Abstract
Background: Rapid advances in genomics knowledge and the expansion of precision medicine have amplified expectations for nurses to integrate genomic concepts into education and clinical practice. Evidence regarding genomic knowledge, attitudes, practices, and barriers among nursing faculty in the Middle East is limited. To equip practicing and emerging nurses, faculty must be equipped. Faculty preparedness is critical to successful curriculum integration and to preparing future nurses for genomic-informed care.
Purpose: This study examined the perceived knowledge, attitudes, practices, and barriers related to integrating genomic concepts in the nursing curriculum among nursing faculty in Jordan.
Methods: A cross-sectional descriptive design was used to collect data from full-time nursing faculty at one Jordanian university by an anonymous online survey. Following institutional review board approval, data were collected using two validated instruments: the Genomic Nursing Concept Inventory (GNCI), a 31-item scale to measure genomic knowledge and the Genetics and Genomics in Nursing Practice Survey (GGNPS), to assess knowledge, attitudes, confidence, and practice. Descriptive statistics and inferential analyses were conducted and the alpha level of 0.05 was set.
Results: Thirty-seven faculty members completed the survey. The mean GNCI score was 12.4 (SD = 3.0), indicating suboptimal genomic knowledge. The mean GGNPS knowledge score was 5.9 (SD = 2.9) on the 12-item scale. Although most faculty reported positive attitudes toward the importance of genomics in nursing education, confidence and integration varied widely. Over one quarter of participants reported not integrating genomic concepts into their courses. Major barriers included limited genomic knowledge, time constraints, and lack of experience.
Conclusion: Jordanian nursing faculty demonstrated limited genomic knowledge despite positive attitudes toward genomic education. Targeted faculty development, systematic curriculum mapping, and ongoing professional development initiatives can strengthen genomic integration in nursing education in Jordan.
First Page
4
Last Page
16
Recommended Citation
Joseph, Rachel
(2026)
"Perceived Knowledge, Attitude, Practice, and Barriers of Jordanian Nursing Faculty to Integrate Genomic Concepts in the Curriculum: A Cross-Sectional Descriptive Study,"
Wisdom & Compassion: The LUSON Journal: Vol. 3:
Iss.
2, Article 4.
Available at:
https://digitalcommons.liberty.edu/wctlj/vol3/iss2/4
