Introduction: The completion of the Human Genome Project in 2003, a monumental scientific achievement that provided the first sequence of the human genome, marked a significant milestone in healthcare. This project laid the foundation for precision medicine, a healthcare approach that considers an individual’s genetic makeup and lifestyle factors in their treatment plans. As precision medicine becomes increasingly prevalent in healthcare, it is crucial for nurses, and other healthcare professionals, to have a solid understanding of fundamental genomic concepts. However, the integration of genomic content into nursing curricula and continuing education is currently limited. This systematic review aims to identify educational strategies for effectively delivering genomics content to nurses.
Methods: CINAHL Plus, ERIC, Ovid MEDLINE, and Scopus electronic databases were searched from January 1, 2003, through July 6, 2023. Educational outcomes were categorized using the three domains of learning: cognitive, affective, and psychomotor. A narrative approach synthesized the data using Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines.
Results: Ten studies met the inclusion criteria. Quality assessment for bias was conducted independently; study quality ranged from fair to poor. No study used a complete psychometrically tested instrument to measure genomic cognitive or affective knowledge; none measured the psychomotor domain.
Impact: The development of effective strategies to deliver genomic education is a pressing need. Equally important is the creation of reliable and valid assessment instruments that can accurately measure the impact of educational interventions, including the psychomotor skills necessary for safe and effective practice.
Organization: Saint Louis University
McLaughlin L, Mahon S, Khemthong U