A practical first step to integrating genetics into the curriculum

Sandra Daack-Hirsch, Martha Driessnack, Yelena Perkhounkova, Ryoko Furukawa, Amber Ramirez

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

We conducted a systematic literature review to identify tools that could be used to measure faculty and undergraduate nursing students' genetic literacy, and we assessed the utility of one of those tools, the Genetic Literacy Assessment Instrument (GLAI), with faculty and students at a college of nursing in a large public university. No significant differences were noted between faculty and students in terms of their overall scores on the GLAI. Onavera e, faculty answered 76% of the questions correctly and students answered 73% of the questions correctly. Both groups scored highest in the genetics and society domain (93% and 85% correct answers for faculty and students, respectively) and lowest in the evolution domain (52% correct for both groups). The GLAI may be used to evaluate curricula for strengths and deficiencies, as well as to identify students and faculty in need of additional instruction.

Original languageEnglish (US)
Pages (from-to)294-298
Number of pages5
JournalJournal of Nursing Education
Volume51
Issue number5
DOIs
StatePublished - May 2012
Externally publishedYes

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Curriculum
curriculum
Students
literacy
student
nursing
Nursing Students
Nursing
Group
instruction
Literacy
university

ASJC Scopus subject areas

  • Nursing(all)
  • Education

Cite this

A practical first step to integrating genetics into the curriculum. / Daack-Hirsch, Sandra; Driessnack, Martha; Perkhounkova, Yelena; Furukawa, Ryoko; Ramirez, Amber.

In: Journal of Nursing Education, Vol. 51, No. 5, 05.2012, p. 294-298.

Research output: Contribution to journalArticle

Daack-Hirsch, Sandra ; Driessnack, Martha ; Perkhounkova, Yelena ; Furukawa, Ryoko ; Ramirez, Amber. / A practical first step to integrating genetics into the curriculum. In: Journal of Nursing Education. 2012 ; Vol. 51, No. 5. pp. 294-298.
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