Content area
Background:
Precision health, following traditional and evidence-based medicine, marks the third revolution in medical history. Incorporating omics nursing into both education and clinical practice is important. For RNs and students, information about omics and the associated technologies remains challenging but is crucial for integrating precision health into clinical practice.
Method:
To provide a theoretical basis for advancing nursing continuing education in omics and precision nursing in clinical settings, this review examines the origins, clinical application, and advancement status of omics education.
Results:
Omics nursing education is interprofessional in nature and is growing rapidly; however, this review highlights educational gaps such as poor integration and practical disconnect.
Conclusion:
To overcome these issues, governments, hospitals, and universities should use interprofessional collaboration, advanced technologies such as big data and artificial intelligence, and policy benefits to offer multilevel omics nursing education for clinical nurses and students, which is crucial for advancing precision nursing in clinical settings. [J Contin Educ Nurs. 2025;56(4):139–145.]
Precision health, following traditional and evidence-based medicine, marks the third revolution in medical history. In 2012, the U.S. National Institute of Nursing Research (NINR) first proposed the concept of precision nursing, emphasizing the use of genomics from a nursing perspective to promote precision health (Genomic Nursing State of the Science Advisory Panel et al., 2013). Then the U.K. National Health Service proposed accelerating genomics to improve care in 2022. The emerging precision health model integrates genomic, proteomic, and metabolomic data with patient lifestyle and environmental factors to predict diseases and implement precise treatments, highlighting the importance of individual genetics, lifestyle, and environment as key factors in health (Hickey et al., 2019). Although omics can provide nurses with a multidimensional approach to solve nursing science problems, studies have shown that most nurses have not received relevant education in omics (Seibert, 2020). In the rapidly evolving fields of intelligent medical devices, remote diagnosis, precision medicine, and artificial intelligence assistants, nursing students who do not have knowledge of omics and integration skills may struggle to address emerging health threats (Mahon, 2023). However, educating nurses to fully disseminate and integrate precision medicine into clinical practice remains a significant challenge (Kurnat-Thoma et al., 2021). Therefore, knowledge of omics is crucial for nurses, requiring integration of basic and clinical practice from the undergraduate through the doctoral levels. Additionally, nurses studying omics can enhance their professional competence, innovate nursing techniques, addresses health challenges, and expand career opportunities. This review examines the origins, clinical application, educational status, and suggestions for the development of omics nursing to provide a theoretical basis for advancing continuing education in omics nursing and precision nursing in clinical settings.
Mutli-Omics in Nursing Science
As human health needs diversify and precision health evolves, nursing faces increasingly complex health issues. Single-discipline knowledge is inadequate, and interdisciplinary integration is key to robust research methods (Liu, Wei, & Wu, 2023). The theoretical basis of omics nursing originates from genetic research in the 1970s. Maclean (1976) first advocated for the involvement of nurses in genetic research and practice. In 1991, the U.S. National Institutes of Health included nurses in the Human Genome Project, and omics nursing was gradually integrated into nursing education (Abdellah, 1991). In 2003, the United Kingdom established the first genetic education framework for nurses, and the United States developed training programs for genetic and genomic nursing competencies (Olsen et al., 2003). Additionally, the American Board of Medical Genetics and Genomics promoted a nursing genetics curriculum guide and integration into interdisciplinary practice (Lea et al., 2006). Subsequently, the NINR emphasized the importance of promoting precision health through omics nursing. The 2025 France Genomic Medicine Initiative, launched by the French National Alliance for Life Sciences and Health, outlined the role of omics nursing in cancer, neurodegenerative diseases, and rare diseases (Lévy, 2016). In 2024, the Chinese Association for Academic Degrees and Graduate Education defined omics nursing as a field based on patients' molecular biological characteristics, focusing on health care problems matched to these characteristics (Jin Kongjun & Xu, 2024). Integrating omics technology into nursing research is vital for future precision nursing. Currently, omics nursing research primarily uses advanced techniques such as genomics, epigenomics, transcriptomics, proteomics, metabolomics, and microbiomics. Table 1 shows the classification of omics content included in omics nursing and the subject knowledge involved.
