Public Understanding and Opinions regarding Genetic Research on Alzheimer’s Disease

Kent, Saida; Bardach, Shoshana H.; Zhang, Xuan; Abner, Erin L.; Grill, Joshua D.; Jicha, Gregory A.

doi:10.1159/000501464

Cited by 4 publications

(4 citation statements)

References 41 publications

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“…Further, onset of symptoms can be delayed and managed by lifestyle changes. The utilization of knowledge relating to human genetics is desired in public health services for disease prevention and health management, and may enable reduction of healthcare costs [ 42 , 43 ]; good effects have already been seen as a result of screening of some genetic disorders [ 44 ] and genetic testing for Alzheimer’s disease [ 45 ]. The results of our short-term education program suggested that it may also indirectly contribute to those ethical aspects.…”

Section: Discussionmentioning

confidence: 99%

Genetics education program to help public health nurses improve their knowledge and enhance communities’ genetic literacy: a pilot study

Kawasaki

Iki

et al. 2021

BMC Nurs

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Background As human genetics knowledge develops, public genetic literacy needs to be increased, though the educational capacity for this purpose has not yet been fully developed. Under this circumstance, the daily work of public health nurses can be viewed as an opportunity to enhance public genetic literacy. However, in Japan, there is not only a lack of public knowledge of human genomics but also a lack of public health nurses’ recognition about genomic literacy. A short-term education program was implemented as a pilot study. This study aimed to examine the effectiveness of the program to support public health nurses’ activity aimed at promoting health services-related genetic literacy. Methods The genetics education program was implemented in December 2019, in Kagoshima, Japan. Twenty-three public health nurses cooperated with the research. The program was composed of a case study on consultation, a lecture on hereditary diseases, and a discussion on the role of public health nurses. Familial hypercholesterolemia was used as the topic of the case study. We evaluated scores for cognition, affect, and psychomotor characteristics related to their learning goals before and after the program using Wilcoxon signed-rank tests. Answers in the consultation were qualitatively analyzed. Results The mean cognitive score, capturing provision of explanations of hereditary disease, was 6.3 before the program but increased significantly to 9.3 after the program (p < 0.001). For the affective score, the goal of which was deepening interest in human genetics, the mean score increased significantly from 8.5 before to 11.0 after (p < 0.001). For the psychomotor score, addressing the need for genetic consultation, the mean score increased significantly from 4.4 before to 8.1 after (p < 0.001). Prominent themes extracted from descriptions on the worksheet post training included, “providing advice and accurate information on genetic disorders” and “referral to a specialized organization.” Conclusions Our findings indicated that this education program helps public health nurses be positively involved in human genetic disorders. Thus, they may connect to their local community to provide accurate genetics knowledge and advice for health management and promoting genetic literacy.

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Section: Discussionmentioning

confidence: 99%

Genetics education program to help public health nurses improve their knowledge and enhance communities’ genetic literacy: a pilot study

Kawasaki

Iki

et al. 2021

BMC Nurs

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“…Attempts have been made to make students more aware of how genetics is a part of their everyday lives [ 29 ]. Genetics can be used to predict hyperlipidemia in children and to prevent heart disease [ 30 , 31 ]. It also contributes to the treatment of Alzheimer’s disease [ 31 ].…”

Section: Methodsmentioning

confidence: 99%

“…Genetics can be used to predict hyperlipidemia in children and to prevent heart disease [ 30 , 31 ]. It also contributes to the treatment of Alzheimer’s disease [ 31 ]. The use of genetic testing for finding risks (for example, hyperlipidemia and cancer, among others) has increased the contribution of genetics to public health [ 30 , 31 , 32 ].…”

Section: Methodsmentioning

confidence: 99%

“…It also contributes to the treatment of Alzheimer’s disease [ 31 ]. The use of genetic testing for finding risks (for example, hyperlipidemia and cancer, among others) has increased the contribution of genetics to public health [ 30 , 31 , 32 ]. Public health nurses believe that more knowledge about the inheritance of genetic traits would be useful in health promotion.…”

Section: Methodsmentioning

confidence: 99%

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Remote Teaching Due to COVID-19: An Exploration of Its Effectiveness and Issues

Kawasaki

Yamasaki

Masuoka

et al. 2021

IJERPH

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Universities have quickly shifted to remote learning due to the COVID-19 pandemic. This study compared two versions—emergency remote teaching (ERT) and conventional face-to-face class (FFC)—of a course design based on the instructional design ARCS model for effectiveness and issues. The current study comprised 46 third-year nursing students who attended an FFC course in 2019, and 56 third-year students who took the ERT version in 2020. Students’ self-rated goal attainment and knowledge of genetics scores were compared before and after taking the courses. Scores between the two class types were compared using the Wilcoxon rank sum test. The students’ worksheets were evaluated using keyword frequency and content analyses. Both classes achieved their goals satisfactorily, and this study confirmed that for this course, ERT was as effective as FFC. A comparison of the increase in domain goal attainment scores per student showed that only the psychomotor domain item, “I can fully explain human diversity using genomic information,” was significantly different, as it was significantly higher for ERT (p = 0.003). This higher item in the ERT group suggests that ERT can pose a lack of practice caution in acquiring nursing skills.

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Alzheimer Disease Worries, Fears, and Stigma and Their Relationship to Genetic and Interventional Research Engagement

Bardach¹,

Kent

Jicha

2020

Alzheimer Disease &Amp; Associated Disorders

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Background: Alzheimer disease (AD) research increasingly requires healthy individuals willing to undergo genetic testing. Objective: This study seeks to: (1) describe older adults’ beliefs about AD genetic testing, worry about AD, and fear of AD stigma, and (2) explore how these constructs relate to research participation. Methods: Surveys were sent to participants active in AD-observational research and those that were not. Three measures of research participation were explored: (1) being a current research participant, (2) self-report of clinical trial participation, and (3) expressing genetic registry interest. Results: The majority of the 502 respondents perceived greater benefit than the risk associated with AD genetic testing. AD worry and perceptions of AD stigma were low. Higher levels of AD worry and lower perceptions of AD stigma were associated with being a current AD research volunteer. AD worry and stigma were unrelated to clinical trial participation or genetic registry interest; these research participation measures were associated with AD genetic testing benefit. Conclusions: Beliefs about AD genetic testing, AD worry, and AD stigma are related to research participation, but relationships vary based on the research participation investigated. Future work should identify how these findings can inform outreach and recruitment efforts.

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Public Understanding and Opinions regarding Genetic Research on Alzheimer’s Disease

Cited by 4 publications

References 41 publications

Genetics education program to help public health nurses improve their knowledge and enhance communities’ genetic literacy: a pilot study

Genetics education program to help public health nurses improve their knowledge and enhance communities’ genetic literacy: a pilot study

Remote Teaching Due to COVID-19: An Exploration of Its Effectiveness and Issues

Alzheimer Disease Worries, Fears, and Stigma and Their Relationship to Genetic and Interventional Research Engagement

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