2.50
Hdl Handle:
http://hdl.handle.net/10755/159216
Type:
Presentation
Title:
Evidence Based Undergraduate Nursing Competencies in Genetics
Abstract:
Evidence Based Undergraduate Nursing Competencies in Genetics
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2004
Author:Greco, Karen, RN, MN, ANP
Title:Nurse Practitioner
Contact Address:Nursing, 1360 SW Turner Road, West Linn, OR, 97068-9662, USA
Co-Authors:Catherine Salveson, RN, PhD, Associate Professor
The purpose of this study was to develop competency-based curriculum guidelines for undergraduate nursing education based on qualitative analysis of national genetics practice standards, guidelines, and recommendations. Theoretical/conceptual framework: Competency-based curriculum in nursing education. Methods: Qualitative content analysis was used to analyze the following evidence-based key documents: International Society of Nurses in Genetics scope and standards of genetics clinical nursing practice; National Coalition for Health Professional Education in Genetics core competencies in genetics essential for all health professionals; Genetic Nursing Credentialing Commission competency requirements for credentialing of genetic nurses; research-based genetic content recommendations for genetics education programs for nurses; nursing faculty consensus conference for recommended curriculum and expected clinical outcomes for genetics education of nurses; and genomic competencies for all public health professionals. Inclusion criteria for documents were: 1) they needed to include guidelines, recommendations or standards of practice concerning what nurses need to know about genetics 2) the information was created through expert opinion of a nursing or health professional group or organization, or research-based. Subjects: The key documents were the subjects. Results and Conclusions: Fundamental genetics skills for undergraduate nurses identified are identify, recognize, assess, provide and refer. Nurses need to be able to identify and recognize genetic risk factors, variations from normal, persons at risk for common genetic conditions, disorders, or diseases with a genetic component, and the need for a referral to genetic services. Nurses need to be able to identify genetic resources, common ethnocultural differences and ethical issues related to genetics, the relevance of genetics to nursing practice and the limits of their own genetics expertise. Nurses need to be able to identify and assess genetic risk factors, construct a pedigree, provide genetic education and refer to appropriate genetic resources. John A. Hartford Foundation's Building Academic Geriatric Nursing Capacity Scholarship Program supported this work.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleEvidence Based Undergraduate Nursing Competencies in Geneticsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/159216-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Evidence Based Undergraduate Nursing Competencies in Genetics</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2004</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Greco, Karen, RN, MN, ANP </td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Nurse Practitioner</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">Nursing, 1360 SW Turner Road, West Linn, OR, 97068-9662, USA</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Catherine Salveson, RN, PhD, Associate Professor </td></tr><tr><td colspan="2" class="item-abstract">The purpose of this study was to develop competency-based curriculum guidelines for undergraduate nursing education based on qualitative analysis of national genetics practice standards, guidelines, and recommendations. Theoretical/conceptual framework: Competency-based curriculum in nursing education. Methods: Qualitative content analysis was used to analyze the following evidence-based key documents: International Society of Nurses in Genetics scope and standards of genetics clinical nursing practice; National Coalition for Health Professional Education in Genetics core competencies in genetics essential for all health professionals; Genetic Nursing Credentialing Commission competency requirements for credentialing of genetic nurses; research-based genetic content recommendations for genetics education programs for nurses; nursing faculty consensus conference for recommended curriculum and expected clinical outcomes for genetics education of nurses; and genomic competencies for all public health professionals. Inclusion criteria for documents were: 1) they needed to include guidelines, recommendations or standards of practice concerning what nurses need to know about genetics 2) the information was created through expert opinion of a nursing or health professional group or organization, or research-based. Subjects: The key documents were the subjects. Results and Conclusions: Fundamental genetics skills for undergraduate nurses identified are identify, recognize, assess, provide and refer. Nurses need to be able to identify and recognize genetic risk factors, variations from normal, persons at risk for common genetic conditions, disorders, or diseases with a genetic component, and the need for a referral to genetic services. Nurses need to be able to identify genetic resources, common ethnocultural differences and ethical issues related to genetics, the relevance of genetics to nursing practice and the limits of their own genetics expertise. Nurses need to be able to identify and assess genetic risk factors, construct a pedigree, provide genetic education and refer to appropriate genetic resources. John A. Hartford Foundation's Building Academic Geriatric Nursing Capacity Scholarship Program supported this work.</td></tr></table>en_GB
dc.date.available2011-10-26T21:48:48Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T21:48:48Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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