Jul 2026· International Nursing Review· Vol 73 3, pp.
e70204
· 0 citations· 28 references
Medicine
TL;DR
To explore how nursing educators in Portuguese higher education institutions understand, value, and operationalize genomics within nursing education programs, a qualitative, exploratory study was conducted through online focus groups with nursing educators.
Abstract
Background
Genomics is reshaping healthcare and is increasingly recognized as essential to nursing. Although international organizations call for aligned genomic competencies, integration in undergraduate education remains limited. Curriculum-mapping studies show what is taught, but little is known about how educators interpret genomic relevance or navigate institutional constraints.
Aim
To explore how nursing educators in Portuguese higher education institutions understand, value, and operationalize genomics within nursing education programs.
METHODOLOGY
A qualitative, exploratory study grounded in interpretivist and reflexive epistemology was conducted through online focus groups with ten nursing educators. Data were generated through dialogic discussions and analyzed using reflexive thematic analysis.
Results
Three themes captured shared meanings. Educators viewed genomics as aligned with holistic and person-centered nursing. However, its curricular presence was described as fragmented, implicit, and predominantly taught through biomedical lenses. Structural constraints, such as curriculum saturation, regulatory rigidity, uneven faculty expertise, and reduced contact hours, were perceived as barriers to systematic integration. Participants also constructed feasible pathways to achieve integration, including transversal embedding, case-based pedagogies, flexible initiatives, and interprofessional collaboration.
Discussion
Educators' interpretations illustrate how global recommendations are adapted within local realities. They also highlight pragmatic strategies that can support incremental and context-sensitive integration of genomics into nursing education.
Conclusion
Purposeful integration requires coordinated action across pedagogical design, faculty development, and system-level structures.
IMPLICATIONS FOR NURSING
Strengthening faculty preparation and embedding genomic concepts across curricula can enhance genomic literacy.
IMPLICATIONS FOR HEALTH POLICY
Aligning educational standards and regulatory frameworks with genomic competencies is key to preparing a genomics-ready nursing workforce.
Generative AI presents a paradox in nursing education as it enables innovation and personalised learning, but poses risks to academic integrity and deep learning when implementation lacks ethical consideration and pedagogical rigour.
Lucie Ramjan, Belinda McGrath, Clare Walters et al.· Journal of Clinical Nursing· 0 citations
BACKGROUND
Persistent gaps in faculty capacity hinder the integration of genomics into nursing curricula, highlighting the need for strengthened faculty development.
METHOD
The NIH-funded R25 "Translation and Integration of Genomics is Essential to Doctoral Nursing" (TIGER) program is designed to strengthen genomic literacy among nursing faculty. Grounded in adult learning theory, TIGER incorporates SMART (Specific, Measurable, Achievable, Relevant, and Time-bound) goal development as a pedagogical strategy. Midway through the program, participants engage with faculty and peers to review progress, share implementation approaches, and address barriers.
RESULTS
Participants (N = 62) developed SMART goals spanning genomic education, research, and practice. ChatGPT-assisted analysis of TIGER 2022 to 2024 goals identified key themes, including strengthening personal genomic knowledge, conducting curriculum mapping, integrating genomics into courses, and advancing genomics-focused scholarship.
CONCLUSION
Adult learning theory fosters relevant, empowering learning, while SMART goals offer a structured, actionable pathway for nursing faculty to achieve sustainable genomic integration in curricula.
Laurie M. Connors, Patricia Friend, Patricia A Kelly· The Journal of Nursery Educa...· 0 citations
This commentary is deliberately framed as a focused extension of the original study’s individual-level findings to the institutional level, rather than a stand-alone organizational literature review, and its scope has been kept correspondingly concise.
INTRODUCTION
This study explored clinical educators' perspectives on their supervision experiences, focusing on successes and challenges, including experiences working with allied health students who underperformed or failed practice placements.
METHOD
This study used a convergent mixed-methods design. Universities in Australia and New Zealand (n = 19) that deliver allied health programs (n = 14 professions) were invited to participate. An online questionnaire administered to allied health clinical educators collected quantitative and qualitative data. Quantitative data were analysed descriptively, and content analysis was used to analyse free-text responses. Occupational Adaptation Theory was applied as an interpretative framework.
RESULTS
Sixteen universities consented to participate. Data from 66 questionnaires representing clinical educators from 10 professions were compared and triangulated. Constructed themes described that positive placement experiences were shaped by clinical educators' embracing their supervisory roles, having strong professional connections and supportive workplaces. In contrast, negative placement experiences were associated with students lacking foundational skills, learning under pressure, or limited professional readiness.
