Genomic Competency Initiative

基因组能力计划

• 批准号: 10926709
• 负责人: Kathleen Calzone
• 金额: $ 10.03万
• 依托单位: DIVISION OF BASIC SCIENCES - NCI
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10926709
• 关键词: Academic Training; Acceleration; Accreditation; Address; Advanced Practice Nurse; Africa; Agreement; Amendment; American; American Nurses' Association; Applied Research; Area; Authorization documentation; Books; Brazil; Categories; Certification; Clinical; Collaborations; Communication; Community of Practice; Competence; Continuing Education; Country; Data Analyses; Delphi Study; Developing Countries; Development; Device or Instrument Development; Discipline of Nursing; Doctor of Philosophy; Education; Educational Curriculum; Educational Intervention; Educational Models; European; European Union; Exclusion; Exhibits; Faculty; Familiarity; Finland; Funding; Genetic; Genomics; Goals; Graduate Degree; Grant; Growth; Guidelines; Health Personnel; Health Surveys; Healthcare; Hospital Planning; Hospitals; Indiana; Institutional Review Boards; Intervention; Interview; Israel; Japan; Journals; Knowledge; Lead; Leadership; Learning; Licensure; Literature; Los Angeles; Malignant Neoplasms; Manuscripts; Measures; Medicine; Methodology; Methods; Midwife; Modeling; Nomenclature; Nurse Practitioners; Nurses; Nursing Education; Nursing Faculty; Nursing Models; Nursing Students; Outcome; Paper; Participant; Pattern; Perception; Pharmacogenomics; Pharmacy facility; Phase; Postdoctoral Fellow; Precision Health; Process; Protocols documentation; Publications; Published Comment; Publishing; Registered nurse; Regulatory Element; Reporting; Research; Research Personnel; Research Priority; Resources; Role; Schools; Science; Services; Site; Strategic Planning; Surveys; Teacher Professional Development; Technology; Testing; Text; United States National Institutes of Health; Universities; Update; Validation; Wales; Work; Workforce Development; Writing; academic preparation; clinical practice; college; design; digital; education planning; electronic book; evidence base; genetic pedigree; genomic data; hospital care; implementation study; instrument; international partnership; medical specialties; meetings; pilot test; recruit; skills; systematic review; tool; translational genomics; web site; webinar

Project 1) Nursing Capacity in Pharmacogenomics: The collaborative national study of advanced practice nurses (APRN) with Dr. Cathy Fulton at Indiana University asseses pharmacogenomic capacity. The exempt protocol is completed with findings prescented at the June 2023 American Association of Nurse Practitioners meeting. The manuscript is being submitted to the Journal of the American Association of Nurse Practitioners but delayed due to the IU statistician who had to repeat the analysis 3 times. The study recruited 266 practicing APRNs with prescriptive privileges. Findings about half N=124, 48%, reported pharmacogenomic academic training content. Despite that, most N=216, 86% reported being not at all familiar N=18, 7%, not very familiar N=80, 32%, or only somewhat familiar N=118, 47% with pharmacogenomics. Most N=209, 79% reported never utilizing CPIC Guidelines. Pharmacogenomic usage defined as ordering a pharmacogenomic test within the past year was low N=71, 28%. Why APRNs, N=162 indicated they do not anticipate ordering a pharmacogenomic test in the next year, about half, N=76, 47% indicated they did not know what test to order. Conclusions are that APRNs reporting pharmacogenomics curricular content did not impact pharmacogenomic familiarity, confidence, capacity to order a pharmacogenomic test or usage. The protocol to assess APRN pharmacogenomic curricular content is being finalized and the instrument is established. We have permission to recruit through the National Organization of Nurse Practitioner Faculties targeting American Association of Colleges of Nursing Accredited Schools, N=910. We will target Deans to identify faculty responsible for pharmacogenomic curricular content, a strategy successfully used by phamacy studies PMIDs: 31250730 and 34283786. The study involves a survey and may be amended to include targeted qualitative interviews if indicated. Outcomes will identify curricular gaps and faculty capacity deficits to inform education interventions and convene panel including experts in nursing, medicine, and pharmacy to develop a model nursing pharmacogenomic curriculum. Project 2) Global Genomics Nursing Alliance (G2NA): G2NA led by the US, UK, and 23 global nursing leaders has grown to 174 nursing leaders. The G2NA website https://g2na.org/ has funding and support from the University of South Wales; sustains quarterly education webinars; grown the countries represented; established a strategic plan; communicates through a listserv; and is conducting research. Primary efforts are aimed at establishing Global Minimal Genomic Competencies for nurses and midwives. The leadership team includes Emma Tonkin, PhD from UK and myself. The steering groups meets monthly and includes representatives from