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THE ACQUISITION OF STUDENT NURSES' KNOWLEDGE OF GENETICS AND GENOMICS AND ATTITUDES TOWARD THE APPLICATION OF THEIR KNOWLEDGE IN CLINICAL PRACTICE
Title
THE ACQUISITION OF STUDENT NURSES' KNOWLEDGE OF GENETICS AND GENOMICS AND ATTITUDES TOWARD THE APPLICATION OF THEIR KNOWLEDGE IN CLINICAL PRACTICE.
Creator
Munroe, Theresa, Loerzel, Victoria, University of Central Florida
Abstract / Description
BACKGROUND: Nurses have the opportunity to bring a unique perspective to genetic and genomic healthcare through their emphasis of health promotion, prevention, screening, caring, and patient, family, and community relationships. Nurses are expected to have genetic and genomic knowledge that can be integrated into clinical practice. However, researchers today are finding nursing students are not competent or comfortable in the clinical applications of genetics and genomics, even though these...
Show moreBACKGROUND: Nurses have the opportunity to bring a unique perspective to genetic and genomic healthcare through their emphasis of health promotion, prevention, screening, caring, and patient, family, and community relationships. Nurses are expected to have genetic and genomic knowledge that can be integrated into clinical practice. However, researchers today are finding nursing students are not competent or comfortable in the clinical applications of genetics and genomics, even though these students will soon be working in healthcare as it advances in these fields. The purpose of this research was to evaluate the genetic and genomic knowledge of nursing undergraduate students and explore their attitudes about using this knowledge in practice. METHOD: A pre- and posttest design was used. Student knowledge was measured online using the Genomic Nursing Concept Inventory (GNCI) in both tests. Demographic questions were included in the pretest and questions regarding attitudes toward comfort and readiness to apply that knowledge were included in the posttest. The pretest was administered at the beginning of the Spring 2014 semester. The posttest was administered at the end of the same semester, after the nursing students received the majority of genetic and genomic instruction from their program's curriculum. Descriptive statistics were used to examine all data. Total and subscale knowledge scores on the GNCI were computed for each test. A paired t-test was used to compare pre- and post-GNCI total and subscale scores. Correlations were calculated at both time points. A Spearman correlation was used to examine the relationship between prior experience with genetic education or exposure to people with a genetic condition and total pre-score knowledge on the pretest. For the posttest, a total attitude score was calculated to examine the relationship between attitude and post total knowledge scores using a Pearson's r correlation. FINDINGS: 109 undergraduate junior nursing students participated. Gains in total and subscale knowledge between the pre- and posttest were statistically significant (p [less than] 0.05), except for the Mutations subscale. For the pretest GNCI, the average mean score was 45%, which improved to 50% at the time of the posttest. Lowest scoring items were in the Genome Basics subscale, whereas highest scoring items were found within the Inheritance subscale for the posttest. Mean total attitude scores were 28.33 (SD = 5.17) indicating students had a relatively positive attitude towards using their knowledge base in practice. The majority of students (87.1%) agreed that it is important for the nurse to incorporate genetic and genomic knowledge into clinical practice although only 34.9% felt ready to do so. DISCUSSION: Genetics and genomic knowledge and preparedness were low among nursing students. This demonstrates a need for more integration of genetic and genomic content within nursing curriculum, including a review of basic concepts. Nurses are expected to perform comprehensive health assessments by incorporating knowledge of genetic, environmental, and genomic influences and risk factors. Lack of a basic understanding could lead to patient consequences related to inadequate risk assessment, referrals for genetic counseling, and patient education.
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Date Issued
2014
Identifier
CFH0004648, ucf:45290
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004648
RETENTION OF CARDIOPULMONARY RESUSCITATION KNOWLEDGE AND PSYCHOMOTOR SKILL AMONG UNDERGRADUATE NURSING STUDENTS: AN INTEGRATIVE REVIEW OF LITERATURE
Title
RETENTION OF CARDIOPULMONARY RESUSCITATION KNOWLEDGE AND PSYCHOMOTOR SKILL AMONG UNDERGRADUATE NURSING STUDENTS: AN INTEGRATIVE REVIEW OF LITERATURE.
Creator
Tirado, Fernanda, Gonzalez, Laura, University of Central Florida
Abstract / Description
Purpose: The purpose of this integrative literature review is to explore the effectiveness of different training modalities on the acquisition and retention of CPR knowledge and psychomotor skill among undergraduate nursing students. Background: It is well known that standard CPR-training is ineffective at preparing nurses for the rigors of a cardiac arrest event. Survival rates for in-hospital cardiac arrests remain low and the proportion of neurobehavioral sequelae among survivors is very...
Show morePurpose: The purpose of this integrative literature review is to explore the effectiveness of different training modalities on the acquisition and retention of CPR knowledge and psychomotor skill among undergraduate nursing students. Background: It is well known that standard CPR-training is ineffective at preparing nurses for the rigors of a cardiac arrest event. Survival rates for in-hospital cardiac arrests remain low and the proportion of neurobehavioral sequelae among survivors is very high. Methods: A review of relevant literature published between 2006 and 2016 was conducted using the CINAHL and MEDLINE databases. The following key terms were used in the search: 'student*', 'nurs* student*', 'cardiopulmonary resuscitation (CPR)', 'Basic Life Support (BLS)', 'Advanced Life Support (ALS)', 'Advanced Cardiac Life Support (ACLS)', and 'Retention'. Results: The initial database search yielded a total of sixty-seven articles; of which, nine articles met the inclusion criteria and were utilized in the final analysis. The articles analyzed explored the effectiveness of different training modalities including: self-directed, CD-based, low-fidelity simulation, high-fidelity simulation, collaborative high-fidelity simulation, and deliberate practice. Conclusion: Current training is ineffective both in promoting long-term retention and in delaying the decay of previously learned information. The most effective training modality identified was high-fidelity simulation in conjunction with deliberate practice. The use of collaborative simulation through 'mock codes' maximizes the acquisition and retention of CPR knowledge and skill by providing the highest degree of fidelity. Deliberate practice was the only modality, which resulted in improvement of knowledge and skill over time. The absence of individualized feedback diminishes the effects of repeated practice. Practical experience is also susceptible to the detrimental effects exerted by the lack of feedback.
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Date Issued
2016
Identifier
CFH2000082, ucf:45567
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000082
ADDRESSING NEED FOR RESEARCH-FOCUSED NURSES BY INCREASING INTEREST AND SOCIALIZATION AT THE UNDERGRADUATE LEVEL
Title
ADDRESSING NEED FOR RESEARCH-FOCUSED NURSES BY INCREASING INTEREST AND SOCIALIZATION AT THE UNDERGRADUATE LEVEL.
Creator
Thomas, Sarah, Norris, Anne, University of Central Florida
Abstract / Description
The U.S. shortage of qualified nursing teachers and researchers is affecting national health care outcomes. Methods such as fast-tracking Baccalaureate nurses into graduate programs and embedding leadership development early into nursing curricula have been proposed to address faculty and research shortages. Early interest in nursing research careers increases likelihood of enrollment in graduate education. One way undergraduate nursing students may develop an interest in research careers is...
Show moreThe U.S. shortage of qualified nursing teachers and researchers is affecting national health care outcomes. Methods such as fast-tracking Baccalaureate nurses into graduate programs and embedding leadership development early into nursing curricula have been proposed to address faculty and research shortages. Early interest in nursing research careers increases likelihood of enrollment in graduate education. One way undergraduate nursing students may develop an interest in research careers is through a mentored apprenticeship with research-active faculty. In this thesis, the author uses an autoethnography methodology to examine the benefits that a mentored research apprenticeship model brought to her undergraduate experience. Her experience incorporated a variety of roles in an adolescent intervention program with Dr. Anne Norris (PI) at the University of Central Florida College of Nursing. Several themes about the experience were defined in the results. Early research exposure that socializes a student to the nursing research world may provide a means for addressing the nursing faculty shortage. This socialization can generate interest in a research career and promote undergraduate students with the essential tools and insights needed to pursue this career pathway. However, findings from this study suggest a student-mentor relationship early in the undergraduate education experience is essential.
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Date Issued
2014
Identifier
CFH0004594, ucf:45232
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004594