Pairing pedagogical and genomic advances to prepare advanced practice nurses for the era of precision health

Abstract

Background: Broadly accessible curriculum that equips Advanced Practice Nurses (APNs) with knowledge and skills to apply genomics in practice in the era of precision health is needed. Increased accessibility of genomics courses and updated curriculum will prepare APNs to be leaders in the precision health initiative.

Methods: Courses on genomics were redesigned using contemporary pedagogical approaches to online teaching. Content was based on the Essential Genetic and Genomic Competencies for Nurses with Graduate Degrees.

Results: The number of students enrolled (n = 10) was comparable to previous years with greater breadth of representation across nursing practice specialty areas (53% vs. 20%). Prior to the first course, students reported agreement with meeting 8% (3/38) of the competencies. By completion of the 3rd course, students reported 100% (38/38) agreement with meeting the competencies.

Conclusions: Content on genomics sufficient to obtain self-perceived attainment of genomics competencies can be successfully delivered using contemporary pedagogical teaching approaches.

Keywords: Advanced practice nurses; Genomics; Pedagogy; Technology.

Fig. 1

Students’ Self-Assessment of Professional Practice Competencies. Each panel shows self-assessed competency for each of the individual professional practice genetic and genomic competencies. Panels are organized by theme. Agreement with competency is shown on the Y-axis. Positive scores indicate agreement. Negative scores indicate disagreement. Scores of zero correspond to the “No Opinion” response option. Competency number is shown on the X-axis. See Table 1 for individual competencies. Assessment time points are from left to right for each competency with the darkest bar representing the initial assessment at the beginning of the first course and the lightest bar representing the final assessment at the completion of the third course

Fig. 2

Students’ Self-Assessment of Professional Responsibility Competencies. Each panel shows self-assessed competency for each of the individual professional responsibility genetic and genomic competencies. Panels are organized by theme. Agreement with competency is shown on the Y-axis. Positive scores indicate agreement. Negative scores indicate disagreement. Scores of zero correspond to the “No Opinion” response option. Competency number is shown on the X-axis. See Table 1 for individual competencies. Assessment time points are from left to right for each competency with the darkest bar representing the initial assessment at the beginning of the first course and the lightest bar representing the final assessment at the completion of the third course