Article
Publicly Available
Erratum to 5-Years Later – Have Faculty Integrated Medical Genetics into Nurse Practitioner Curriculum?
-
Ann H. Maradiegue
,
Quannetta T. Edwards
Published/Copyright:
January 11, 2014
Abstract
Erratum to http://dx.doi.org/10.1515/ijnes-2012-0007.
Erratum in: International Journal of Nursing Education Scholarship 2013;10(1):DOI 10.1515/ijnes-2012-0007. After online publication of ijnes-2012-0007 we realized that some of the data for Tables 2, 3 and 4 were in error. Please find the revised Tables 2, 3, and 4 with correct data.
Table 2
Advance practice (APRN) faculty’s self-reported level of comfort teaching genetic/genomic concepts and conditions – years 2010 and 2005 (N = 85 and N = 40, respectively)
| Genetic/genomic condition & concepts | Year 2010 | Year 2005 | **Percent difference in 2010 & 2005* | ||
| Yes | No | Yes | No | ||
| N (%) | N (%) | N (%) | N (%) | Yes to comfort in teaching genetics/genomics (%) | |
| Basic genetic concepts | |||||
| Autosomal dominant | 59 (69.4) | 26 (30.6) | 23 (58.0) | 17 (42.0) | 11.4 |
| Autosomal recessive | 60 (70.6) | 25 (29.4) | 23 (58.0) | 17 (42.0) | 12.6 |
| X-linked | 56 (65.9) | 29 (34.1) | 22 (55.0) | 18 (46.0) | 10.9 |
| Mitochondrial inheritance | 42 (49.4) | 43 (50.6) | 10 (25.0) | 30 (75.0) | 24.4 |
| Three-generation pedigree | 67 (78.8) | 18 (21.2) | 16 (40.0) | 24 (60.0) | 38.8 |
| Genetic/genomic conditions | |||||
| Tay-Sachs disease | 50 (58.8) | 35 (41.2) | 15 (37.0) | 25 (63.0) | 21.8 |
| Cystic fibrosis | 59 (69.4) | 26 (30.6) | 18 (45.0) | 22 (55.0) | 24.4 |
| Breast/ovarian cancer | 84 (99.0) | 1 (1.0) | 23 (58.0) | 17 (42.0) | 41.0 |
| Colon cancer | 71 (83.6) | 14 (16.4) | 22 (55.0) | 18 (45.0) | 38.6 |
| Hemochromatosis | 71 (83.6) | 14 (16.4) | 16 (35.4) | 24 (64.6) | 48.2 |
| Sickle cell anemia | 75 (88.2) | 10 (11.8) | 24 (60.0) | 16 (40.0) | 28.2 |
| Thalessemia | 70 (82.4) | 15 (17.6) | 22 (55.0) | 18 (45.0) | 27.4 |
| Fragile-X syndrome | 46 (54.2) | 39 (45.8) | 20 (50.0) | 20 (50.0) | 4.2 |
| Huntington’s disease | 55 (64.7) | 30 (35.3) | 14 (35.0) | 26 (65.0) | 29.7 |
| Phenylketonuria | 49 (57.6) | 36 (42.4) | 19 (48.0) | 21 (52.0) | 9.6 |
| Gaucher’s disease | 28 (33.0) | 57 (67.0) | 6 (15.0) | 34 (85.0) | 18.0 |
| Myotonic dystrophy | 31 (36.6) | 54 (63.4) | 11 (28.0) | 29 (72.0) | 8.6 |
| Klinefleter’s syndrome | 46 (54.1) | 39 (45.9) | 14 (35.0) | 26 (65.0) | 19.1 |
| Diabetes and genetics | 46 (54.1) | 39 (45.9) | 22 (55.0) | 18 (45.0) | −0.9 |
| Cardiovascular conditions and genetics | 49 (57.6) | 36 (42.4) | 21 (53.0) | 19 (48.0) | 4.6 |
| Trisomy 13, 18 or 21 | 48 (56.4) | 37 (43.6) | 17 (43.0) | 23 (58.0) | 23.4 |
| Familial hypercholesterolemia | 55 (60.7) | 30 (39.3) | 19 (48.0) | 21 (52.0) | 12.7 |
| Other | |||||
| Polymerase chain reaction | 20 (23.5) | 65 (76.5) | 6 (15.0) | 34 (85.0) | 8.5 |
| Gene therapy | 33 (38.8) | 52 (61.2) | 11 (28.0) | 29 (73.0) | 10.8 |
