Genetics Genomics Competency Crosswalk Development for Undergraduate Prelicensure Nursing Education Programs
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| Udgivet i: | Journal of Nursing Education (Jun 2025), p. 1 |
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| Hovedforfatter: | |
| Andre forfattere: | , |
| Udgivet: |
SLACK INCORPORATED
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| Fag: | |
| Online adgang: | Citation/Abstract Full Text Full Text - PDF |
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| 001 | 3225395938 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 0148-4834 | ||
| 022 | |a 1938-2421 | ||
| 022 | |a 0022-3158 | ||
| 024 | 7 | |a 10.3928/01484834-20250220-01 |2 doi | |
| 035 | |a 3225395938 | ||
| 045 | 2 | |b d20250601 |b d20250630 | |
| 084 | |a 23497 |2 nlm | ||
| 100 | 1 | |a Whitt, Karen | |
| 245 | 1 | |a Genetics Genomics Competency Crosswalk Development for Undergraduate Prelicensure Nursing Education Programs | |
| 260 | |b SLACK INCORPORATED |c Jun 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Background Precision health is emerging as standard of care in acute and ambulatory settings. Foundational education of genetic and genomic content is needed in prelicensure nursing curriculum. An International Society of Nurses in Genetics task force was created to identify key content for entry-level practitioners. Method The task force reviewed the literature and syllabi from existing undergraduate courses to inform the development of entry-level student genomic competencies. Results Nine genomic competencies were identified. A crosswalk mapped the competencies to select professional organization standards. Conclusion The crosswalk assists prelicensure nursing faculty to integrate genomic competencies into existing curriculum programs or stand-alone courses. Future steps include consultation with international nursing genomic experts to standardize curricular competencies for use by nurse educators around the world. The crosswalk links these competencies to professional standards, which provides robust demonstration of attention to accreditation requirements. [J Nurs Educ. 2025;64(X):XXX–XXX.] | |
| 653 | |a Standard of care | ||
| 653 | |a Students | ||
| 653 | |a Nursing education | ||
| 653 | |a Task forces | ||
| 653 | |a Professional standards | ||
| 653 | |a Collaboration | ||
| 653 | |a Accreditation | ||
| 653 | |a Genetics | ||
| 653 | |a Core competencies | ||
| 653 | |a Genomics | ||
| 653 | |a Nurses | ||
| 653 | |a Teachers | ||
| 653 | |a Genetic testing | ||
| 653 | |a Curriculum development | ||
| 653 | |a Educational objectives | ||
| 653 | |a Committees | ||
| 653 | |a Professionals | ||
| 653 | |a Learning | ||
| 653 | |a Literacy | ||
| 653 | |a Precision medicine | ||
| 653 | |a Guidelines | ||
| 653 | |a Course Descriptions | ||
| 653 | |a Minimum Competency Testing | ||
| 653 | |a Teacher Competency Testing | ||
| 653 | |a Integrated Curriculum | ||
| 653 | |a Competence | ||
| 653 | |a Diagnostic Tests | ||
| 653 | |a Nursing Students | ||
| 653 | |a Reference Materials | ||
| 653 | |a Program Attitudes | ||
| 653 | |a Knowledge Level | ||
| 653 | |a Safety Education | ||
| 653 | |a Fundamental Concepts | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Professional Education | ||
| 653 | |a Course Content | ||
| 653 | |a Heredity | ||
| 700 | 1 | |a Lucas, Ruth | |
| 700 | 1 | |a Hanson-Zalot, Mary | |
| 773 | 0 | |t Journal of Nursing Education |g (Jun 2025), p. 1 | |
| 786 | 0 | |d ProQuest |t Health & Medical Collection | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3225395938/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3225395938/fulltext/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3225395938/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |