Genomics Education for Nurses in Practice

Pestka, Elizabeth L.; Brown, Julie

doi:10.1097/00124645-200405000-00008

Cited by 14 publications

(13 citation statements)

References 4 publications

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“…In addition, specialist genetic nurses currently work in many countries, including the United Kingdom (UK) [3] , Japan [4] and the United States [5] . However, as there is increasing evidence that genetics will change the practice of medicine and mainstream health-care [6,7] , all nurses must understand genomic information and the concurrent skills and attitudes to enable them to incorporate these changes for patient benefit [8,9] . In fact, genetic and genomic competencies are integral to the practice of all registered nurses [10,11] , especially given the current focus on personalised medicine which incorporates use of genomic information into diagnosis and management of common diseases [6] .…”

Section: Introductionmentioning

confidence: 99%

A systematic review of nurses’ knowledge of genetics

Godino

Skirton²

2012

JNEP

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Background: Given the current emphasis on genetics as a relatively new topic in the field of mainstream healthcare, it is interesting to note that authors suggested that genetics should be included in nursing curricula almost fifty years ago. Genetics has been important to the role of nurses in specific specialities for some years. However, some studies reported that the current training with respect to genetics for nurses did not enable them to acquire the necessary skills for their work. The aims and objectives of this review were to examine the available evidence on genetics knowledge of nurses. Methods:We conducted a systematic review.

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Section: Introductionmentioning

confidence: 99%

A systematic review of nurses’ knowledge of genetics

Godino

Skirton²

2012

JNEP

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“…It is now accepted that education in genetics is an indispensable base on which to introduce programs to control the spread of genetic diseases and congenital disorders [42]. Education which focuses on increasing nursing awareness of the significance of genomics and enables students to acquire a basic understanding of the impact of genetics and genomics on clinical practice can provide an important foundation for further genomics education [43].…”

Section: Discussionmentioning

confidence: 99%

Nursing Students’ Self-Reported Knowledge of Genetics and Genetic Education

Vural¹,

Tomatir²,

Kurban³

et al. 2009

Public Health Genomics

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Introduction: Nurses need to use genetic information in care; several areas of current need include primary care, public health, cardiovascular, geriatric and oncology nursing. Nursing faculties may be reluctant to add genetics to existing courses, let alone tackle the work of teaching an entire course in genetics. Objectives: The purpose of this study was to describe the current genetic knowledge of nursing students regarding genetics and genetic education. Methods: This is a self-administered cross-sectional survey. A total of 162 of 209 nursing students returned a questionnaire. Data from the surveys reflect the students’ self-reported knowledge regarding medical genetics (response rate = 77.5%). Results: The majority of students noted ‘some’ to ‘minimal’ knowledge of Mendelian inheritance and human chromosome abnormalities. In terms of awareness of genetic abnormalities and disorders, students claimed to have ‘high’ knowledge of breast cancer, phenylketonuria, thalassemia, colon cancer, Rh factor, cleft lip/palate, hemophilia, color blindness, and polydactyly. Students stated that they would like to receive more education related to genetic diseases and genetic counseling (93.9%). Conclusions: The majority of students reported very little knowledge of genetics and genetic disorders. Most of students responded positively to all the education methods suggested in the questionnaire, adding that they would like more education about genetics. The results from this study may help to reform and upgrade the educational strategy concerning genetics in the Schools of Health.

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“…For pharmacists, this may include providing pharmacogenomic testing support and guidance to prescribers, reviewing and interpreting test results and evaluating pharmacogenomic therapeutic results. For genetic counselors, this may include communicating and assisting clinician prescribers, pharmacists and patients to understand pharmacogenomic information [54,55]. Our institution’s pharmacogenomics education model has taken a laser-focused, common sense approach to provide critical education at the patient point-of-care as an adjunct to developing broad-based pharmacogenomics education that is well-received but which previous research at our institution has shown to have limited effect over time [55,56].…”

Section: Educational Needs For Health Professionalsmentioning

confidence: 99%

An Inter-Professional Approach to Personalized Medicine Education: One Institution’S Experience

2015

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Personalized medicine offers the promise of better diagnoses, targeted therapies and individualized treatment plans. Pharmacogenomics is an integral component of personalized medicine; it aids in the prediction of an individual’s response to medications. Despite growing public acceptance and emerging clinical evidence, this rapidly expanding field of medicine is slow to be adopted and utilized by healthcare providers, although many believe that they should be knowledgeable and able to apply pharmacogenomics in clinical practice. Institutional infrastructure must be built to support pharmacogenomic implementation. Multidisciplinary education for healthcare providers is a critical component for pharmacogenomics to achieve its full potential to optimize patient care. We describe our recent experience at the Mayo Clinic implementing pharmacogenomics education in a large, academic healthcare system facilitated by the Mayo Clinic Center for Individualized Medicine.

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Genomics Education for Nurses in Practice

Cited by 14 publications

References 4 publications

A systematic review of nurses’ knowledge of genetics

A systematic review of nurses’ knowledge of genetics

Nursing Students’ Self-Reported Knowledge of Genetics and Genetic Education

An Inter-Professional Approach to Personalized Medicine Education: One Institution’S Experience

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