The Journal of nursing education · 2026
Using SMART Goals to Support Genomic Integration in Nursing Education.
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Connors Laurie M, Friend Patricia, Kelly Patricia A
Аннотация
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.
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.