Other Titles
Integration of Genomics Concepts in the Curriculum: Knowledge, Attitude, and Confidence of Jordanian Nursing Faculty [Poster Title]
Abstract
Advancements in genomics and the emergence of new technology require healthcare professionals to possess the knowledge necessary to effectively integrate genomic concepts into patient care1,2. The knowledge, attitude, practice, and barriers of Jordanian nursing faculty outside are unknown.
The purpose of this study was to examine the perceived knowledge, attitude, and barriers of Jordanian nursing faculty to integrate genomic concepts into the curriculum. As direct-to-consumer genetic tests proliferate, patients increasingly present their results to healthcare providers (HCPs). The HCPs should have minimum competency to interpret the results or identify resources for the patients and nursing faculty must equip emerging nurses.
A cross-sectional design was used to collect data on knowledge, perceived attitudes, and barriers of nursing faculty in Jordan. A survey was administered via Qualtrics incorporating previously validated tools, Genetics and Genomics in Nursing Practice Survey (GGNPS)3 and the Genomic Nursing Concept Inventory (GNCI)4, along with demographic information.
Descriptive statistics were calculated. The mean knowledge score on the 31-item GNCI tool was 45.4%. The faculty’s attitude was positively correlated with knowledge. Lack of knowledge, lack of opportunity to apply in clinical practice, lack of time to learn or space in the curriculum, and lack of resources were identified as barriers to integrating in the curriculum.
While 59 individuals initiated the survey, only 37 completed the entire survey. The objective answers might have given faculty fear of ‘failure’ leading to non-completion. Faculty had varying educational preparation.
Jordanian nurses had a poor knowledge of genomic concepts. Professional development programs for faculty can be provided to enhance genomic knowledge, competencies, and confidence in teaching.5 The experience of new nurses must be explored to discover their needs as a new nurse so that they can be better prepared for the transition to practice.
Notes
References:
1. Connors, et al. (2022). Essential genomic knowledge in graduate nursing practice. Journal of the American Association of Nurse
Practitioners, 34(9), 1050–1057. https://doi.org/10.1097/jxx.0000000000000753
2. Bashore, et al. (2018). Facilitating faculty competency to integrate genomics into nursing curriculum within a private US University. Nursing:
Research and Reviews, Volume 8, 9–14. https://doi.org/10.2147/nrr.s165852
3. Calzone, et al. (2013). National nursing workforce survey of nursing attitudes, knowledge and practice in genomics. Personalized Medicine,
10(7), 719–728. https://doi.org/10.2217/pme.13.64
4. Read, C. Y., & Ward, L. D. (2015). Faculty performance on the genomic nursing concept inventory. Journal of Nursing Scholarship, 48(1), 5–
13. https://doi.org/10.1111/jnu.12175
5. Donnelly, et al (2017). Nurse faculty knowledge of and confidence in teaching genetics/genomics. Nurse Educator, 42(2), 100–104. https://
doi.org/10.1097/nne.0000000000000297
Sigma Membership
Psi Delta
Type
Poster
Format Type
Text-based Document
Study Design/Type
Cross-Sectional
Research Approach
Quantitative Research
Keywords:
Curriculum Development, Faculty Development, Global Leadership, Joran
Recommended Citation
Joseph, Rachel, "Knowledge, Attitude, and Barriers of Jordanian Nurse Faculty Toward Genomic Concepts in Curriculum" (2025). International Nursing Research Congress (INRC). 70.
https://www.sigmarepository.org/inrc/2025/posters_2025/70
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Knowledge, Attitude, and Barriers of Jordanian Nurse Faculty Toward Genomic Concepts in Curriculum
Seattle, Washington, USA
Advancements in genomics and the emergence of new technology require healthcare professionals to possess the knowledge necessary to effectively integrate genomic concepts into patient care1,2. The knowledge, attitude, practice, and barriers of Jordanian nursing faculty outside are unknown.
The purpose of this study was to examine the perceived knowledge, attitude, and barriers of Jordanian nursing faculty to integrate genomic concepts into the curriculum. As direct-to-consumer genetic tests proliferate, patients increasingly present their results to healthcare providers (HCPs). The HCPs should have minimum competency to interpret the results or identify resources for the patients and nursing faculty must equip emerging nurses.
A cross-sectional design was used to collect data on knowledge, perceived attitudes, and barriers of nursing faculty in Jordan. A survey was administered via Qualtrics incorporating previously validated tools, Genetics and Genomics in Nursing Practice Survey (GGNPS)3 and the Genomic Nursing Concept Inventory (GNCI)4, along with demographic information.
Descriptive statistics were calculated. The mean knowledge score on the 31-item GNCI tool was 45.4%. The faculty’s attitude was positively correlated with knowledge. Lack of knowledge, lack of opportunity to apply in clinical practice, lack of time to learn or space in the curriculum, and lack of resources were identified as barriers to integrating in the curriculum.
While 59 individuals initiated the survey, only 37 completed the entire survey. The objective answers might have given faculty fear of ‘failure’ leading to non-completion. Faculty had varying educational preparation.
Jordanian nurses had a poor knowledge of genomic concepts. Professional development programs for faculty can be provided to enhance genomic knowledge, competencies, and confidence in teaching.5 The experience of new nurses must be explored to discover their needs as a new nurse so that they can be better prepared for the transition to practice.
Description
Genomic knowledge and competency of nursing faculty globally are essential to prepare competent nurses. This will enable the nurses to discuss personalized medicine, identify risks in families, and will be able to identify resources for them to facilitate timely care.