Integrating Genetics and Genomics into Nursing Curricula

Daack-Hirsch, Sandra; Jackson, Barbara; Belchez, Chito Arcos; Elder, B. Laurel; Hurley, Roxanne; Kerr, Peg; Nissen, Mary Kay

doi:10.1016/j.cnur.2013.08.005

Cited by 19 publications

(13 citation statements)

References 16 publications

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“…At the same time a variety of medical practitioners, including genetic counselors and genetic specialists, seek the most appropriate ways of explaining, introducing, and using genomic information in health care. How genomic information will be translated and used in fields such as nursing Daack-Hirsch et al 2013), social work (Kingsberry et al 2011), education (Williams 2012), health assessment (Rosenkotter et al 2011), public health (Gilmour et al 2013;Pang 2013), and public policy (Bowen et al 2012;Brand 2012;Khoury et al 2011;Williams 2012) are still being considered and explored. These challenges raise the important clinical and practical question, how can we translate the language and the science of genomics into health care practice that benefits diverse communities?…”

Section: Introductionmentioning

confidence: 99%

Increasing Participation in Genomic Research and Biobanking Through Community‐Based Capacity Building

Cohn

Husamudeen

Larson

et al. 2014

Journal of Genetic Counseling

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Achieving equitable minority representation in genomic biobanking is one of the most difficult challenges faced by researchers today. Capacity building—a framework for research that includes collaborations and on-going engagement—can be used to help researchers, clinicians and communities better understand the process, utility, and clinical application of genomic science. The purpose of this exploratory descriptive study was to examine factors that influence the decision to participate in genomic research, and identify essential components of capacity building with a community at risk of being under-represented in biobanks. Results of focus groups conducted in Central Harlem with 46 participants were analyzed by a collaborative team of community and academic investigators using content analysis and AtlisTi. Key themes identified were: (1) the potential contribution of biobanking to individual and community health, for example the effect of the environment on health, (2) the societal context of the science, such as DNA criminal databases and paternity testing, that may affect the decision to participate, and (3) the researchers’ commitment to community health as an outcome of capacity building. These key factors can contribute to achieving equity in biobank participation, and guide genetic specialists in biobank planning and implementation.

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Section: Introductionmentioning

confidence: 99%

Increasing Participation in Genomic Research and Biobanking Through Community‐Based Capacity Building

Cohn

Husamudeen

Larson

et al. 2014

Journal of Genetic Counseling

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“…Though some groups have begun to incorporate genetics and genomics into care [31] and nursing curricula [32], evidence suggests that programs have not been substantially revised to provide nurses with the knowledge and skills defined by these competencies [33,34] suggesting the need for targeted continuing education programs [23,35,36]. In addition to the recommendations to implement the genetic competencies recommended by the ANA [27], programs are needed to ‘train the trainer’ to help increase PGx content in coursework and training and ensure that leaders in nursing education are able to effectively share this knowledge with students.…”

Section: Overcoming Challenges To Communicating Pgx Test Resultsmentioning

confidence: 99%

Nurses’ Communication of Pharmacogenetic Test Results as Part of Discharge Care

Haga

Mills

2015

Pharmacogenomics

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As pharmacogenetic (PGx) testing is becoming integrated into routine clinical procedures for admitted hospital patients, consideration is needed as to when test results will be communicated to patients and by whom. Given the implications of PGx test results for current and future care, we propose that if results are not promptly discussed with patients when testing is completed, results should be discussed with patients during discharge care when possible, included in the printed or electronic discharge summary and a copy of the results sent to their primary provider. Nurses play an important role in discharge planning and care by providing patients with the necessary information and support to transfer from the hospital setting to an outpatient setting or to return to home and work. To promote nurses’ ability to fulfill the role of communicating PGx test results, revised curricula and interprofessional and clinical decision support are needed.

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“…Genomics is now a fundamental aspect of health care offering improvements in diagnosis, prognosis, treatment, risk assessment and management. As such nurses have a responsibility to be knowledgeable about the potential benefits and challenges of genomics in their sphere of practice in order to inform and care for individuals and families . It is time to move beyond justifying the relevance of genomics in nursing practice and to focus on building the evidence base for practice .…”

Section: Introductionmentioning

confidence: 99%

“…knowledgeable about the potential benefits and challenges of genomics in their sphere of practice in order to inform and care for individuals and families. 2,4 It is time to move beyond justifying the relevance of genomics in nursing practice 5,6 and to focus on building the evidence base for practice. 7,8 This is being brought into even sharper focus as epigenomics research is revealing the implications of genome-environment interactions for long term health, and precision medicine aims to tailor treatment options based on our understanding of genomics and epigenomics.…”

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confidence: 99%

“…However, there is limited evidence of the process of integrating genomics into nursing practice. 4 It is envisioned that as research into the delivery of effective genomics-based nursing care continues, the translation of evidence into practice will be accelerated. 8,12 As there is currently no articulated strategy within the UK for achieving this transformation the purpose of this paper is to set out how an understanding of change theories, which describe the influencing factors associated with the translation of evidence into practice, and of the common characteristics of different groups of nurses who have the potential to influence change, can be applied to accelerate uptake of genomics into nursing practice.…”

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confidence: 99%

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A strategy for implementing genomics into nursing practice informed by three behaviour change theories

Leach

Tonkin

Lancastle

et al. 2016

Int J of Nursing Practice

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Genomics is an ever increasing aspect of nursing practice, with focus being directed towards improving health. The authors present an implementation strategy for the incorporation of genomics into nursing practice within the UK, based on three behaviour change theories and the identification of individuals who are likely to provide support for change. Individuals identified as Opinion Leaders and Adopters of genomics illustrate how changes in behaviour might occur among the nursing profession. The core philosophy of the strategy is that genomic nurse Adopters and Opinion Leaders who have direct interaction with their peers in practice will be best placed to highlight the importance of genomics within the nursing role. The strategy discussed in this paper provides scope for continued nursing education and development of genomics within nursing practice on a larger scale. The recommendations might be of particular relevance for senior staff and management.

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Integrating Genetics and Genomics into Nursing Curricula

Cited by 19 publications

References 16 publications

Increasing Participation in Genomic Research and Biobanking Through Community‐Based Capacity Building

Increasing Participation in Genomic Research and Biobanking Through Community‐Based Capacity Building

Nurses’ Communication of Pharmacogenetic Test Results as Part of Discharge Care

A strategy for implementing genomics into nursing practice informed by three behaviour change theories

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