Genetics and genomics: a phenomenographic study of adult field nursing students’ learning experiences

Leetham, Deborah (2024) Genetics and genomics: a phenomenographic study of adult field nursing students’ learning experiences. Doctoral thesis, Northumbria University.

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Abstract

Little is known about the detail and practice of how student nurses experience learning about genetics and genomics. This study explores the variation in the way third year adult field student nurses experience learning about genetics and genomics whilst preparing for registered status. The troublesome nature of this learning journey is highlighted as students engage with the concept. There is evidence that student nurses lack sufficient knowledge of genetics and genomics to support practice and their negative attitudes could be a barrier to learning. Clinical genetics and genomics are currently being mainstreamed across several disciplines in the UK. Student nurses require an educational experience which will prepare them with the knowledge to embrace this growing area of care.

This phenomenographic study investigated the qualitatively different ways the 14 student participants experienced learning about genetics and genomics. The semi-structured interviews were conducted in one UK university and analysed using Åkerlind’s phenomenographic framework. Four categories of description were identified: learning about genetics and genomics as a difficult encounter, learning about genetics and genomics in the correct environment, learning about genetics and genomics with the right people and learning about genetics and genomics in the context of nursing. Threshold concept framework was used to establish the troublesome areas of learning which were revealed as troublesome knowledge, troublesome environments, troublesome people and troublesome practice.

The findings show that student nurses experience variability and challenges when learning about genetics and genomics and provide insights for nurse educators regarding embedding genetics and genomics into nurse education programmes. Understanding the dimensions in the variation in learning and obstacles students experience could form a platform for nurse educators to consider a range of pedagogical strategies to support transformational learning.

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