Africa, Brazil, Israel, and Japan. Methods for establishing the competencies have been established. The literature scoping review is in process. G2NA, lead by investigators at Tampere University of Applied Sciences in Finland submitted October, 2022 a COST Action European Union grant which provides funding for European and global research and capacity building initiatives. This was close to fundable range. With detailed reviewer comments the same team will resubmit with 15 country partners in October, 2023. If funded, this will facilitate the ability to convene meetings for establishing a research consortium, genomic capacity building initiatives, and establishing evidence-based best practices with a supporting resource toolkit. This will be the basis for establishing the global genomic communities of practice. Establishing a Global Genomic Nursing Science Blueprint is active but delayed. The systematic review is completed. There were 8532 papers of which: 84 duplicates were eliminated; 8448 abstracts were reviewed with 7833 excluded; 615 underwent full text review and 232 were included in the final analysis. Identified themes were collapsed into categories across five settings (clinical practice, nursing education, professional development, academic research, other) and six topical areas (knowledge and perceptions, application to practice, pre-licensure registered nurse education, advanced practice registered nurse education, nursing faculty education, continuing education, other) for more granular reporting. 22.3 percent of articles focused on educating either pre-licensure registered nursing students, advanced practice registered nursing students, nursing faculty, or providing continuing education for practicing nurses. Other articles were on storytelling, instrument development/validation, and culturally appropriate pedigree nomenclature. 126 articles from 2012-2022 were identified relating to healthcare provider-related clinical and educational outcomes. A median of 12 articles were published each year exhibiting a nearly linear growth pattern in cumulative publications on nursing and genomics. The manuscript describing the findings is being written followed by using these findings to convene a panel to establish the Global Genomic Nursing Science Blueprint to prioritize research where evidence is sparse. 4) The Genomic Nursing Competency (GNC) Update: With collaborators Laurie Badzek and the American Nurses Association (ANA), a national nursing precision health and genomic competency initiative continues. The previously updated but not published Genomic Nursing Competencies were disseminated for public comment in 11/2022. Changes were integrated and ANA digitally produced the competencies and published 6/2023 as a free e-book https://www.nursingworld.org/nurses-books/ana-books/ebook-essentials-of-genomic-nursing-competencies-/. The publication describing the Delphi study and updated competencies is in progress. ANA agreed to integrate the competencies into Scope and Standards of Practice so competencies will no longer be required. ANA is supporting the update to Genetic and Genomic Competencies for Graduate Nurses using the same Delphi methodology. Reviewers have been selected and the list approved by ANA. However, these competencies are extensive and pilot testing revealed the Delphi survey was too burdomeson. The survey is being redesigned and the launch is dependent on the next round of testing. Competencies will be revised based on the final Delphi round then disseminated for public comment and digitally published, followed by integration into Scope and Standards. Lastly, ANA collaborated wtih us to conduct a national precision health and genomics competency assessment to inform whether a national nursing genomic education initiative is required. The Genetic and Genomic Nursing Practice Survey and the newly validated Precision Health Survey were combined and the survey closed on 7/14/2023 having accrued 1066 participants. Data analysis is being planned with the genomic data being compared to the prior national nursing workforce study N=661. Findings will inform capacity building initiatives. The Cedars Sinai genomic implementation, built on the MINC study and use the Roadmap and Maturity Matrix Tool is on hold. Cedars collaborator Dr. Bernice Colman, worked with me to complete the protocol but is not submitted to the IRB. Cedars has competing demands and despite leadership approval cannot move forward now. The cancer focused MINC-2 with a phased approach beginning with Cedars in Los Angeles followed by all Cedars hospitals with cancer services remains unchanged. If this project moves forward, it will measure genomic competency and implementation at baseline and at the conclusion of the intervention and compare usual hospital planned education/competency initiatives to the intervention. Per NIH IRB guidance, the protocol will be submitted to Cedars and once approved will have an NIH reliance agreement. I am looking for other sites including Indiana University, site of my former post doc Valerie Willis.

