Genetics and genomics have become one of the most important development areas in healthcare. For this reason, it is essential that nursing professionals take their role to offer their skills in implementing genomics in health promotion. The education of public health nurses is taking vital steps in training the health promoters who are able to take the genome-based knowledge into account in precision healthcare. Tampere University of Applied Sciences managed to integrate genomics into the studies of public health nursing. This article describes the process of development and lays emphasis on the importance of genomic education of public health nurses.

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Background Preventing and responding to gender-based violence (GBV) is both a human rights imperative and a multifaceted economic issue. GBV can also act as a barrier to economic empowerment. The aim of the study was to examine the association between women’s empowerment (physical mobility, decision making and economic resources) and GBV among married youth in India. Methods Community based cross-sectional study was conducted among married youth in the age group of 15–24 years, in two selected districts of Uttar Pradesh and Rajasthan, India. The data was collected from 578 youth. Pre-validated scales were used to assess women’s empowerment indicators (physical mobility, decision making and economic resources). The outcomes assessed were scales on physical and sexual violence. Multivariate regression models examined associations between women’s empowerment, spousal characteristics, socio-economic status and demographics. Results The overall results of the study found that restricted physical mobility had a negative association with sexual violence [AOR: 0.49; CI 0.26–0.92]. Women with no decision-making power had higher odds of physical violence [AOR: 2.12; CI 0.01–4.43] and sexual violence [AOR: 1.96; CI 1.02–3.77]. Having no economic resources had a negative association with sexual violence [AOR: 0.19; CI 0.09–0.39]. Women going through spousal controlling behavior had a higher likelihood of physical [AOR: 3.79; CI 1.75–8.19] and sexual violence [AOR: 4.03; CI 2.09–7.79]. It was also found that married women from rural areas and other ethnic backgrounds had higher odds of physical violence. Conclusion There is a crucial need to work towards women’s empowerment, with progressive gender roles such as greater decision-making, physical mobility and economic resources to reduce GBV. An established method that has worked in various contexts is adopting gender transformative approaches that involve men.

Genomic nursing is a unique and rapidly developing area in health care. As a part of personalized medicine, research on genomics use in health care is leading to many scientific breakthroughs demanding also changes to nursing education. The whole topic of genomics is novel in Europe. The topic has been included in medical science to some extent, but in nursing less until recent years. In Europe there are no agreed guidelines for genetic and genomic nursing competences to be utilized in nursing education. The main objective of the GenoNurse project is to create a model for European Genetic and Genomic Nursing Education and educate nursing teachers and student to use the GenoNurse Model. Another aim is to establish a GenoNurse community and to collaborate with national associative partners in the field of genomics.

The study of genomics, that is, the study of the entire human genome, has developed rapidly, and the obtained data are increasingly used in health promotion, prevention and treatment of diseases (World Health Organization [WHO], 2022). As nurses work daily with patients, they play a vital role in implementation of genome-based information and achievement of the goals of genomics to improve health outcomes of the patients (Calzone, Kirk, et al., 2018a; Whitley et al., 2020). To accomplish these goals, nurses need to acquire new competences. Nurses are required to have skills in collecting information about families' medical history, identifying individuals at risk for diseases and genomic factors underlying drug reactions, helping people to understand informed consent, interpretating genomic test results and carrying out individual interventions using genomic data (Calzone et al., 2010). These skills with acquired knowledge combine