This section highlights presentations, publications, and scholarly contributions related to the NP-EDGE project. These abstracts showcase the development, implementation, and impact of integrating genomics into Nurse Practitioner education. We invite you to explore the work that has informed and been informed by this innovative learning resource.
Dewell,S., Birch, P., Cremin, C., Guimond, C., & Macfadyen, L. P. (2025). A novel genomics educational resource for nurse practitioners. ISONG World Congress, Montreal, Canada, November 13-16 [Abstract Podium Presentation]
Background: The potential for genomics to revolutionize healthcare is limited in part by low genomic literacy among nursing students and faculty. There is a need for targeted, practical genetics/genomics education for NP students and NPs.
Implementation: A team of nurses, genetic counsellors, online designers, and content experts developed 10 learning modules on foundational genomic concepts and selected clinical topics. NP instructors at a Canadian university had the option to integrate modules into their curriculum. Feedback was solicited via questionnaires, focus groups, and a genomic knowledge assessment.
Outcomes: NP-EDGE users found the modules engaging and informative and expressed greater self-confidence in applying genomic concepts. Early data demonstrate increased scores on a standardized genomic knowledge scale. Most faculty engaged with the modules, and evaluation is ongoing. NP-EDGE is now being offered, free of charge, to working NPs.
Conclusions: NP-EDGE has potential for integration into NP training programs, resulting in increased genomic knowledge. blogs.ubc.ca/npedge/
Relevance: Genetics/Genomics knowledge is increasingly necessary for all NPs. A flexible resource such as NP-EDGE has potential to educate and upskill NP learners.
Guimond, C., Cremin, C., Dewell, S., Macfadyen, L. P., & Birch, P. (2025). Integrating genomics into a Canadian Nurse Practitioner curriculum: A genetics-led pilot project. CAGC & CCMG Joint Annual Scientific Meeting, Banff, Canada, October 5-8. [Poster Abstract]
Background:
Nurse Practitioners (NP) play a critical role in delivering quality, genomics-informed primary care in the era of precision medicine. However, genomics-based competencies are largely absent from Canadian nursing curriculums resulting in little or no formal training in genomics. Gaps in knowledge among students and faculty lead to low confidence in this practice area 1,2,3,4. We consulted working NPs in British Columbia (BC), who strongly supported genomics upskilling.
Objective:
Our team of genetic counsellors, genomics-experienced nurses, educators, and content experts aimed to develop, deploy and evaluate the NP-EDGE (Nurse Practitioner Education in Genomics) pilot program in the Master’s-based NP program at Thompson Rivers University (TRU).
Methods:
Our interdisciplinary team curated curriculum topics and developed modules based on American advanced nursing practice guidelines, consultations with practicing BC NPs, and BC-specific needs. We created two core modules incorporating foundational genetics concepts and case-based family history assessment, and eight genomics-focused, clinical modules (physical exam, prenatal screening, newborn screening, pharmacogenomics, cardiogenomics, mental health, ethical issues, and indigenous healthcare). A web-based learning platform was used to provide asynchronous online delivery, follow best-practices in accessible learning design, and to facilitate user-feedback and learning analytics. Genetic counsellors were made available to both students and faculty as a support resource during module delivery.
Feedback from students and instructors via questionnaires, workshops, and quantitative assessment, compared students’ genomic knowledge pre- and post-NP-EDGE use, via a validated scale 5; and captured self-assessed student-confidence in applying genomics in clinical practice.
Results:
NP-EDGE has been accessed by 76 students to date at TRU: genomics knowledge was significantly increased and users claimed greater confidence in applying genomic concepts. Students liked the engaging learning design, clinic-based examples, and knowledge-reinforcing quizzes. Learners cited an increased awareness of the role of genomics in patient and family-centric care across the lifespan. While faculty highly valued the content, some remained under-confident engaging with the material. The team is exploring options for making content available to other NP training programs and practicing NPs.
Conclusion: NP-EDGE provides a flexible, updateable, modular resource that increases genomic knowledge and confidence among users. Its flexibility facilitates expansion to other NP learners. Findings from this project highlight the importance of interdisciplinary knowledge transfer and the value of integrating genetic counsellors into the educational framework of nurse practitioners.
-
- Genes 2023, 14(11)
- Canadian Journal of Nursing Research. 2020;52(3):199-208
- Nursing Outlook, Volume 69, Issue 6, 937 – 940
- Nurse Education in Practice. 2024; 81(104175)
- Public Health Genomics 2021;24(5-6):291-303.
Cremin, C., Guimond, C., DeBruin, E., Macfadyen, L. P., Dewell, S., & Birch, P. (2025). Keys to sustainable online genomics education: Strategies for long-term impact. CAGC & CCMG Joint Annual Scientific Meeting, Banff, Canada, October 5-8. [Poster Abstract]
Background:
Online genomics education initiatives have grown rapidly to meet the increasing demand for genomic literacy across healthcare professions. However, many initiatives struggle with long-term sustainability due to funding models, challenges of maintaining current content, and limited integration into clinical practice.
