Dataset Information

An iterative consensus-building approach to revising a genetics/genomics competency framework for nurse education in the UK.

ABSTRACT:

Aim

To report a review of a genetics education framework using a consensus approach to agree on a contemporary and comprehensive revised framework.

Background

Advances in genomic health care have been significant since the first genetics education framework for nurses was developed in 2003. These, coupled with developments in policy and international efforts to promote nursing competence in genetics, indicated that review was timely.

Design

A structured, iterative, primarily qualitative approach, based on a nominal group technique.

Method

A meeting convened in 2010 involved stakeholders in UK nursing education, practice and management, including patient representatives (n = 30). A consensus approach was used to solicit participants' views on the individual/family needs identified from real-life stories of people affected by genetic conditions and the nurses' knowledge, skills and attitudes needed to meet those needs. Five groups considered the stories in iterative rounds, reviewing comments from previous groups. Omissions and deficiencies were identified by mapping resulting themes to the original framework. Anonymous voting captured views. Educators at a second meeting developed learning outcomes for the final framework.

Findings

Deficiencies in relation to Advocacy, Information management and Ongoing care were identified. All competencies of the original framework were revised, adding an eighth competency to make explicit the need for ongoing care of the individual/family.

Conclusion

Modifications to the framework reflect individual/family needs and are relevant to the nursing role. The approach promoted engagement in a complex issue and provides a framework to guide nurse education in genetics/genomics; however, nursing leadership is crucial to successful implementation.

SUBMITTER: Kirk M

PROVIDER: S-EPMC3907026 | biostudies-literature | 2014 Feb

REPOSITORIES: biostudies-literature

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Publications

An iterative consensus-building approach to revising a genetics/genomics competency framework for nurse education in the UK.

Kirk Maggie M Tonkin Emma E Skirton Heather H

Journal of advanced nursing 20130723 2

<h4>Aim</h4>To report a review of a genetics education framework using a consensus approach to agree on a contemporary and comprehensive revised framework.<h4>Background</h4>Advances in genomic health care have been significant since the first genetics education framework for nurses was developed in 2003. These, coupled with developments in policy and international efforts to promote nursing competence in genetics, indicated that review was timely.<h4>Design</h4>A structured, iterative, primaril ...[more]

PMID: 23879662

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Project description:Background and aims With the drastic changes brought about by the Fourth Industrial Revolution (Industry 4.0) to nursing science and education, public-private collaboration efforts have been crucial in improving skills using technology. Nurse educators are expected to expand their knowledge and develop skills both in clinical and educational institutions to be able to implement evidence-based practice and develop professional competency. This study aimed to evaluate the knowledge related to competency of nurse educators before and after participating in an international outreach seminar for continuing nursing education in Myanmar. Methods We conducted an evaluation study to clarify the outcomes of an international outreach seminar before and after its implementation in Myanmar. The seminar focused on the development and improvement of nursing education, as well as research skills and knowledge of nurses. The two-day seminar was conducted at the University of Nursing, Mandalay in Myanmar on September 30, 2019 and October 1, 2019. Pre- and post-questionnaires were distributed before and after the seminar. Results The seminar was attended by 60 participants who were affiliated with a university (41.7%), nursing school (8.3%), hospital (33.3%), and other institutions (16.7%). All the participants had 12.57 years of clinical experience on average. There was a significant increase in the total average score of knowledge from 31.08 (SD = 19.95) before the seminar to 44.15 (SD = 22.19) after the seminar (p = 0.002). Over 90% of the participants recognized changes in their self-efficacy as educators. Conclusions The participants acquired valuable up-to-date knowledge related to competency of nurse educators after attending the two-day international outreach seminar. They became keenly aware of the changes in their self-efficacy as educators. To our knowledge, this is the first study in Myanmar to evaluate knowledge related to competency of nurse educators who attended this seminar for continuing nursing education. This seminar was conducted as a mutual collaborative undertaking based on a long academic relationship built on trust and years of partnership between our universities. The findings imply that it is important for low- and middle-income countries to maintain a continuous international collaboration to be able to promote and support professional growth, knowledge, competency, and self-efficacy of their nursing educators. Tweetable abstract A two-day international outreach seminar on continuing education for clinical nurses and faculty members in Myanmar improved their knowledge related to competency and enhanced their recognition of changes in their self-efficacy as educators. Highlights • Continuous learning is required for nurse educators to retain knowledge• In-service education should strengthen knowledge about professional competency• International collaboration-supported continuing nursing education was beneficial

Dataset Information

An iterative consensus-building approach to revising a genetics/genomics competency framework for nurse education in the UK.

Aim

Background

Design

Method

Findings

Conclusion

Publications

An iterative consensus-building approach to revising a genetics/genomics competency framework for nurse education in the UK.

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