2.50
Hdl Handle:
http://hdl.handle.net/10755/308406
Category:
Abstract
Type:
Presentation
Title:
ACTG: Assessment of Curricula in Teaching Genetics in Nursing
Author(s):
Lowe, Tracy Brock; Hassen, Elizabeth Cameron
Lead Author STTI Affiliation:
Mu Rho
Author Details:
Tracy Brock Lowe, MS, RN, lowe5@clemson.edu; Elizabeth Cameron Hassen, MSN, RN, OCN
Abstract:

Poster presented on: Sunday, November 17, 2013, Saturday, November 16, 2013

The purpose of this research is to explore the integration of genetic and genomic content within both didactic and clinical components of the Baccalaureate and Masters of Science in nursing curricula in the Clemson University School of Nursing.  With genetics and genomics redefining traditional healthcare, there is a recognized need for genetic concepts to be taught within undergraduate and graduate nursing curricula.  The AACN Essentials of Baccalaureate Education for Professional Nursing Practice (2008), AACN Essentials of Master' Education in Nursing (2011), Essentials of Genetic and Genomic Nursing:  Competencies, Curricula Guidelines, and Outcome Indicators (2008), and Essential Genetic and Genomic Competencies for Nurses with Graduate Degrees (2011) provide guidelines for the identification of the integrated genetic content within the nursing curricula.  The goals of this research are to assess current genetic content and application in the Clemson University nursing curricula and to evaluate genetic knowledge among the current populations of nursing students at various levels throughout the program. This unique research will involve curriculum assessment using the following techniques:  course syllabi and calendar reviews, textbook reviews with faculty surveys and/or interviews.  Current student knowledge will be assessed using the Genetic Literacy Assessment Instrument (GLAI) (Bowling, 2008).  Outcomes of this research will identify areas of strong versus limited genetic content within the levels of the nursing curricula.  Based on study findings, recommendations and changes will be made to ensure that all guidelines and competencies are being met within the Clemson University School of Nursing curricula and that graduates are assured of current genetic and genomic knowledge that can be applied in the changing healthcare arena.

Keywords:
Curriculum; Nursing; Genetics
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleACTG: Assessment of Curricula in Teaching Genetics in Nursingen_GB
dc.contributor.authorLowe, Tracy Brocken_GB
dc.contributor.authorHassen, Elizabeth Cameronen_GB
dc.contributor.departmentMu Rhoen_GB
dc.author.detailsTracy Brock Lowe, MS, RN, lowe5@clemson.edu; Elizabeth Cameron Hassen, MSN, RN, OCNen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308406-
dc.description.abstract<p>Poster presented on: Sunday, November 17, 2013, Saturday, November 16, 2013</p><p>The purpose of this research is to explore the integration of genetic and genomic content within both didactic and clinical components of the Baccalaureate and Masters of Science in nursing curricula in the Clemson University School of Nursing.  With genetics and genomics redefining traditional healthcare, there is a recognized need for genetic concepts to be taught within undergraduate and graduate nursing curricula.  The AACN Essentials of Baccalaureate Education for Professional Nursing Practice (2008), AACN Essentials of Master' Education in Nursing (2011), Essentials of Genetic and Genomic Nursing:  Competencies, Curricula Guidelines, and Outcome Indicators (2008), and Essential Genetic and Genomic Competencies for Nurses with Graduate Degrees (2011) provide guidelines for the identification of the integrated genetic content within the nursing curricula.  The goals of this research are to assess current genetic content and application in the Clemson University nursing curricula and to evaluate genetic knowledge among the current populations of nursing students at various levels throughout the program. This unique research will involve curriculum assessment using the following techniques:  course syllabi and calendar reviews, textbook reviews with faculty surveys and/or interviews.  Current student knowledge will be assessed using the Genetic Literacy Assessment Instrument (GLAI) (Bowling, 2008).  Outcomes of this research will identify areas of strong versus limited genetic content within the levels of the nursing curricula.  Based on study findings, recommendations and changes will be made to ensure that all guidelines and competencies are being met within the Clemson University School of Nursing curricula and that graduates are assured of current genetic and genomic knowledge that can be applied in the changing healthcare arena.en_GB
dc.subjectCurriculumen_GB
dc.subjectNursingen_GB
dc.subjectGeneticsen_GB
dc.date.available2013-12-19T17:30:55Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:30:55Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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