NP-EDGE is a novel online and modular genomics education platform for Nurse Practitioners, launched as a Genome BC funded pilot project with the NP Master’s program at Thompson Rivers University. The first initiative in Canada to integrate genomics and precision health concepts into a NP curriculum, we have shown NP-EDGE to be an effective learning tool (abstract by Guimond et al.). However, our long-term intention is for the resource to be shareable across multiple programs and institutions. A major challenge is a sustainable mechanism for updating content.
Objective:
Our goal is to identify and synthesize key strategies that may support the sustainability and scalability of the NP-EDGE platform, in both clinical and academic contexts.
Methods:
Stakeholder sessions were held to determine and build capacity and resources for sustained support after graduation. A review of existing genomics education platforms, literature, and expert experiences was conducted to identify common barriers to sustainability and approaches associated with successful, enduring programs.
Results:
Focus sessions with faculty and students in addition to a broad literature review identified overlapping themes and core strategies for sustainability of genomics education initiatives: (1) securing diversified and long-term funding; (2) embedding programs into formal professional development and academic curricula; (3) using modular, flexible content structures; (4) ensuring clinical relevance through real-world case-based learning; (5) fostering interdisciplinary collaboration; (6) implementing ongoing governance and content review; (7) prioritizing accessible, engaging user experience; and (8) measuring and communicating program impact.
Conclusion:
Sustainable genomics education requires more than high-quality content—it depends on strategic planning, integration with professional frameworks, and active stakeholder engagement. Using a real-world example that was utilized as a resource for both academic and clinical purposes, these findings provide a roadmap for developers, educators, and institutions aiming to build enduring genomics education programs that evolve with the field.
Dewell, S., Tonkin, E., Calzone, K., Dwyer, A., Badzek, L., Himes, D. O., Lucas, R., Dungan, J., Davis, S., Walker, T., Birch, P., Cremin, C., Guimond, C., & Macfadyen, L. P. (2025). Integrating genomics into nursing education. 36th International Nursing Research Congress, Seattle, Washington, USA, July 17-20. [Abstract only]
Abstract: Precision health aims to tailor care for each person by incorporating genomic data and other biological information with relevant environmental, behavioural, and social determinants of health. Nurses, the largest healthcare profession globally and experts in the provision of personalized, holistic care, have a vital role in safe, quality, evidence-based precision healthcare (Dewell et al., 2024). To fully participate, nurses require an understanding of genomics relevant to their practice (Campion et al., 2019). However, integration of genomics into nursing curricula is highly variable (Calzone et al., 2018). This is in part due to lower levels of genomic knowledge among nursing faculty who need support and strategies to deliver genomics education and assess all domains of student learning (McLaughlin et al., 2024; Thomas et al., 2023). By taking advantage of existing approaches and technology, nurse educators can be supported to seamlessly integrate genomics into existing curricula. In this presentation, we will use a train-the-trainer model using examples to highlight where and how to integrate genomics from foundational science to specialized practice in both undergraduate and graduate-level programs. We will describe key resources to help with course and program revision. Nursing education must adapt to the changing approach to healthcare and be nimble enough to incorporate new information, technologies, and changes to practice as genomic science advances. Using and building on initiatives that have been developed and evaluated is vital to transforming curricula that prepare nurses for up-to-date, evidence-based practice in an evolving healthcare landscape.
References:
- Calzone, K. A., Kirk, M., Tonkin, E., Badzek, L., Benjamin, C., & Middleton, A. (2018).
