Methods: The study was conducted using a descriptive phenomenological qualitative design based on the four-step process described by Moustakas (1994) to elicit the perception of the lived experiences of the participants while emphasizing the richness, breadth, and depth of those experiences. Study participants were new graduates of a post-licensure baccalaureate education program and were currently practicing nurses in South Korea. One-on-one semi-structured interviews with nine participants allowed the researcher to explore the meaning of individual experiences, as well as gain insight and understanding of the phenomenon in question from all of the study participants’ perspectives. The researcher used an interview guide to ensure consistency in the questions asked, thereby allowing the researcher to collect similar types of data from all participants of the study. For data analysis, Colaizzi’s seven-step method was chosen, as it requires validation of the results with the study participants (i.e., member checking), thereby lending data analysis to higher rigor (Sanders, 2003). NVivo 12 software was used to help organize data and assist with the thematic analysis.
Results: Study findings from the thematic analysis are presented, using exemplar narratives to support the themes identified by the researcher. Findings from this study supported the key roles of nurses in assessing and identifying genetic-related conditions, as well as providing patient education and counseling pertaining to genetics/genomics care. The complexity of knowledge acquisition, transfer, and translation of genetics/genomics science to healthcare practice settings were apparent, primarily attributed to multidisciplinary viewpoints. Based on the findings, implications for enhancing clinical [learning] experiences, continuing education needs, and resources are discussed. Limitations of the study are presented.
Conclusion: Findings from this study can be used by clinical nurse educators and administrators to establish models for educational programming, experience-based learning, and competency assessment that support ongoing development of genetics and genomics self-efficacy in clinical nurses from various practice areas. Findings from the study can provide a framework for academic and clinical nurse educators to create relevant learning outcomes and performance-based assessments for evaluation of genetics and genomic competencies which are imperative in the practice arena. Finally, Markens (2017) discussed the potential impact of genetics/genomics medicine and technologies on further increasing the existing health disparities. Additional studies are warranted to address the gaps that exist in genetics/genomics nursing practice, including that of the impact on patient care outcomes with consideration for cost-benefit and cost-effective measures.