| Online Inheritance in Man (OMIM) | 30 (35.3) | 55 (64.7) | N/A | N/A | |
Table 3
Advance practice (APRN) faculty’s self-reported level of integration of genetic concepts and conditions into advance practice curricula – years 2010 and 2005 (N = 85/N = 40, respectively)
| Genetic/genomic topics | Level of integration | **Percent changefor high-level integration (%) | |||||
| Year – 2010 | Year – 2005* | ||||||
| None | Minimal | High | None | Minimal | High | ||
| N (%) | N (%) | N (%) | N (%) | N (%) | N (%) | ||
| Basic genetic concepts | |||||||
| Autosomal dominant | 5 (6.4) | 57 (66.5) | 23(27.1) | 6 (15.0) | 25 (62.0) | 9 (23.0) | 4.1 |
| Autosomal recessive | 6 (7.1) | 56 (65.8) | 23 (27.1) | 6 (15.0) | 25 (62.0) | 9 (23.0) | 4.1 |
| X-linked | 8 (9.4) | 60 (70.7) | 17 (19.9) | 7 (17.0) | 25 (63.0) | 8 (20.0) | −0.1 |
| Mitochondrial inheritance | 12 (14.1) | 61 (71.8) | 12 (14.1) | 17 (42.0) | 20(50.0) | 3 (8.0) | 6.1 |
| Three-generation pedigree | 5 (6.9) | 43(54.8) | 37(38.3) | 8 (20.0) | 22 (55.0) | 10 (25.0) | 13.3** |
| Genetic/genomic conditions | |||||||
| Tay-Sachs disease | 5 (6.4) | 63 (73.6) | 17 (20.0) | 12 (30.0) | 23 (57.0) | 5 (13.0) | 7.0 |
| Cystic fibrosis | 2 (2.0) | 58 (65.0) | 25 (33.0) | 6 (15.0) | 21 (54.7) | 13 (30.3) | 2.7 |
| Breast/ovarian cancer | 1 (1.2) | 48 (54.8) | 36 (44.0) | 3 (7.0) | 21 (53.0) | 16 (40.0) | 4.0 |
| Colon cancer | 2 (2.4) | 48 (56.4) | 35 (41.2) | 6 (15.0) | 20 (50.0) | 14 (35.0) | 6.2 |
| Hemochromatosis | 11 (12.9) | 28 (32.9) | 46 (54.2) | 17 (42.0) | 20 (50.0) | 3 (8.0) | 46.2** |
| Sickle cell anemia | 2 (2.0) | 46 (49.8) | 37 (48.2) | 5 (13.0) | 23 (57.0) | 12 (30.0) | 18.2** |
| Thalessemia | 3 (3.5) | 61 (71.8) | 21 (24.7) | 9 (23.0) | 22 (54.5) | 9 (22.5) | 2.2 |
| Fragile-X syndrome | 11 (12.9) | 59 (69.9) | 15 (17.2) | 14 (35.0) | 20 (50.0) | 6 (15.0) | 2.2 |
| Huntington’s disease | 6 (7.1) | 65 (76.5) | 14 (16.4) | 14 (35.0) | 23 (57.0) | 3 (8.0) | 8.4 |
| Phenylketonuria | 5 (6.0) | 44 (55.2) | 36 (38.8) | 14 (35.0) | 15 (37.0) | 11 (28.0) | 10.8 |
| Gaucher’s disease | 27 (31.8) | 52 (61.1) | 6 (7.1) | 30 (75.0) | 1 (2.0) | 9 (23.0) | –15.9 |
| Myotonic dystrophy | 25 (29.4) | 52 (61.1) | 8 (9.5) | 24 (60.0) | 14 (35.0) | 2 (5.0) | 4.5 |
| Klinefleter’s syndrome | 10 (11.8) | 57 (67.0) | 18 (21.2) | 16 (40.0) | 19 (47.0) | 5 (13.0) | 8.2 |
| Diabetes and genetics | 11 (12.9) | 58 (61.9) | 16 (25.2) | 3 (8.0) | 22 (54.0) | 15 (38.0) | –12.8 |
| Cardiovascular conditions and genetics | 7 (8.2) | 29 (34.1) | 49 (57.7) | 5 (13.0) | 21 (52.0) | 14 (35.0) | 22.7** |
| Trisomy 13, 18 or 21 | 10 (11.8) | 57 (64.6) | 18 (23.6) | 13 (33.0) | 19 (47.0) | 8 (20.0) | 3.6 |
| Familial hypercholesterolemia | 7 (8.2) | 48 (56.5) | 30 (35.3) | 13 (33.0) | 14 (34.0) | 13 (33.0) | 2.3 |
| Other | |||||||
| Polymerase chain reaction | 28 (32.9) | 45 (52.9) | 12 (14.2) | 29 (72.0) | 7 (18.0) | 4 (10.0) | 4.2 |
| Gene therapy | 13 (15.3) | 65 (74.4) | 7 (10.3) | 20 (50.0) | 16 (40.0) | 4 (10.0) | 0.3 |
Table 4
Advance practice (APRN) faculty who self-reported formal education or training in genetics/genomics in years 2010 and 2005 (N=85 and N=40, respectively)
| Genetic/genomic concepts & conditions | Year 2010 | *Year 2005 | % Difference | ||
| Yes | No | Yes | No | “Yes” faculty training/educationYear 2010 and 2005 | |
| N (%) | N (%) | N (%) | N (%) | ||
| Basic genetic concepts | |||||
| Autosomal dominant | 6 (7.1) | 79 (92.9) | 15 (37.5) | 25 (62.5) | –30.4% |
| Autosomal recessive | 3 (3.5) | 82 (96.5) | 15 (37.5) | 25 (62.5) | –34.0% |
| X-linked | 3 (3.5) | 82 (96.5) | 15 (37.0) | 25 (63.0) | –33.5% |
| Mitochondrial inheritance | 7 (8.2) | 78 (91.8) | 8 (20.0) | 32 (80.0) | –11.8% |
| Three-generation pedigree | 7 (8.2) | 78 (91.8) | 13 (32.5) | 27 (67.5) | –24.3% |
| Genetic/Genomic conditions | |||||
| Tay-Sachs disease | 4 (4.7) | 81 (95.3) | 9 (22.5) | 31 (77.5) | –17.8 |
| Cystic fibrosis | 4 (4.7) | 81 (95.3) | 10 (25.0) | 30 (75.0) | –20.3 |
| Breast/ovarian cancer | 4 (4.7) | 81 (95.3) | **7 (18.5) | **31 (81.5) | –13.8 |
| Colon cancer | 4 (4.7) | 81 (95.3) | 9 (22.5) | 31 (77.5) | –17.8 |
| Hemochromatosis | 5 (5.9) | 80 (94.1) | 6 (15.0) | 34 (85.0) | –9.1 |
| Sickle cell anemia | 4 (4.7) | 81 (95.3) | 9 (22.5) | 31 (77.5) | –17.8 |
| Thalessemia | 3 (3.5) | 82 (96.5) | 11 (27.5) | 29 (72.5) | –24.0 |
| Fragile-X syndrome | 4 (4.7) | 81 (95.3) | 10 (25.0) | 30 (75.0) | –20.3 |
| Huntington’s disease | 4 (4.7) | 81 (95.3) | 8 (20.0) | 32 (80.0) | –15.3 |
| Phenylketonuria | 4 (4.7) | 81 (95.3) | 8 (20.0) | 32 (80.0) | –15.3 |
| Gaucher’s disease | 3 (3.5) | 82 (96.5) | 4 (10.0) | 36 (90.0) | –6.5 |
| Myotonic dystrophy | 3 (3.5) | 82 (96.5) | 7 (17.5) | 33 (82.5) | –14.0 |
| Klinefleter’s syndrome | 4 (4.7) | 81 (95.3) | 9 (22.5) | 31 (77.5) | –17.8 |
| Diabetes and genetics | 4 (4.7) | 81 (95.3) | 9 (22.5) | 31 (77.5) | –17.8 |
| Cardiovascular conditions and genetics | 4 (4.7) | 82 (96.5) | 9 (22.5) | 31 (77.5) | –17.8 |
| Trisomy 13, 18 or 21 | 2 (2.4) | 83 (97.6) | 11 (27.5) | 29 (72.5) | –25.1 |
| Familial hypercholesterolemia | 3 (3.5) | 82 (96.5) | 8 (20.0) | 32 (80.0) | –16.5 |
| Other | |||||
| Polymerase chain reaction | 4 (4.7) | 81 (95.8) | 5 (12.5) | 35 (87.5) | –7.8 |
| Gene therapy | 4 (4.7) | 81 (95.8) | 7 (17.5) | 33 (82.5) | –12.8 |
Published Online: 2014-01-11
©2013 by Walter de Gruyter Berlin / Boston
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- Knowledge and Perceptions of HIV/AIDS among Cameroonian Nursing Students
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- In Real Time: Exploring Nursing Students’ Learning during an International Experience
- Educating DNP Students about Critical Appraisal and Knowledge Translation
- 5-Years Later – Have Faculty Integrated Medical Genetics into Nurse Practitioner Curriculum?
