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Genomic Education Resources for Nursing Faculty


  • Emma Tonkin PhD, BSc(Hons),

    1. Education Development Officer, National Health Service, National Genetics Education & Development Centre, University of Glamorgan, Pontypridd, Wales, U.K.
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  • Kathleen Calzone MSN, RN, APNG, FAAN,

    1. Xi, Senior Nurse Specialist (Research), National Cancer Institute, Center for Cancer Research-Genetics Branch, National Institutes of Health, Bethesda, MD, USA
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  • Jean Jenkins PhD, RN, FAAN,

    1. Kappa, Senior Clinical Advisor, National Human Genome Research Institute, National Institutes of Health, Bethesda, MD, USA
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  • Dale Lea MPH, RN, CGC, FAAN,

    1. Consultant, Maine Genetics Program, Department of Health and Human Services, Augusta, Maine, USA
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  • Cynthia Prows CNS, RN, FAAN

    1. Beta Iota, Clinical Nurse Specialist, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio, USA
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Dr. Emma Tonkin, NHS National Genetics Education & Development Centre Faculty of Health, Sport and Science, University of Glamorgan, Pontypridd, CF37 1DL, Wales, U.K. Email:


Purpose: The increasing recognition regarding the relevance of genomics across the scope of nursing healthcare practice has resulted in the drive to integrate appropriate genomic knowledge and skills into nurse education and training. In this final article of the series Genetics-Genomics and Nursing Education, we will look at genetic and genomic education resources and the factors that influence both their creation and use.

Organizing Construct: In considering nurse education from faculty and student perspectives, four identified areas of need have been used as the organizing constructs: guidance (what should be taught and at what level of complexity); support and training; access to genetics professionals and service users; and quality resources. This paper sets out to address the following points: (a) why there is a need for quality genomics education resources to support nurse education; (b) what is required from a resource to make it “useful” for the user; and (c) how the quality and impact of a resource can be measured. While not exhaustive, information is provided to a number of globally accessible resources, along with detailed descriptions of selected teaching or learning tools. Strategies for evaluating the suitability of a resource and suggestions on how genomic resources can be used within nurse education are provided.

Conclusions: The use of clinically relevant resources that link theory to professional practice and which meet predefined learning outcomes and practice indicators for nurse education and training will facilitate the integration of genomics into curricula by nurse faculty.

Clinical Relevance: Providing clinically meaningful education and training in genomics is central to enabling every nurse to develop the appropriate knowledge and skills in genomics in order to provide optimum care to individuals and families now, and to facilitate the integration of new information and technology as it becomes available across mainstream healthcare services.