| Omics category | Common fields | Technical scope | Scientific disciplines |
|---|---|---|---|
| Genomics | Assisting in diagnosis, cancer treatment, disease prediction | High-throughput, exome, and genome sequencing | Bioinformatics, genetics, molecular biology |
| Epigenomics | Epigenetic modifications, DNA methylation, histone modifications | DNA methylation analysis, histone modification analysis | Epigenetics, molecular biology |
| Transcriptomics | Gene expression profiling, determining cancer-related pathology | RNA sequencing, differential expression analysis | Molecular biology, bioinformatics, genetics |
| Proteomics | Drug target identification, design of antitumor drugs | Mass spectrometry, protein identification, post-translational modification identification | Biochemistry, molecular biology, bioinformatics |
| Metabolomics | Pathogenic mechanisms, personalized medicine, biomarker discovery | Mass spectrometry, multivariate pattern recognition methods | Biochemistry, metabolism, analytical chemistry |
| Microbiomics | Human health, environmental management, biotechnological products | High-throughput sequencing, metagenomics, metatranscriptomics | Bioinformatics, microbiology, ecology, environmental science |
Advances in Omics Nursing Research
The NINR has a long history of promoting the integration of omics technology and methods into nursing research, with particular emphasis on symptom science (Grady et al., 2020). In 2013, American nurses used omics technology in scientific research (Katapodi et al., 2013). As omics technology has advanced, numerous studies have adopted it for nursing research in the past 3 years. The scope of omics nursing varies by omics type. Genomics in nursing focuses on pain (Galik et al., 2024), postoperative delirium, and wound care (Cho et al., 2024; Graves et al., 2023). Transcriptomics in nursing is used in research on asthma (Jia et al., 2024), autism (Dorsey et al., 2023), neurological disorders, and metabolic disorders (Shah, Sarasua, et al., 2023). Metabolomics in nursing is applied in endocrine metabolism-related diseases (Yin et al., 2024), cancer (Fu et al., 2024), and symptom management (Kimble et al., 2024). Microbiomics in nursing concentrates on infant and child health (Lok et al., 2025), maternal and child care (Fang et al., 2024), intestinal disorders (Kamp et al., 2024), and metabolic diseases (Zeng et al., 2024). Omics nursing integrates multiple omics technologies and related data to identify risks in the early stages of disease, providing scientific support for health management and precision nursing practices throughout the life cycle. It can also provide more accurate symptom intervention plans for patients. Clinical nursing increasingly relies on multidisciplinary knowledge, and the use of omics as a basic discipline can help nurses better collaborate with different professionals (Tully et al., 2020).
Advances in Omics Nursing Education
Currently, omics nursing education focuses on genomics and genetics and does not cover metabolomics, the microbiome, and multi-omics integration. In developed regions such as Europe and the United States, nursing education in omics literacy is implemented for undergraduates, doctoral students, and RNs, with courses and seminars on omics offered both online and offline (Table 2).
| Author | Country | Institution | Course format | Education level |
|---|---|---|---|---|
| Alexander et al. (2024) | Australia | Queensland University of Technology School of Nursing | Seminar | Nurses and midwives |
| Barbato et al. (2019) | United States | Case Western Reserve University School of Nursing | Genetics and genomics courses | Nursing PhD candidates |
| Calzone et al. (2018) | United States | National Institutes of Health Cancer Center | Monthly supplementary education | RNs |
| Ceylan et al. (2025) | Turkey | Burdur Mehmet Akif Ersoy University, Faculty of Health, Department of Nursing | Message-based training | RNs |
| Clary-Muronda & Smith (2024) | United States | Thomas Jefferson University School of Nursing | Undergraduate genetics course developed by an interdisciplinary team of faculty | Nursing undergraduates |
| Dewell et al. (2024) | Canada | Thompson Rivers University School of Nursing | Integration of genomics into the nursing curriculum | Nursing undergraduates |
| Kronk et al. (2024) | United States | Duquesne University | Online genomics courses | Doctorally prepared nurses and doctoral students |
| Murakami et al. (2020) | Japan | Yamaguchi University Faculty of Health Sciences | Introductory workshop | Nurses and nursing students |
| St-Martin et al. (2017) | Canada | Department of Biology, University of the Fraser Valley | Lectures and case studies | Nursing undergraduates |
| Whitt et al. (2016) | United States | Brigham Young University School of Nursing | 15-week online course | Nursing interns |
Current Status of Omics Education for Nursing Students
Previously, omics was often taught outside the curriculum, with little connection to clinical practice in nursing undergraduate education. Currently, some universities in the United States, United Kingdom, and Canada are integrating omics nursing into undergraduate courses. For example, Thompson Rivers University incorporates the American Association of Colleges of Nursing and American Nurses Association genomic essentials into nursing education to help students gain authoritative genomic knowledge (Dewell et al., 2024). In addition, U.S. undergraduate nursing education uses an interprofessional teaching team approach in biology and genetics, with diverse strategies to boost students' interest in genetics (Clary-Muronda & Smith, 2024).
