Preparing for the future through genetics nursing education.
OBJECTIVE
To determine recommendations for curriculum change that are indicated by innovations in genetics.


METHODS
Both quantitative and qualitative. The sample (n = 356) consisted of nurses identified as experts in genetics (n = 228) and nurses identified as potential users of genetics education (n = 128). Nurses' opinions of core components of a genetics curriculum were elicited via a mailed survey questionnaire. Participants also provided demographic information and completed the Jones Innovativeness Scale (1997).


RESULTS
Recommended content in genetics education for practicing nurses was identified by both groups of nurses. Innovativeness characterized 3% of the respondents. Ninety-eight percent of respondents said that adopting genetics education is important. In total, 398 items were identified as potential consequences of education that incorporates genetic information.


CONCLUSIONS
Identified content provides a template for genetics education programs for nurses. Genetics nursing education was perceived to have positive outcomes for both nurses and clients.
Jenkins
J F
JF
National Cancer Institute at the National Navy Medical Center, 8901 Wisconsin Avenue, Bldg. 8, Room 5101, Bethesda, MD 20889-5105, USA. jean.jenkins@nih.gov
Dimond
E
E
Steinberg
S
S
D000328:Adult; D003479:Curriculum / Q000592:standards* / Q000639:trends; D004059:Diffusion of Innovation; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D004511:Education, Nursing, Graduate / Q000458:organization & administration*; D005544:Forecasting; D005826:Genetics, Medical / Q000193:education* / Q000639:trends; D006801:Humans; D019359:Knowledge; D008875:Middle Aged; D020380:Needs Assessment / Q000458:organization & administration*; D015402:Nursing Education Research; D009936:Organizational Innovation; D011361:Professional Competence / Q000592:standards; D011795:Surveys and Questionnaires