Leighsa Sharoff
Three-year assessment of one pre-licensure cohort of baccalaureate nursing students’ attitude, comfort and knowledge of genomics
Hunter College
objective descriptive threeyear comparison one prelicensure cohort baccalaureate nursing students genomic knowledge attitude comfort levelmethods two analyses interest utilizing survey instrument geneticsgenomics literacy assessment ggla 1 comparison pre vs post intervention sophomore 2nd year class 2 retention information junior 3rd year senior year 4th year two analyses interest 1 comparison preclass vs postclass assessment sophomore 2nd year students 2 retention information junior 3rd year senior year 4th yearresults total score variable retention genomic knowledge time data sophomore vs junior vs senior means 71 vs 69 vs 87 p lt 001 showing maintenance sophomore postclass assessment junior year increase senior year score cohort students comparison preclass vs postclass sophomore class resulted statistically significant differences demonstrating higher knowledge class enhancement confidence perceptions attitude regarding genomics evident comparison preclass vs postclass overtime taking foundational course overall data showed students felt nurse educators need confidence teaching explaining well patient advocacyconclusions promoting knowledge practice integration universal genomic health requires healthcare professionals educators students knowledgeable cognizant participation advance client health outcomes