- Stress, Depression, and Anxiety among Undergraduate Nursing Students
- Knowing Self and Caring Through Service Learning
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- Effective Classroom Teaching Methods: A Critical Incident Technique from Millennial Nursing Students’ Perspective
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- Erratum to 5-Years Later – Have Faculty Integrated Medical Genetics into Nurse Practitioner Curriculum?
Articles in the same Issue
- Masthead
- Masthead
- Cultural Competence and Cultural Safety in Canadian Schools of Nursing: A Mixed Methods Study
- Education Reforms in Nigeria: How Responsive is the Nursing Profession?
- Writing History: Case Study of the University of Victoria School of Nursing
- Fear and Loathing: Undergraduate Nursing Students’ Experiences of a Mandatory Course in Applied Statistics
- How does the Nurse Educator Measure Caring?
- Psychometric Properties of the Lasater Clinical Judgment Rubric
- Arts-Based Learning: Analysis of the Concept for Nursing Education
- Critical Service Learning in Community Health Nursing: Enhancing Access to Cardiac Health Screening
- Collaborative Learning Using Nursing Student Dyads in the Clinical Setting
- The Effect of Social Contingencies on Nursing Students’ Reactions During a Rural Clinical Placement
- Voices of Innovation: Building a Model for Curriculum Transformation
- Bridging the Gap: Clinical Practice Nursing and the Effect of Role Strain on Successful Role Transition and Intent to Stay in Academia
- Resisting, Reaching Out and Re-imagining to Independence: LPN’s Transitioning towards BNs and Beyond
- Exploring the Issue of Failure to Fail in a Nursing Program
- Inclusive Mosaic: Promoting Diversity in Nursing through Youth Mentorship
- Interactive Learning Research: Application of Cognitive Load Theory to Nursing Education
- The Relevance of Indigenous Knowledge for Nursing Curriculum
- The Value of Community-Focused Interprofessional Care in Peru for Developing Cultural Competency in Health Professions Students
- Female Arab-Muslim Nursing Students’ Reentry Transitions
- High Fidelity Simulation Effectiveness in Nursing Students’ Transfer of Learning
- Communities of Practice in Nursing Academia: A Growing Need to Practice What We Teach
- Nurse Educators’ Perspectives on Student Development of Reflection for Psychiatric Mental Health Nursing Practice
- The Emerging Doctor of Education (EdD) in Instructional Leadership for Nurse Educators
- Five Years Later: Are Accelerated, Second-Degree Program Graduates Still in the Workforce?
- Knowledge and Perceptions of HIV/AIDS among Cameroonian Nursing Students
- Educating Nurses for the Twenty-First Century Abilities-Based Outcomes and Assessing Student Learning in the Context of Democratic Professionalism
- In Real Time: Exploring Nursing Students’ Learning during an International Experience
- Educating DNP Students about Critical Appraisal and Knowledge Translation
- 5-Years Later – Have Faculty Integrated Medical Genetics into Nurse Practitioner Curriculum?
- Stress, Depression, and Anxiety among Undergraduate Nursing Students
- Knowing Self and Caring Through Service Learning
- Teaching Experiences of Second Degree Accelerated Baccalaureate Nursing Faculty
- Reading Ella: Using Literary Patients to Enhance Nursing Students’ Reflective Thinking in the Classroom
- Accelerated Baccalaureate Nursing Students Use of Emotional Intelligence in Nursing as “Caring for a Human Being”: A Mixed Methods Grounded Theory Study
- Effective Classroom Teaching Methods: A Critical Incident Technique from Millennial Nursing Students’ Perspective
- Simulation Education Approaches to Enhance Collaborative Healthcare: A Best Practices Review
- Erratum to 5-Years Later – Have Faculty Integrated Medical Genetics into Nurse Practitioner Curriculum?
