2.50
Hdl Handle:
http://hdl.handle.net/10755/154476
Type:
Presentation
Title:
Education
Abstract:
Education
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Elder, Betty L., RN, MSN
P.I. Institution Name:Wichita State University
Title:Assistant Professor
Multiple nursing organizations have supported the development of core competencies for genetics education. In addition, professional journal articles have voiced the urgency to implement a solid genetic base in nursing education. The National Coalition for Health Professional Education in Genetics has codified essential content into three areas: knowledge, skills and attitudes. To summarize these competencies, all students should be able to: 1. Apply basic genetic knowledge in the principles of clinical practice. 2. Gather genetic family history in the development of a multiple generational family profile. 3. Develop skills to respond to client and family concerns about potential heritability of health problems. 4. Understand the basis for genetic conditions to provide support, health education and assist in identification of resources for clients. 5. Understand the social and psychological implications of genetic information and recognize the need for client genetic counseling. At Wichita State University, we are initiating a multi-faceted approach to meet these needs. For graduate and senior students we are implementing a graduate genetics class, taught through the nursing department. The rapidly expanding undergraduate curriculum has necessitated an innovative approach of family history assessment incorporated into concept mapping. Our program uses the Family History Initiative outlined by the Surgeon General as a springboard for this project. In Step 1, students download Family History Software. From this, they develop a profile of their own family health history. Using this history, students will use a research-based model to incorporate dietary, lifestyle risk factors, and personal health habits as they develop a concept map in a self-evaluation process. Student outcomes include knowledge of risk factors for disease, recognition of ethical issues involved in acquisition of this information, and comprehension of steps needed to assist in prevention of disease.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleEducationen_GB
dc.identifier.urihttp://hdl.handle.net/10755/154476-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Education</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Elder, Betty L., RN, MSN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Wichita State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">betty.elder@wichita.edu</td></tr><tr><td colspan="2" class="item-abstract">Multiple nursing organizations have supported the development of core competencies for genetics education. In addition, professional journal articles have voiced the urgency to implement a solid genetic base in nursing education. The National Coalition for Health Professional Education in Genetics has codified essential content into three areas: knowledge, skills and attitudes. To summarize these competencies, all students should be able to: 1. Apply basic genetic knowledge in the principles of clinical practice. 2. Gather genetic family history in the development of a multiple generational family profile. 3. Develop skills to respond to client and family concerns about potential heritability of health problems. 4. Understand the basis for genetic conditions to provide support, health education and assist in identification of resources for clients. 5. Understand the social and psychological implications of genetic information and recognize the need for client genetic counseling. At Wichita State University, we are initiating a multi-faceted approach to meet these needs. For graduate and senior students we are implementing a graduate genetics class, taught through the nursing department. The rapidly expanding undergraduate curriculum has necessitated an innovative approach of family history assessment incorporated into concept mapping. Our program uses the Family History Initiative outlined by the Surgeon General as a springboard for this project. In Step 1, students download Family History Software. From this, they develop a profile of their own family health history. Using this history, students will use a research-based model to incorporate dietary, lifestyle risk factors, and personal health habits as they develop a concept map in a self-evaluation process. Student outcomes include knowledge of risk factors for disease, recognition of ethical issues involved in acquisition of this information, and comprehension of steps needed to assist in prevention of disease.</td></tr></table>en_GB
dc.date.available2011-10-26T13:01:46Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T13:01:46Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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