Document Type

Conference Proceeding

Publication Date

10-26-2018

Abstract

Purpose

The purpose of this study was to determine the ongoing misconceptions about mutations, an area of rising public interest, among graduate nursing students.

Design

Using a prospective cohort design, graduate students entering a public university in the Fall of 2014 were followed to graduation in the Fall of 2016.

Methods

Knowledge of mutations was assessed with an anonymous pre-test and post-test using three items from the Genomic Nursing Concept Inventory - 2011 beta version developed by Ward. Differences in pre-test and post-test scores were assessed by T-test. Post-test items with > 30% marked incorrectly were examined further; the most frequent incorrect response was labelled a persistent misconception.

Results

Overall knowledge of mutations increased insignificantly (t52=1.29,p=.20) from 46% to 58%. Every item assessing mutations was missed by more than 30% of the graduate students. Persistent misconceptions will be shared at the congress.

Conclusion

Overall, pre-test and post-test scores on mutations were similar. All items assessing knowledge of mutations were missed by more than 30% of the graduate students.

Clinical Relevance

Educators should not assume incoming graduate students have a strong foundation about mutations, an area of rising public interest. Educators should examine the current curriculum for opportunities to correct common persistent misconceptions about mutations.

Comments

Poster presented at the 2018 Congress of the International Society of Nurses in Genetics, October 26, 2018, in Orlando, FL.

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