Seminars in oncology nursing · 2026
Educating Nurses for Genomics-Informed Cancer Care: Strengthening the Current and Future Workforce.
СтатьяОбзорНазвание и аннотация: Перевод в очереди
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Friend Patricia, Mahon Suzanne M, Calzone Kathleen
Аннотация
OBJECTIVES: To examine the educational and practice gaps that limit genomic competency among oncology nurses and to propose strategies to strengthen workforce preparedness. Genomically informed cancer care has redefined oncology practice by enabling precision prevention, diagnosis, and treatment through germline and somatic biomarker testing. However, the oncology nursing workforce remains insufficiently prepared to deliver this care safely and effectively.
METHODS: A review of peer-reviewed literature.
RESULTS: Based on the literature review, despite more than two decades of national initiatives to integrate genomics into nursing education, genomic content remains inconsistently embedded in both prelicensure and graduate curricula. Faculty often report limited readiness to teach this rapidly evolving science, while licensure and certification examinations rarely assess genomic competencies, perpetuating its de-emphasis in nursing curricula.
CONCLUSIONS: Oncology nurses may misinterpret germline biomarker results, misunderstand inheritance patterns, or overlook opportunities for cascade testing, compromising both individual treatment and family risk reduction. Given their pivotal role in patient and family communication, oncology nurses must develop genomic literacy that supports a family-centered model of care for hereditary cancer syndromes.
IMPLICATIONS FOR NURSING PRACTICE: Strengthening genomic competency across the oncology nursing continuum requires deliberate competency-based curricula, sustained faculty development, and national efforts to realign educational and regulatory frameworks to support the safe, evidence-based, and family-centered delivery of genomically informed cancer care.
METHODS: A review of peer-reviewed literature.
RESULTS: Based on the literature review, despite more than two decades of national initiatives to integrate genomics into nursing education, genomic content remains inconsistently embedded in both prelicensure and graduate curricula. Faculty often report limited readiness to teach this rapidly evolving science, while licensure and certification examinations rarely assess genomic competencies, perpetuating its de-emphasis in nursing curricula.
CONCLUSIONS: Oncology nurses may misinterpret germline biomarker results, misunderstand inheritance patterns, or overlook opportunities for cascade testing, compromising both individual treatment and family risk reduction. Given their pivotal role in patient and family communication, oncology nurses must develop genomic literacy that supports a family-centered model of care for hereditary cancer syndromes.
IMPLICATIONS FOR NURSING PRACTICE: Strengthening genomic competency across the oncology nursing continuum requires deliberate competency-based curricula, sustained faculty development, and national efforts to realign educational and regulatory frameworks to support the safe, evidence-based, and family-centered delivery of genomically informed cancer care.