项目1)药物基因组学中的护理能力：与印第安纳大学的Cathy Fulton博士合作开展的高级执业护士（APRN）国家合作研究评估药物基因组学能力。该豁免协议的研究结果将在2023年6月的美国护士执业协会会议上公布。原稿已提交给美国执业护士协会杂志，但由于IU统计学家不得不重复分析3次而被推迟。该研究招募了266名具有规定特权的执业APRNs。研究结果约有一半N=124, 48%报告了药物基因组学学术培训内容。尽管如此，大多数（N= 216.86%）表示对药物基因组学完全不熟悉（N= 18.7%），不太熟悉（N= 80,32%），或只是有点熟悉（N= 118.47%）。大多数（N= 209,79%）报告从未使用过CPIC指南。在过去一年内订购药物基因组学检测的药物基因组学使用率较低N= 71.28%。为什么APRNs， N=162表示他们不打算在明年订购药物基因组学测试，大约一半，N=76, 47%表示他们不知道该订购什么测试。结论是，报告药物基因组学课程内容的APRNs不会影响药物基因组学的熟悉度、信心、订购药物基因组学测试的能力或使用。评估APRN药物基因组学课程内容的方案正在最后确定，并建立了工具。我们已获准通过全国护士执业院系组织招聘，目标是美国护理学院协会认可的学校，N=910。我们将以院长为目标，确定负责药物基因组学课程内容的教员，这是药剂学研究项目（编号：31250730和34283786）成功采用的策略。该研究包括一项调查，如果有必要，可以修改为包括有针对性的定性访谈。结果将确定课程差距和教师能力不足，为教育干预提供信息，并召集包括护理、医学和药学专家在内的小组，制定护理药物基因组学模型课程。2)全球基因组学护理联盟（G2NA）：由美国、英国和23个全球护理领导者领导的G2NA已发展到174个护理领导者。G2NA网站https://g2na.org/得到了南威尔士大学的资助和支持；维持季度教育网络研讨会；发展所代表的国家；制定战略计划；通过列表服务器进行通信；正在进行研究。主要努力旨在为护士和助产士建立全球最低基因组能力。领导团队包括来自英国的Emma Tonkin博士和我。指导小组每月开会一次，包括来自非洲、巴西、以色列和日本的代表。建立胜任力的方法已经确立。文献范围审查正在进行中。由芬兰坦佩雷应用科学大学的研究人员领导的G2NA于2022年10月提交了一项成本行动欧盟赠款，该赠款为欧洲和全球的研究和能力建设计划提供资金。这接近可融资范围。该小组将在2023年10月与15个国家合作伙伴重新提交详细的审查意见。如果得到资助，这将促进召开会议的能力，以建立一个研究联盟、基因组能力建设计划，以及建立有支持资源工具包的循证最佳实践。这将是建立全球基因组实践社区的基础。建立全球基因组护理科学蓝图是积极的，但延迟。系统评价完成。共收录论文8532篇，其中剔除重复84篇；综述8448篇摘要，排除7833篇；615份进行了全文审查，232份纳入最终分析。确定的主题分为五个类别（临床实践、护理教育、专业发展、学术研究、其他）和六个主题领域（知识和观念、实践应用、执照前注册护士教育、高级执业注册护士教育、护理教师教育、继续教育、其他），以便进行更细致的报告。22.3%的文章集中在教育预科注册护士学生，高级执业注册护士学生，护理教师，或为执业护士提供继续教育。其他文章则是关于讲故事、仪器开发/验证以及文化上合适的谱系命名法。从2012-2022年确定了126篇与医疗保健提供者相关的临床和教育成果相关的文章。每年发表的文章中位数为12篇，在护理和基因组学方面的累积出版物中表现出近乎线性的增长模式。正在编写描述这些发现的手稿，然后利用这些发现召集一个小组来建立全球基因组护理科学蓝图，以优先考虑证据不足的研究。4)基因组护理能力（GNC）更新：与合作者Laurie Badzek和美国护士协会（ANA）合作，国家护理精准健康和基因组能力倡议正在进行中。先前更新但未发布的基因组护理能力已于2022年11月发布以征求公众意见。这些变化被整合起来，全日空以数字方式制作了这些能力，并于6月2023日以免费电子书https://www.nursingworld.org/nurses-books/ana-books/ebook-essentials-of-genomic-nursing-competencies-/的形式发布。描述德尔菲研究和更新能力的出版物正在进行中。全日空同意将能力整合到业务范围和标准中，因此不再需要能力。ANA正在使用相同的德尔菲方法支持研究生护士遗传和基因组能力的更新。审稿人已选定，名单已由ANA批准。然而，这些能力是广泛的，试点测试显示德尔菲调查过于繁重。调查正在重新设计，发射取决于下一轮测试。能力将根据德尔菲最后一轮的结果进行修订，然后发布以征求公众意见并以数字方式发布，最后纳入范围和标准。最后，ANA与我们合作进行了全国精准健康和基因组学能力评估，以确定是否需要全国护理基因组教育倡议。结合遗传和基因组护理实践调查和新验证的精确健康调查，调查于2023年7月14日结束，共有1066名参与者。数据分析正在计划中，基因组数据将与先前的国家护理人员研究N=661进行比较。调查结果将为能力建设举措提供信息。基于MINC研究并使用路线图和成熟度矩阵工具的雪松西奈基因组实施被搁置。Cedars的合作者Bernice Colman博士与我一起完成了该方案，但尚未提交给IRB。雪松有相互竞争的需求，尽管得到了领导层的批准，但现在无法推进。以癌症为重点的MINC-2，从洛杉矶的雪松医院开始，分阶段进行，然后在所有拥有癌症服务的雪松医院进行。如果该项目取得进展，它将在基线和干预结束时测量基因组能力和实施情况，并将医院通常计划的教育/能力举措与干预进行比较。根据NIH IRB的指导，该方案将提交给Cedars，一旦获得批准，将有NIH信赖协议。我正在寻找其他网站，包括印第安纳大学，我的前博士后瓦莱丽威利斯的网站。