Calzone

5. Gaps in Current Literature • 1999-2% of undergraduate nursing programs included genetics • 2002-Advanced practice programs had integrated genetics into the curriculum • **1998-2003-Five-year education program for nurse educators (only educator study) • 2008-Senior Clinical Advisor to the Director of the National Human Genome Institute • Currently, little incentive to add to curriculum • Little research on knowledge and experiences of nurse educators

6. Rogers Diffusion of Innovation • Process that occurs as people adopt a new idea or practice • Benefit & Potential • Critical Mass • 5 conclusions: 1. Knowledge or Awareness 2.Persuasion or Interest 3. Decision or Evaluation 4. Implementation or Trial 5. Confirmation or Adoption

7. Research Questions • What basic genetic and genomic knowledge do nurse educators have about genetics and genomics? • How do nurse educators incorporate genetics and genomics into their curriculum? • How do nurse educators explain the relevancy of genetics and genomics in the curriculum?

8. Mixed-Methods Quantitative: International Genetic Literacy & Attitudes Survey

9. Mixed Methods Qualitative 1. How would you describe your use and dissemination of genetics in your curriculum? 2. What, if any, prior formal knowledge do you have about genetics/genomics? 3. What about teaching genetics makes you feel comfortable and experienced? Why? 4. Do teaching genetics and genomics in the classroom make you nervous or less confident? How? 5. What processes have you undertaken to incorporate genetics into your curriculum? 6. Explain how you have incorporated the core competencies of genetics into your curriculum. 7. What obstacles, if any, have you encountered as you integrated genetics into your curriculum? 8. How have you overcome these obstacles? 9. What additional assistance/knowledge would you like to have as you incorporate genetics into your curriculum? 10. How can educators who are knowledgeable about genetics and genomics assist you as you incorporate genetics and genomics in your curriculum?

10. Data Analysis • Sequential explanatory mixed-model (QUAN then QUAL) • Power analysis: G*Power 0.95; alpha 0.05;moderate effect 0.3; min sample 109 • Qualtrics Survey (iGLAS) • Purposive sampling of one instructor from each semester (Qualitative) • Semi-structured interviews

11. How Methods Answer the Gaps in the Literature Hypothesis 1: Average genetic knowledge, as evaluated by iGLAS, will be poor. Previous research has identified gaps in GK and genetic education among faculty (Aiello, 2015). Additionally, a search of curriculum and textbooks supported a lack of inclusion of sufficient genetic content with the result that the content that did exist was grouped with information about maternal and child health (Aiello, 2018). Hypothesis 2: Participants’ estimates of heritability for different traits will be under or over estimated. Views of heritability (the proportion of variance in a trait in a population due to inherited genetic factors) are often wrong as genetic knowledge is related to an individual’s attitude towards genetics (Chapman et al., 2018). Hypothesis 3: Levels of genetic knowledge will vary as a function of an individual’s educational level. Previous research has demonstrated that an individual’s increased education level will result in an increase of exposure to genetic and genomic knowledge, either through research, education, or experience with the topic (Aiello, 2015).

12. How Methods Answer the Research Questions • Hypothesis #1, the total score for average genetic knowledge will be calculated for each respondent. • Hypothesis #2, average heritability, will be calculated for each individual. Summary statistics will then be calculated to assess results. • Hypothesis #3, a contingency table will be generated for each knowledge item in the questionnaire and each of the following variables: age, prior experience with genetics and genomics, currently teaching genetics and genomics at the college of nursing, experience with genetic and genomic research, and perceived genetic and genomic knowledge. • A Pearson’s chi square test will be utilized to determine whether the distribution of the categorical variables differ from one another. If contingency is found among the categorical variables, they are not independent of one another and there is not enough evidence to reject the null hypothesis.

13. Summary • Gallup Honesty and Ethics poll has ranked nursing as the most trusted profession in the United States • Previous studies have targeted specific populations: undergraduate students, young adults, or the elderly population—not nurse educators • This study’s findings are expected to support the need for nursing faculty to improve their genetics/genomics knowledge as educators who are not knowledgeable and confident providing genetics and genomics knowledge will not likely disseminate the information to those they educate.

14. Questions?

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