An interprofessional approach to teaching genetics in an undergraduate nursing curriculum.
Precision health is rapidly becoming a means to individualized approaches to managing health and thus necessitating a nursing workforce with an understanding of genomics and genetics. However, today's nurse in has limited knowledge in precision health, impacting the ability to educate patients and f...
| Publicado en: | Journal of Professional Nursing Vol. 54; pp. 224 - 228 |
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| Autores principales: | , |
| Formato: | Journal Article |
| Publicado: |
W B Saunders
Sep2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=179556169&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 179556169 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 87557223 4CK jtl: Journal of Professional Nursing issn: 87557223 maglogo: N pubinfo: dt: Sep2024 vid: 54 pid: 1351 pub: W B Saunders place: Philadelphia, Pennsylvania artinfo: ui: 179556169 10.1016/j.profnurs.2024.07.007 179556169 ppf: 224 ppct: 4 formats: tig: atl: An interprofessional approach to teaching genetics in an undergraduate nursing curriculum. aug: au: Clary-Muronda, Valerie Smith, Hannah R. affil: Jefferson College of Nursing, Philadelphia, PA, United States of America sug: subj: Education, Interdisciplinary Teaching Methods Genetics Genomics Education, Nursing, Baccalaureate Curriculum Problem-Based Learning Learning Methods Feedback Students, Nursing Student Attitudes ab: Precision health is rapidly becoming a means to individualized approaches to managing health and thus necessitating a nursing workforce with an understanding of genomics and genetics. However, today's nurse in has limited knowledge in precision health, impacting the ability to educate patients and families. To address this gap, an interprofessional PhD-prepared faculty team comprised of a nurse educator and a molecular biologist developed an undergraduate genetics course. The multiple teaching strategies include active learning modules, problem-based learning and a final debate. The teaching methods were augmented multiple times based on student feedback. The debate activity replaced a poster assignment and student feedback has been overwhelmingly positive. Multiple strategies were used to deliver genomics and genetics content to nursing students that culminate in application-based activities such as case studies and the debate activity have potential to broaden student perspectives. Prospective course changes include increasing the credits for the course, adding time during the debate for rebuttal development and inviting speakers. • Genetics course developed for undergraduate nurses • Defined teaching strategies in genetics for nurses • Student feedback is positive in nursing genetics course. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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