Additionally, the University of the Fraser Valley in Canada offers omics nursing education to undergraduates via lectures and case analysis. A survey of 32 nursing students who received genetics education showed significant improvement in their acceptance and knowledge of genetics (St-Martin et al., 2017). Even with a 120-minute, face-to-face genetics and genomics workshop, nurses and undergraduate nursing students showed an increase in their understanding and confidence in genetics (Murakami et al., 2020). The omics teaching method integrates practice and theory and can help advance omics in undergraduate nursing education.
For graduate education, omics is a research field with great potential that can affect our understanding of the biology and mechanisms of health and disease (Conley et al., 2015). Some universities have integrated genome and genetics content into doctoral programs (Barbato et al., 2019). Studies using the Genomic Nursing Concept Inventory to collect pre- and postcourse data showed that doctoral nurses and students can enhance their genomic knowledge through online courses (Kronk et al., 2024). Although nursing students can master some omics and genetics-related knowledge and application skills through training and education, few continuous and systematic education programs and testing standards have been established.
Other than genomics, other omics are rarely covered in graduate programs. For example, the microbiome is minimally covered in doctoral courses, suggesting the need to integrate omics into these programs. The microbiome is an interdisciplinary field that combines knowledge and techniques from multiple disciplines, including microbiology, genomics, bioinformatics, and immunology (Ferranti et al., 2017), to assist nurses in solving health problems such as neonatal health monitoring, nutritional intervention, special care, and early prevention and diagnosis of diseases in the clinical field (Chen Li, 2024). However, current surveys on doctoral education do not include content in emerging scientific research fields such as microbiomics (Strobehn et al., 2021).
Current Status of Omics Education for Nurses
Clinical nurses receive education in omics earlier, and the forms of education are diverse. However, standards for evaluating teaching quality have not been set, and the depth of education is uneven. A cross-sectional survey in the United States showed that although most nurses consider genomics important in nursing, they do not have sufficient knowledge and are eager for further education in this area (Coleman et al., 2014). To enhance the ability of nurses to integrate genomics and genetics into clinical practice, a multidisciplinary team conducted a 15-week online genetics course for 232 nurses. The course significantly improved their knowledge of genetics, core competencies, and related clinical skills (Whitt et al., 2016). Another study found genomics workshops can enhance the confidence of nurses and midwives in genomics-related practices (Alexander et al., 2024). Additionally, Ceylan et al. (2025) provided presentations on genomics to 121 nurses through a messaging platform and found that this training was significantly effective in improving genetic knowledge and literacy. Another study found that 8,150 RNs were better able to provide patients with advice on disease prevention and clinical treatment after receiving 1 year of genomics education (Calzone et al., 2018).
Nurses are key contributors to interprofessional efforts to address clinical and social determinants of health (Odom-Forren, 2021). Metabolomics education, which is highly interdisciplinary, involves multiple health care professions. Effective training is crucial for nurses to master and apply metabolomics (Kurnat-Thoma et al., 2021), but metabolomics is not covered in continuing education. Meanwhile, under the new medicine strategy, microbiome applications offer new insights for nurses to explore health factors, although related education is limited to the doctoral level. Therefore, nurses need diverse academic and continuing education to help them approach health care issues.
