Scholarlink

Background <p>Genomics is increasingly integral to clinical care, spanning areas such as rare diseases, oncology, and pharmacogenomics. Nurses and nursing students play essential roles as frontline providers and educators. However, current evidence suggests a widespread lack of readiness. This study evaluates and compares genomics competency across undergraduate students, graduate students, and practicing nurses in China.</p> Methods <p>A cross-sectional survey was conducted from September to October 2025 among 502 participants (136 undergraduates, 168 graduates, 198 practicing nurses) using the Chinese version of the Genetics and Genomics Nursing Practice Survey (GGNPS-CN).</p> Results <p>The overall mean genomics knowledge score was 9.51, with no significant differences observed across cohorts. In contrast, self-rated understanding showed notable differences among cohorts. The proportion of “excellent” or “good” ratings was highest among undergraduate students, followed by practicing nurses and then graduate students (<i>p</i> &lt; 0.05). Notably, over one-quarter (25.3%) of respondents reported no formal genomics education in their curriculum.</p> Conclusion <p>Despite similar knowledge levels, the three nursing cohorts showed a self-assessment bias in genomics. A tiered educational framework is proposed to address stage-specific needs: fostering metacognition in undergraduates, integrating research with practice in graduates, and enhancing ethical decision-making in practicing nurses.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

From classroom to clinic: analyzing the genomics competency gap across undergraduate students, graduate students, and practicing nurses in China

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月20日

查看全文
  • Yang Shen,
  • Chen Chen,
  • Honglei Jiang,
  • Dan Wu,
  • Qian Wang

摘要

Background

Genomics is increasingly integral to clinical care, spanning areas such as rare diseases, oncology, and pharmacogenomics. Nurses and nursing students play essential roles as frontline providers and educators. However, current evidence suggests a widespread lack of readiness. This study evaluates and compares genomics competency across undergraduate students, graduate students, and practicing nurses in China.

Methods

A cross-sectional survey was conducted from September to October 2025 among 502 participants (136 undergraduates, 168 graduates, 198 practicing nurses) using the Chinese version of the Genetics and Genomics Nursing Practice Survey (GGNPS-CN).

Results

The overall mean genomics knowledge score was 9.51, with no significant differences observed across cohorts. In contrast, self-rated understanding showed notable differences among cohorts. The proportion of “excellent” or “good” ratings was highest among undergraduate students, followed by practicing nurses and then graduate students (p < 0.05). Notably, over one-quarter (25.3%) of respondents reported no formal genomics education in their curriculum.

Conclusion

Despite similar knowledge levels, the three nursing cohorts showed a self-assessment bias in genomics. A tiered educational framework is proposed to address stage-specific needs: fostering metacognition in undergraduates, integrating research with practice in graduates, and enhancing ethical decision-making in practicing nurses.