DISCUSSION
Clinical educators reported being equipped to recognise overt student supports but underestimated the impact that environment and educational relationships had on students' capacity to adapt or seek assistance during situations of underperformance. Applying Occupational Adaptation Theory to support data interpretation highlighted that, in addition to supervisory training, mastering their roles and having actionable strategies to support learners in difficulty, requires adequate resourcing and recognition to ensure CEs are equipped to manage every element of student learning.
Amanda Wray, S. Attrill, L. Lewis· Medical Teacher· 0 citations
Background: Rapid globalization and growing patterns of migration have altered the demographic profile of healthcare systems across the world, including in India. As nursing students encounter patients from increasingly diverse cultural and linguistic backgrounds, the demand for cultural competence becomes more pressing. Although its importance is widely acknowledged, efforts to build cultural competence in nursing education are often fragmented, and the ways in which globalization and migration shape this competence remain insufficiently understood. Aim: This study uses Rodgers’ evolutionary concept analysis to explore how cultural competence is defined and applied in nursing education today, particularly within the shifting global and migratory landscape. The analysis seeks to identify the defining attributes, antecedents, consequences, and related concepts that contribute to a more coherent understanding of cultural competence and to draw out implications for teaching, curricular planning, and institutional policy. Methods: A systematic review of literature indexed in PubMed/MEDLINE and Web of Science was conducted, focusing on English-language publications from 2005 to 2025. Extracted data included definitions, conceptual attributes, antecedents, consequences, and surrogate or related terms. During the analysis and synthesis stage, the findings were organized using Rodgers’ framework. A conceptual framework was also developed to show how these components interact and how the concept continues to evolve within contemporary educational and clinical settings. Findings: The analysis shows that cultural competence in nursing education is not a fixed set of skill but a dynamic process shaped by global mobility, sociocultural diversity, and shifting healthcare expectations. Core attributes identified include cultural awareness, cultural knowledge, cultural sensitivity, communication abilities across cultural and linguistic boundaries, cultural responsiveness, and a commitment to continual learning. Antecedents were linked to demographic diversity, internationalization within nursing programs, recognition of structural health inequities, and institutional readiness to support cultural learning. Consequences ranged from better patient–provider relationships and reduced disparities to increased global readiness among graduates and broader institutional shifts. Concepts such as cultural humility, cultural safety, and transcultural nursing offered useful comparative and contrasting perspectives. Implications: The findings point to the need for curriculum integration, stronger faculty preparation, richer experiential learning opportunities, policy reinforcement, and refined forms of assessment that capture cultural competence as an ongoing developmental process. Conclusion: Through the lens of Rodgers’ evolutionary approach, this study offers a more grounded and context-sensitive understanding of cultural competence in nursing education. The conceptual clarity gained here provides direction for educational reforms and supports the preparation of nursing students to deliver culturally responsive, equitable care in an increasingly interconnected world.
Sarita Bhattarai, Shaveta Sharma· International Journal of Nur...· 0 citations
BACKGROUND
Digital professionalism has become increasingly relevant to nursing education as students engage with social media, generative artificial intelligence, and online platforms. However, the relationship between digital professionalism and professional identity formation among undergraduate nursing students remains conceptually fragmented and has not been comprehensively mapped.
OBJECTIVES
To map and synthesize the existing evidence on the relationship between digital professionalism and professional identity formation among undergraduate nursing students within nursing education settings.
DESIGN
A scoping review guided by the Joanna Briggs Institute (JBI) methodology, reported according to the PRISMA-ScR guidelines.
DATA SOURCES
MEDLINE (PubMed), CINAHL (EBSCO), EMBASE, Scopus, Web of Science, Google Scholar, and ProQuest Dissertations and Theses Global were searched for studies published between January 2016 and March 2026.
REVIEW METHODS
Two reviewers independently screened and extracted data using the Population, Concept, Context framework. Findings were synthesized using thematic analysis.
RESULTS
Eighteen studies were included. Two themes were identified. Challenges included foundational structural gaps, blurred personal-professional boundaries, and intensifying issues related to Generation Z learners, influencer culture, and generative artificial intelligence. Opportunities demonstrated that guided digital engagement through social media initiatives, targeted digital pedagogy, virtual simulation, and critically informed influencer interactions can foster professional socialization, advocacy, belonging, and accountability.
CONCLUSIONS
Digital professionalism poses both challenges and opportunities for the professional identity formation of undergraduate nursing students. Without structured guidance and governance, digital engagement can fragment identity development. However, when embedded in intentional pedagogical frameworks and adaptive institutional policies, digital environments become active sites for professional socialization and identity growth. Nursing education must treat digital professionalism as a core, evolving competency integrated throughout the curriculum.
Mee Kie Maggie Chan, Yee-shui Bernice Law, Jung Jae Lee et al.· Nurse Education Today· 0 citations