Suggestions and Prospects for Omics Nursing Education
Effective policies and guidelines can guide omics research and education and ensure equitable resource distribution. The Global Alliance for Genomics and Health accelerates biomedical progress and promotes data sharing through a shared responsibility approach to address data revolution challenges (Rehm et al., 2021). In 2016, the French National Alliance for Life Sciences and Health launched the 2025 France Genomic Medicine Initiative to encourage omics nursing applications and research (Lévy, 2016). In addition, international policies are continually improving regulations and guidelines to ensure that omics data processing and application comply with ethical and legal standards. Genomics research planning and omics data sharing have corresponding policy support, but currently there are few policies for developing omics education, and resources and policies in this area need to be improved.
In the precision health era, the development of omics offers new methods for nurses but also presents challenges. Currently, clinical nurses lack the knowledge, skills, and confidence to apply omics technology in health care, and nursing students and instructors do not have confidence in applying omics knowledge (Connors et al., 2022). The main challenges for instructors in omics education are a lack of omics knowledge and the inability to develop innovative course formats (Mathis, 2022). There is an urgent need to develop standardized curricula and assessment tools to enable the widespread uptake and application of omics to achieve effective integration of omics education into nursing continuing education (McLaughlin et al., 2024).
Psychometric analysis of 1,065 nursing undergraduates showed that the Genomic Nursing Concept Inventory can measure learning needs before genomics teaching and learning gains after teaching (Ward et al., 2018). In addition to advancing knowledge, educational resources on omics technology should be widely shared. For example, the Omics Nursing Science and Education Network website was developed with input from experts in genomics and other omics, as well as in education, practice, and research (Tully et al., 2020). Curriculum development should innovatively integrate omics content with situational teaching and problem-based learning methods to build a comprehensive evaluation system and refine talent training objectives. We encourage interprofessional collaborative teaching to expand subject knowledge by integrating curriculum systems, optimizing teaching resources, strengthening nursing faculty, and building national and regional laboratories for interprofessional activities. For assessment, we can adopt diverse forms, focus on formative assessment, and use internet plus platforms to encourage nurses to engage in interprofessional discussions. The goal is to create a nursing plus interprofessional cluster, cultivating nursing talent capable of solving key problems using interprofessional knowledge and a rich knowledge structure (Jian, 2024).
Reasonable analysis and use of big data will change nursing practice, nursing research, and nursing education, promoting the advancement of the nursing discipline (Zhu et al., 2019). It is urgent to promote the development of omics nursing research and education through big data. Smart health care technologies, including functional magnetic resonance imaging, passive sensing, big data, wearables, artificial intelligence, and mobile health apps, are advancing quickly. Precision health, a vital component of smart medicine, demands urgent omics education for nurses to implement precision medicine. On one hand, the intersection of nursing with omics technologies allows nurses to learn and apply omics data to identify disease risks, uncover mechanisms, and find biomarkers for poor health outcomes, enabling precision care (Liu, Wang, et al., 2023). On the other hand, data-driven personalized care has fostered interprofessional collaboration (Mei, 2019; Rajpurkar et al., 2022; Shah, Chung, et al., 2023). The number of studies integrating multi-omics is growing, particularly in clinical practice. However, it remains challenging for nurses to improve accuracy by integrating multiple-omics data into electronic health records. In the future, in-depth statistical education can help caregivers understand disease phenotypes and mechanisms by integrating different omics data using novel statistical methods and standardizing quality control indicators (Babu & Snyder, 2023). We should also promote collaboration between clinical nurses and those in different professions and encourage nurses to optimize nursing processes and achieve precise intervention by designing mobile wearable devices (Liu et al., 2021).
Conclusion
This review explores the origins, applications, and current state of omics nursing education, noting its interprofessional nature and growth and highlighting educational gaps such as poor integration and practical disconnect. To overcome these issues, governments, hospitals, and universities should use interprofessional collaboration, advanced technologies such as big data and artificial intelligence, and policy benefits to offer multilevel omics nursing education for clinical nurses and students, which is crucial for advancing precision nursing in clinical settings.
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From the School of Nursing (JY, AW, YH, ML, GL, WO, YR, YL), the School of Medicine (CL), and the Health Science Center (CL, YL), Jinan University, Guangzhou, China.
Equal contribution: JY, AW, YH, and ML contributed equally to this work and should be considered equal first authors.
Funding: This research was funded by the National Natural Science Foundation of China (No. 82174256), Program of China Scholarships Council (No. 202206785007).
Disclosure: The authors have disclosed no potential conflicts of interest, financial or otherwise.
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