title: Genomics for Nursing Education and Practice: Measuring Competency.
abstract: BACKGROUND
  Nurses lack genome literacy, skill, and self-confidence in applying genomics to health care. Standardized curricula and evaluation tools are needed for wide spread uptake and application of genome science in nursing education, practice, and research.
  
  
  OBJECTIVE
  To determine whether psychometrically robust survey instruments exist to assess knowledge, skills, attitudes, and self-confidence in applying genomic nursing competency among students and registered nurses.
  
  
  METHODS
  Psychometric systematic review.
  
  
  METHODS
  Medline, CINAHL, Academic Search Elite, Web of Science, and ProQuest Dissertations were searched from 1995 to 2014, with an English language restriction.
  
  
  METHODS
  Critical analysis of the study elements and psychometric attributes was conducted after data were abstracted into analysis and synthesis tables. The synthesis assessed the design, methods, and measurement properties with a focus on reliability and validity using 16 criteria on a 4-point grading scale.
  
  
  RESULTS
  Twelve studies were included in a detailed review that focused on assessment of genomic nursing core competencies. Six studies met the inclusion criteria. In terms of psychometric quality of the instruments, one study scored high, two moderate, two low, and one very low.
  
  
  CONCLUSIONS
  Most instruments assess self-perceived rather than objectively assessed competency. The highest quality instrument lacks clinical application. Knowledge-focused test questions based on up-to-date genome science that are relevant to practice need to be developed.
authors.affiliation: Department of Veterans Affairs, Office of Nursing Services, Washington, DC, USA.|Professor, Graduate Programs School of Nursing, Azusa Pacific University, Azusa, CA, USA.
authors.forename: Gwen
authors.initials: G
authors.lastname: Anderson
authors.affiliation: Retired Director Research & Evidence Based Practice, Department of Veterans Affairs, Office of Nursing Services, Washington, DC, USA.
authors.forename: Anna C
authors.initials: AC
authors.lastname: Alt-White
authors.affiliation: Health Science Specialist, Department of Veterans Affairs, Office of Research & Development, Washington, DC, USA.
authors.forename: Kendra L
authors.initials: KL
authors.lastname: Schaa
authors.affiliation: Research Health Scientist, WJB Dorn Veterans Affairs Medical Center, Columbia, SC, USA.|Assistant Professor, Georgia Regents University, Augusta, GA, USA.
authors.forename: Andrea M
authors.initials: AM
authors.lastname: Boyd
authors.affiliation: Department of Veterans Affairs, Office of Nursing Services, Washington, DC, USA.|Professor, Graduate School of Nursing, Uniformed Services University of the Health Sciences, Bethesda, MD, USA.
authors.forename: Christine E
authors.initials: CE
authors.lastname: Kasper
mesh_terms: D003162:Competency-Based Education; D003479:Curriculum / Q000592:standards*; D004506:Education, Nursing / Q000592:standards*; D023281:Genomics / Q000193:education*; D006801:Humans; D009726:Nurses / Q000592:standards*; D011795:Surveys and Questionnaires
keywords: assessment; competency; genetic nursing; genomic education; genomic nursing; instruments; integrative review; literature review; measurement; nursing