Genomics is an emerging field with newly developed expectations for all healthcare professionals. Genomics refers to advances in understanding the biological manifestations of all genes in the human genome interacting together, with the environment, personal, psychosocial, and cultural factors (1
). Results from these advances provide the foundational knowledge of health at the level of the gene and have begun to necessitate changes in nursing education (2
). Nurses serve as translators of this complex information to individuals and their families, thus nursing faculty are beginning to question about what exactly students need to be taught. Available to assist faculty in this process are genetic/genomic educational competency standards that identify the foundation for education of all nurses (3
). This competency document helped inform the work of the American Association Colleges of Nursing’s (AACN) Essentials of Baccalaureate Education for Professional Nursing Practice (4
) and The Essentials of Master’s Education in Nursing (5
) resulting in the expectation that all faculty include genetic/genomic information in the curriculum.
As nurses working at the National Institutes of Health (NIH), we had an opportunity to create a training program as part of our nursing competency implementation plans to inform and support nursing faculty to meet this expectation. Baseline information was needed about faculty knowledge, receptivity and interest in attending a focused genomics education program to determine the need and create justification for funding support for such an educational intervention.