Genomics in Nursing Curricula: A Qualitative Study of Portuguese Educators' Views.

چکیده اصلی

BACKGROUND: Genomics is reshaping healthcare and is increasingly recognized as essential to nursing. Although international organizations call for aligned genomic competencies, integration in undergraduate education remains limited. Curriculum-mapping studies show what is taught, but little is known about how educators interpret genomic relevance or navigate institutional constraints. AIM: To explore how nursing educators in Portuguese higher education institutions understand, value, and operationalize genomics within nursing education programs. METHODOLOGY: A qualitative, exploratory study grounded in interpretivist and reflexive epistemology was conducted through online focus groups with ten nursing educators. Data were generated through dialogic discussions and analyzed using reflexive thematic analysis. RESULTS: Three themes captured shared meanings. Educators viewed genomics as aligned with holistic and person-centered nursing. However, its curricular presence was described as fragmented, implicit, and predominantly taught through biomedical lenses. Structural constraints, such as curriculum saturation, regulatory rigidity, uneven faculty expertise, and reduced contact hours, were perceived as barriers to systematic integration. Participants also constructed feasible pathways to achieve integration, including transversal embedding, case-based pedagogies, flexible initiatives, and interprofessional collaboration. DISCUSSION: Educators' interpretations illustrate how global recommendations are adapted within local realities. They also highlight pragmatic strategies that can support incremental and context-sensitive integration of genomics into nursing education. CONCLUSION: Purposeful integration requires coordinated action across pedagogical design, faculty development, and system-level structures. IMPLICATIONS FOR NURSING: Strengthening faculty preparation and embedding genomic concepts across curricula can enhance genomic literacy. IMPLICATIONS FOR HEALTH POLICY: Aligning educational standards and regulatory frameworks with genomic competencies is key to preparing a genomics-ready nursing workforce.

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حالت نمایشی فعال است؛ برای ترجمه و خلاصه‌سازی واقعی، AI_PROVIDER=gemini یا AI_PROVIDER=openai و کلید API را تنظیم کنید. متن ورودی: BACKGROUND: Genomics is reshaping healthcare and is increasingly recognized as essential to nursing. Although international organizations call for aligned genomic competencies, integration in undergraduate education remains limited. Curriculum-mapping studies show what is taught, but little is known about how educators interpret genomic relevance or navigate institutional constraints. AIM: To explore how nursing educators in Portuguese higher education institutions understand, value, and operationalize genomics within nursing education programs. METHODOLOGY: A qualitative, exploratory study grounded in interpretivist and reflexive epistemology was conducted through online focus groups with ten nursing educators. Data were generated through dialogic discussions and analyzed using reflexive thematic analysis. RESULTS: Three themes captured shared meanings. Educators viewed genomics as aligned with holistic and person-centered nursing. However, its curricular presence was described as fragmented, implicit, and predominantly taught through biomedical lenses. Structural constraints, such as curriculum saturation, regulatory rigidity, uneven faculty expertise, and reduced contact hours, were perceived as barriers to systematic integration. Participants also constructed feasible pathways to achieve integration, including transversal embedding, case-based pedagogies, flexible initiatives, and interprofessional collaboration. DISCUSSION: Educators' interpretations illustrate how global recommendations are adapted within local realities. They also highlight pragmatic strategies that can support incremental and context-sensitive integration of genomics into nursing education. CONCLUSION: Purposeful integration requires coordinated action across pedagogical design, faculty developm

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