Improving nursing students’ clinical experience with genetics: the influence of prior knowledge and leadership support through the Donabedian Model

As advancements in genetics and genomics continue to evolve, nursing students need to be equipped with prior knowledge and academic leadership support (ALS) to interpret genetic information, educate patients, and participate in clinical decision-making. ALS is actions or behaviors by leaders to support, guide, and empower their students. The incorporation of genetics/genomics into the nursing curriculum has been recognized on a global scale. To evaluate the impact of nursing students’ prior knowledge of genetics/Genomics and genomics and academic leadership support on their clinical experience. A cross-sectional study was conducted among nursing students at xxxxx University College of Nursing, Saudi Arabia, between December 2024 and February 2025 (IRB# KSU-HE-24-1055). A total of 169 participants completed an online survey. Most participants were in their fourth year, internship year, or enrolled in postgraduate programs (BSN = 118; Master’s = 46; PhD = 3). The average age was 26.6 years (SD = 5.8), and more participants were female (58.5%) than male (41.5%). Male participants reported receiving higher levels of leadership support than their female counterparts did. ALS on clinical experience (p < 0.01); and prior knowledge (p < 0.008); R2 = 0.440 with large effect size = 0.78. Integrating genetics and genomics education into the nursing curriculum is needed to meet today’s healthcare standards. Academic nursing leaders in educational settings play a key role in advancing nursing students’ curriculum thereby increasing their knowledge and preparedness for clinical practice. Educational settings that integrate nursing genetics and genomics courses into curricula and provide leadership support to students will improve their clinical experience and enhance patients’ care. What problem did the study address? ALS is a key driver of improving students’ clinical experience. What were the main findings? Male nursing students reported higher levels of leadership support than female nursing students highlighting the need for strategies that support equity and prevent disparities in educational settings on the basis of gender. Who will benefit? Nurse educators and nurse leaders could utilize these findings to improve educational environments. Nurses with up-to-date knowledge will benefit their patients’ outcomes by being better informed. We adhered to the STROBE guidelines for cross-sectional research. This paper data strongly supports integrating genetic education in the nursing curriculum to prepare future nurses to care for patients with complex cases. There is an essential role of leadership support within educational settings to improve nursing students’ clinical experience and prepare them for safe patient care by emphasizing gender’s equity and integrating genetics/ genomics education.