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At least 19 recordsLinked to original sources
PubMed2026

Educational approaches to enhance genomics competencies among health sciences students: A scoping review with implications for nursing education.

INTRODUCTION: Genomics is increasingly recognized as essential for precision health, yet its integration into undergraduate nursing and other health sciences curricula remains limited. Persistent gaps in genomics literacy and confidence among students and professionals indicate that current educational approaches may not adequately prepare graduates for genomics-informed care and precision health. The aim of this review is to map educational approaches and methods used to enhance genomic competencies among undergraduate health sciences students and discuss implications for nursing education. METHODS: Scoping review, reported in accordance with PRISMA-ScR recommendations. Systematic search in CINAHL Ultimate, ERIC, and MEDLINE for studies published in English between January 2015 and December 2024 was undertaken. Data were charted using a standardized extraction form and synthesized descriptively and narratively, grouping interventions by educational approach, methods, strategies, techniques, and tools. RESULTS: Thirty-one studies were included, mostly from the United States, involving primarily medical and nursing students. Educational approaches centered on experiential and practice-based learning, simulation, case- and problem-based learning, flipped classrooms, collaborative or interprofessional learning, narrative and arts-based methods, and technology-enhanced strategies such as virtual labs, online modules, and digital storytelling. These approaches were associated with improvements in genomic knowledge, application to clinical scenarios, ethical awareness, engagement, and self-reported confidence, although outcomes were predominantly short-term. CONCLUSIONS: Genomics education for health sciences students is characterized by diverse, largely experiential and student-centered approaches. Integration into curricula remains fragmented and often focused on genetics rather than broader genomics and precision health. Nurse educators should prioritize integrated, authentic, and ethically informed genomics education, supported by educator development and digital technologies, including generative AI, to prepare graduates for precision nursing care.

Genomics↗
PubMed1978

[Reformatory educational approaches in early special education of the physically handicapped - a survey based on the "Journal for the Care of Cripples" 1909--1929 (author's transl)].

An historical survey of special education of the physically handicapped is necessary because the dialectic relationship between the educational attention for the physically handicapped on the one hand and the educational rejection of the most severely handicapped on the other hand, seems to be occurring today as in the first decades of this century. At first, the article reviews the social-biological approach of the orthopaedist K. Biesalski and the "educational psychology of cripples" of H. Würtz, who worked together with Biesalski. The educational demands for cripples which result from their theories are briefly described. The influence of reformatory educational theory on both the pre-scientific educational theories concerning cripples before 1920 and the experimental-psychological and special educational concepts until 1929 are outlined. Finally the article analyses the resource material including articles of Agahd 1909; Delitsch 1909; Denzer 1910; Plass 1912; Würtz 1912, 1913; Legel 1914; Köhler 1926; Herold 1929 und Winkler 1929.

Child↗
PubMed1977

Medical and educational malpractice issues in patient education.

This paper discusses the concept of educational malpractice as a cause of prolonged patient morbidity equal in magnitude to medical malpractice. Statements by national groups sanctioning and urging increased patient education efforts are reviewed. An example of specially designed problem-oriented patient education materials development, the concept of an "Educational Prescription," the place for the "Educational Prescription" in problem-oriented medical records, and the value of hospital-based patient education as a cost-containment activity.

Hospitals↗
PubMed1979

[Continuing education through guidance--experiences with a continuing education programme related to practice, collected in a large psychiatric hospital (author's transl)].

The article reports on the setting-up of a continuing education programme related to practice, applicable in particular to nursing personnel of long-time wards in a large psychiatric hospital. The article describes the prerequisites of "continuing education within the framework of the hospital itself", organised in various sub-sections such as guidelines for group work with patients on the wards, and topic-centered continuing education groups for co-workers. The planning and execution of group work is demonstrated by means of model examples. The assumption that continuing education can help to change the atmosphere prevalent in wards and can also change the degree of activation of the patients, has been confirmed by the experience collected so far. This illuminates once again the need for practice-related continuing education an subject-specific further training for psychiatric nursing staff, even though in the long-term therapeutic field, possibilities of rehabilitation may probably gain more ground in psychiatric treatment of the future.

Adult↗
PubMed1978

Cardiovascular disease education in Texas health education classes -- a needs assessment.

This study ascertained to what extent cardiovascular diseases and associated risk factors are taught in public secondary health education classes in Texas, the disparity between what is taught and what is desired in terms of time allotment and educational materials, to what extent health education teachers are academically prepared to teach cardiovascular diseases and associated risk factors, and to what extent teachers utilize self-instructional materials. A questionnaire was mailed to a random sample of health education teachers in Texas. There was a return of 45.4%. The findings indicated that more time is devoted to teaching the cardiovascular system than disease and risk factors; there is a disparity between what is taught and what is desired; the teachers rated their preparation as average; and the use of self-instructional materials by high school students as average to excellent.

Cardiovascular Diseases↗
PubMed1977

An outreach cancer education program: a model for continuing education in the dental office.

During the period 1970-1973, only 2.5 percent of the dentists practicing in Kentucky attended cancer continuing education courses offered by the University of Kentucky College of Dentistry. In the fall of 1973 a different approach to cancer education was launched: Learn about Oral Cancer in Your Office. Self-instructional materials, developed in the College of Dentistry, were taken to the dentist's office on an appointment basis. This method had great appeal and significantly increased the number of dentists involved in cancer continuing education. Other positive results of this approach were a greater awareness on the part of the dentist of his role in cancer detection, a desire amont the participants to alter the pattern of practice to include cancer detection techniques, and exposure of dental auxiliary personnel to cancer education material.

Dental Offices↗
PubMed1979

[Current educational practices with multiply handicpped pupils -- a problematic approach in special education (author's transl)].

The curricula of schools for the physically handicapped have, as yet, been influenced too much by those of regular schools. Which is why at special schools, too, the primary focus of all educational and therapeutic measures is placed on a qualification of the pupils. Also those pupils who, as a result of the severity of their disability, will not be able to enter vocational training are instructed on the basis of curricula modelled for the non-disabled. The purpose of the following article is to introduce this problem complex which has been present for years but not yet received satisfactory solutions. It is hoped that the described experiences gained with the three groups of pupils will stimulate the discussion.

Child↗