Other Titles
Advancing Genomics in Nursing Globally: Evidence-Based Education and Implementation Initiatives [Symposium Title]
Abstract
As healthcare transitions into the genomic era, nurses play a critical role in delivering quality, genomics-informed care. To achieve this, nursing education must address both the scientific foundations of genomics and the ethical, legal, and social considerations of its application. Despite this need, research identifies gaps in nurses’ knowledge and confidence to provide genomics-informed care and in educators’ ability to integrate genomics content into curricula (Thomas et al., 2023). Academic nurse educators globally have expressed need and desire for collaboration to improve genomics nursing education (Abad & Sur, 2022; Chair et al., 2019).
In response, the International Society for Nurses in Genomics convened a working group to develop a competency framework that identifies essential knowledge and skills for nurse educators to teach genomics nursing with excellence. Using a six-step model for developing competency frameworks (Batt et al., 2021), we validated the competencies through an IRB-approved international Delphi study. With insights from experts from 13 countries, the study achieved consensus on competencies essential for preparing nurses to meet the demands of genomics-informed practice. Among the seven identified competency areas, academic-practice partnerships emerged as a critical focus for bridging the divide between education and practice.
This presentation will focus on the role of academic-practice partnerships in advancing genomics nursing education. Such partnerships—defined as sustained, collaborative relationships between nurse educators and practicing clinicians—enhance genomics education by ensuring alignment with practice needs, promoting student learning, and fostering faculty professional development. We will share Delphi findings, highlight benchmarks for success in partnership models, and discuss strategies for collaboration that benefit educators, clinicians, and students.
This work aligns with the AACN’s Vision for Academic Nursing (2019) which identifies academic-practice partnerships as essential for advancing nursing education and preparing a workforce capable of delivering genomics-informed care. By fostering global collaboration and leveraging partnerships, these competencies support faculty in bridging the gap between genomics education and practice to improve outcomes for students, clinicians, and patients alike.
Notes
References:
American Association of Colleges of Nursing. (2019). AACN's Vision for Academic Nursing. https://www.aacnnursing.org/Portals/42/News/White-Papers/Vision-Academic-Nursing.pdf
Abad, P. J. B., & Sur, A. L. D. (2022). Nursing engagement in genetics and genomics: A developing country's perspective. International Nursing Review. https://doi.org/10.1111/inr.12751
Batt, A., Williams, B., Rich, J., & Tavares, W. (2021). A six-step model for developing competency frameworks in the healthcare professions. Front Med (Lausanne), 8, 789828. https://doi.org/10.3389/fmed.2021.789828
Chair, S. Y., Waye, M. M. Y., Calzone, K., & Chan, C. W. H. (2019). Genomics education in nursing in Hong Kong, Taiwan and Mainland China. International Nursing Review, 66(4), 459-466. https://doi.org/10.1111/inr.12537
Thomas, J., Keels, J., Calzone, K. A., Badzek, L., Dewell, S., Patch, C., Tonkin, E. T., & Dwyer, A. A. (2023). Current state of genomics in nursing: A scoping review of healthcare provider oriented (clinical and educational) outcomes (2012-2022). Genes (Basel), 14(11). https://doi.org/10.3390/genes14112013
Sigma Membership
Gamma Rho, Iota Iota
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Genomics, Genomics-informed Care, Academic-practice Partnerships, Nursing Education, Competence
Recommended Citation
Himes, Deborah O.; Lucas, Ruth; Dungan, Jennifer; Davis, Sarah; and Dewell, Sarah, "Global Progress of Genomics Nursing Education through Competence in Academic-Practice Partnerships" (2025). International Nursing Research Congress (INRC). 282.
https://www.sigmarepository.org/inrc/2025/presentations_2025/282
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
Global Progress of Genomics Nursing Education through Competence in Academic-Practice Partnerships
Seattle, Washington, USA
As healthcare transitions into the genomic era, nurses play a critical role in delivering quality, genomics-informed care. To achieve this, nursing education must address both the scientific foundations of genomics and the ethical, legal, and social considerations of its application. Despite this need, research identifies gaps in nurses’ knowledge and confidence to provide genomics-informed care and in educators’ ability to integrate genomics content into curricula (Thomas et al., 2023). Academic nurse educators globally have expressed need and desire for collaboration to improve genomics nursing education (Abad & Sur, 2022; Chair et al., 2019).
In response, the International Society for Nurses in Genomics convened a working group to develop a competency framework that identifies essential knowledge and skills for nurse educators to teach genomics nursing with excellence. Using a six-step model for developing competency frameworks (Batt et al., 2021), we validated the competencies through an IRB-approved international Delphi study. With insights from experts from 13 countries, the study achieved consensus on competencies essential for preparing nurses to meet the demands of genomics-informed practice. Among the seven identified competency areas, academic-practice partnerships emerged as a critical focus for bridging the divide between education and practice.
This presentation will focus on the role of academic-practice partnerships in advancing genomics nursing education. Such partnerships—defined as sustained, collaborative relationships between nurse educators and practicing clinicians—enhance genomics education by ensuring alignment with practice needs, promoting student learning, and fostering faculty professional development. We will share Delphi findings, highlight benchmarks for success in partnership models, and discuss strategies for collaboration that benefit educators, clinicians, and students.
This work aligns with the AACN’s Vision for Academic Nursing (2019) which identifies academic-practice partnerships as essential for advancing nursing education and preparing a workforce capable of delivering genomics-informed care. By fostering global collaboration and leveraging partnerships, these competencies support faculty in bridging the gap between genomics education and practice to improve outcomes for students, clinicians, and patients alike.
Description
Overall Symposium Summary: The mainstreaming of genomics into clinical care is changing healthcare worldwide and nurses have an essential role in this evolving landscape. In this symposium we will discuss global, national, and local efforts to address identified gaps preventing nurses from fully participating in this new era of care, including the development of essential genomics competencies, the role of academic-practice partnerships, and strategies to seamlessly integrate genomics into existing curricula.
Note: The attached slide deck is a combined symposium presentation containing the slides of all featured symposium speakers.
To locate the other presentations in this symposium, search the repository by the Symposium Title shown in the Other Title field of this item record.