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|a RT86.73.H46 2014_HendricksRhonda |2 BU-Local |
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|a Hendricks, Rhonda Renea. |
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|a The effect of prior genetics education on the confidence and likelihood of nurse practitioners performing genetic related care |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2014. |
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|a xi, 245 leaves illustrations ; |c 28 cm |
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|a Barry University Dissertations -- College of Nursing and Health Sciences. |
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|a Thesis (Ph.D.)--Barry University, 2014. |
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|a Includes bibliographical references (leaves 152-163). |
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|a Copyright Rhonda Renea Hendricks. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Background: Genetics research has made exponential advances, which serve to facilitate individualized patient care. Nurse practitioners (NPs) need to be educated in genetics and its advances in order to provide appropriate individualized patient care. Purpose: The purpose of this study was to examine the existing differences among the inclusion of genetics education, including no genetics education, on the confidence and likelihood of NPs in performing genetic related care. This study explored the hypothesis that there would be a difference between the average level of confidence and likelihood among groups defined by the placement of genetics education in the NP curriculum after controlling for confounding variables. Additionally, identification of a relationship between the likelihood and confidence of NPs in performing genetic related care will occur. Theoretical Framework: Dorthea Orem's General Theory of Nursing, the Self-Care Deficit Nursing Theory, was utilized as the intended theoretical framework. Methods: A non-experimental observational causal comparative design was utilized to examine the effect of genetics education on the confidence and likelihood of NPs in performing genetic related care. Correlational methodology was utilized to identify the relationship between likelihood and confidence of NPs in providing genetic related care. A power analysis was used to estimate the sample of NPs for the study, and nonrandom convenience sampling occurred. Descriptive statistics were used to describe the sample. Data analysis was achieved through ANCOVA and correlational methods. Results: Research hypotheses were explored and analyzed. The difference in the average level of confidence and likelihood among groups defined by the placement of genetics education in the nurse practitioner curriculum after controlling for confounding variables of opportunity and social support was not supported by the data. A small association between confidence and likelihood was revealed. Opportunity elicited a slight significant result, and social support did not; neither impacted the outcome criterion. Conclusions: The findings elucidated aspects of the inclusion of genetics into the education of nurse practitioners. There may be other factors, and comparison studies are encouraged. As genetics continues to become increasingly essential in the provision of healthcare, it is imperative for nursing programs to include genetic education in the NP curricula. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Nurse practitioners |x Study and teaching |x United States. |
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|a Nursing |x Study and teaching |x United States. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001937/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/19/37/00001/RT86_73_H46 2014_HendricksRhondathm.jpg |
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|a Theses and Dissertations |
