The educational benefit of integrating genomic principles into an evolving simulation scenario

Abstract

Background and objective: Simulation-supported scenarios were infused with genomic principles to increase undergraduate nursing students’ knowledge of the disease of Cystic Fibrosis (CF) and its genomic implications. The primary aim explored how a genetic component in an evolving CF simulation scenario (at 3 weeks old, 6 years old, 26 years old and 47 years old) could enhance pre-licensure baccalaureate nursing students’ self-perceived ability to integrate genomics into their nursing knowledge base. A second aim explored students’ confidence in their ability to participate in patient care.

Methods: Three assessment surveys gleaned data from a total of six intervention groups (n = 103): (1) identical nine-item pre/post simulation learner survey of CF knowledge gleaned students’ basic genomic knowledge; (2) five-item post-simulation, self-perception of learner knowledge survey gathered students’ self-perception of their CF genomic; and (3) one open-ended qualitative question that asked participants to share if they “felt that this scenario enhanced their overall ability to integrate genomics into their knowledge base of nursing and nursing care.” Six control groups (n = 46) did not receive the CF scenarios but completed the nine multiple choice survey once.

Results: All of the six collective intervention groups total post-simulation knowledge averages improved or remained the same as pre-simulation CF knowledge. Comparatively, all total post-simulation CF knowledge averages were considerably higher than the control groups CF knowledge average. Participants’ overall theoretical knowledge of CF post simulation was significantly higher than the control group. All five learner CF knowledge survey items had the majority of participants agreeing their genomic knowledge improved post simulation. Three major themes, with seven sub-themes, emerged from the rich qualitative data.

Conclusions: Simulation solidifies comprehension of genomics application of knowledge from didactic theory to practice experiences, providing a reliable and valid pedagogical educational strategy, not only for cognitive, psychomotor and affective learning, but also for genomic proficiency. Integrating an evolving CF simulation scenario can facilitate concepts of genomics, nursing care, and patient advocacy while enhancing students’ confidence and comfort level.

Keywords

Simulation / Cystic fibrosis / Evolving scenario / Pre-licensure / Education / Genomics

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