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dc.contributor.authorKyoko Murakamien_US
dc.contributor.authorSaeko Kutsunugien_US
dc.contributor.authorKumiko Tsujinoen_US
dc.contributor.authorTeresa E. Stoneen_US
dc.contributor.authorMisae Itoen_US
dc.contributor.authorKazuko Iidaen_US
dc.description.abstract© 2020 John Wiley & Sons Australia, Ltd Nurses need to be appropriately trained in genetics to provide clinical care based on best practice for patients and families. This exploratory study describes an educational intervention using authentic stimulus material centered on a clinical case study of a family with a baby with Down syndrome. Quantitative and qualitative data were collected from a sample of 15 nurses and 27 students from three universities in Japan before and after completing an entry-level workshop on competency-based genetics nursing. Participants reported increased perceived genetics knowledge and clinical confidence. Despite more than 90% of the participants reporting that they understood the underlying genetics knowledge, their confidence and the ethical aspects of genetics nursing had not been promoted after the seminar. In contrast, the reflections, coded into three categories, showed they recognized families' needs for psychological support, family decision making, and protection and privacy and suggested that nurses had undergone a profound shift in understanding about these issues. Although indicating that a single seminar was insufficient, the study findings will be useful to develop educational materials on genetics for both students and nurses.en_US
dc.titleDeveloping competencies in genetics nursing: Education intervention for perinatal and pediatric nursesen_US
article.title.sourcetitleNursing and Health Sciencesen_US University Graduate School of Medicineen_US of the Ryukyusen_US Mai Universityen_US
Appears in Collections:CMUL: Journal Articles

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