- The global landscape of nursing and genomics. Journal of Nursing Scholarship, 50(3), 249–256. https://doi.org/10.1111/jnu.12380
- Campion, M., Goldgar, C., Hopkin, R. J., Prows, C. A., & Dasgupta, S. (2019). Genomic education for the next generation of health-care providers. Genetics in Medicine, 21(11), 2422–2430. https://doi.org/10.1038/s41436-019-0548-4
- Dewell, S., Muglia, K., Graves, L., Joseph, R., Mangold, K., Roselli, L., Ersig, A., & Walker, T. (2024). Essential of genomics in nursing undergraduate education: A discussion paper. Nurse Education in Practice, 81,104175, https://doi.org/10.1016/j.nepr.2024.104175
- McLaughlin, L., Mahon, S. M., & Khemthong, U. (2024). A systematic review of genomic education for nurses and nursing students: Are they sufficient in the era of precision health? Nursing Outlook, 72(5), 102266, https://doi.org/10.1016/j.outlook.2024.102266
- Thomas, J., Keels, J., Calzone, K., Badzek, L., Dewell, S., Patch, C., Tonkin, E., & Dwyer, A. (2023). Current state of genomics in nursing: A scoping review of healthcare provider oriented (clinical and educational)
Dewell, S., Birch, P., Macfadyen, L. P., Guimond, C. & Cremin, C. (2025). Advancing excellence in precision health through innovative nurse practitioner education. 19th Annual BC Nurse Practitioner Conference, Kelowna, BC, June. [Poster Abstract]
Dewell, S.. Birch, P., Cremin, C., Guimond, C., & Macfadyen, L. P. (2024). Innovations in genomics education for nurse practitioners. Canadian Association of Schools of Nursing Biennial Canadian Nursing Education Conference, Calgary, May 27-28. [Abstract only]
Background/context: Rapid developments in genomics technology are driving the transformation of the healthcare environment. Precision health, which integrates genomics, lifestyle, environment, and social determinants of health, is anticipated to become “everyday healthcare.” Nurses are particularly suited to assist and lead this shift in healthcare delivery based on their long-established roles in delivering personalized care to patients and their families at all life stages.1,2 Currently, the potential for precision health to revolutionize healthcare is limited in part by low genomic literacy among nursing students and faculty.3,4 There is a need for targeted, innovative education programs to facilitate the implementation of precision health in British Columbia (BC) and beyond.Purpose/aim: The goal of this pilot project is to integrate genomics education into a new Nurse Practitioner Program.Methods/ways of doing: An interdisciplinary team that includes nurses, genetic counsellors, and education design specialists is developing online learning modules designed to increase students’ understanding of foundational genomic concepts and their clinical application (eg. applying principles of pharmacogenomics and mainstreaming hereditary cancer genetic testing). Content creation is being guided by established genetic and genomic competencies developed in other countries,5,6 as well as practice information unique to BC. Additionally, module creation is being guided by a health equity and inclusion framework for education and training7 and Indigenous leadership that will ensure that modules with specific Indigenous relevance are presented and developed in a culturally safe, respectful manner, supporting diverse Indigenous viewpoints. The modules will be incorporated into the nurse practitioner curriculum following beta and pilot testing with nurse practitioner students, faculty and practicing nurse practitioners. We will outline steps taken to obtain feedback from interested, affected, and relevant parties and incorporate learning analytics during module creation, evaluation, and continuing redesign. Additionally, we will discuss how the multi-disciplinary team plans to assist faculty and students throughout module deployment and build capacity and resources for sustained support after graduation. As the long-term intention of this project is for the modules to be shareable across multiple programs and institutions, we will also share how modules are being designed with this intention in mind.Summary: Nurse Practitioner graduates who complete this education will bring increased knowledge, understanding, and skills in genetics, genomics, and precision health to their practice and to their clients. Equipped with these skills they will be leaders in precision health, helping to ensure that positive health outcomes are maximized for all patients.
- Dewell, S., Benzies, K., & Ginn, C. (2020a). Precision health and nursing: Seeing the familiar in the foreign. Canadian Journal of Nursing Research, 52(3), 199-208. https://doi.org/10.1177/0844562120945159
- Fawaz, M. (2021). Role of nurses in precision health. Nursing Outlook, 69, 937-940. https://doi.org/10.1016/j.outlook.2021.01.016
- Dewell, S., Benzies, K., Ginn, C., & Seneviratne, C. (2020b). Assessing knowledge of genomic concepts among Canadian nursing students and faculty. International Journal of Nursing Education Scholarship, 17(1), 20200058. https://doi.org/10.1515/ijnes-2020-0058
- Thomas, J., Keels, J., Calzone, K., Badzek, L., Dewell, S., Patch, C., Tonkin, E., & Dwyer, A. (2023). Current state of genomics in nursing: A scoping review of healthcare provider oriented (clinical and educational) outcomes (2012–2022). Genes, 14(11), 2013, https://doi.org/10.3390/genes14112013
- American Nurses Association. (2023). Essentials of genomic nursing: Competencies and outcome indicators (3rd ed.). https://www.nursingworld.org/nurses-books/ana-books/ebook-essentials-of-genomic-nursing-competencies-/
- National Health Service England (2023). The 2023 genomic competency framework for UK nurses. https://www.genomicseducation.hee.nhs.uk/wp-content/uploads/2023/12/2023-Genomic-Competency-Framework-for-UK-Nurses.pdf
- Centre for Addiction and Mental Health (2021). Health equity and inclusion framework for education and training. Toronto: CAMH, https://kmb.camh.ca/uploads/7e4c30f1-9844-429b-afd6-97ab56044c56.
Dewell, S., Birch, P., & Irving, L. (2023). Genomics education for family Nurse Practitioners. 17th Annual BC Nurse Practitioner Conference, Vancouver, June 1-3. [Abstract only]