The Influence of a Structured Educational Intervention on Nurse's Knowledge and Confidence in Teaching Patients about Genomic Testing

Abstract

Nurses are essential healthcare team members who use knowledge of genomics to help shape a patient’s diagnosis and prognosis. A significant barrier to assuring that patients and families benefit from this rapidly emerging knowledge is the lack of recognition of the value of genomics on health outcomes across the health professions. Nurses must become proficient at interpreting genomics test results, delivering appropriate counseling and making referrals to the right specialists. The purpose of this project was to develop and implement an educational intervention about genomics and genomic testing for nurses and nurse practitioners to expand their knowledge in this area and promote increased confidence with patient education. Participants were asked to complete a pre and post-educational intervention survey to measure knowledge about genomics and genomic testing and level of confidence/comfort in educating patients about genomic testing. Data were collected on the number of genomic tests ordered three months prior to the educational intervention. Post- intervention, three months of data were assessed once again to look for an increase in the number of orders for genomic testing. Due to the small sample, planned inferential statistical analyses were not conducted. Overall findings were mixed with some gains in knowledge of genomic testing, confidence, and comfort in discussion with patients and families and making referrals to the precision medicine clinic, but a decline in the number of genomic tests ordered.