nursing
Fanta Jalloh
ModuleSeven-Patho-Hypertension.docxModule Seven: Genomics and Epigenetics
Module Objectives:
1. Appraise the influence and significance of gene – environment interactions
2. Investigate the social, and ethical implications of genetic screening
3. Discuss epigenetics and relevance to patient assessment
4. Explore the role of nursing in the field of genomics
5. Discuss precision medicine the potential impact on health care
Required readings and resources:
Peruse the videos linked into the module
American Nurses Association, & International Society of Nurses in Genetics. (2016). Genetics/genomics
Nursing: Scope and Standards of Practice, 2nd Edition: Vol. Second edition. American Nurses
Association. ANA Genetics/Genomics Scope and Standards of Practice Focus on Standards
1- 7 (pp. 25 - 44)
Cheek, D. J., & Howington, L. (2017). Patient care in the dawn of the genomic age. American Nurse
Today, 12(3), 7–1. https://doi-org.ssuproxy.mnpals.net/10.1177/0969733018767248
Montgomery, S., Brouwer, W. A., Everett, P. C., Hassen, E., Lowe, T., McGreal, S. B., & Eggert, J. (2017). Genetics in the clinical setting: What nurses need to know to provide the best patient care. American Nurse Today, 12(10), 10–16.
https://ssuproxy.mnpals.net/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm& AN=125697831&scope=site
Sorenson, M., Quinn, L., & Klein, D. (2019). Pathophysiology: Concepts of human disease. Pearson Education. Chapter Two.
Tluczek, A., Twal, M. E., Beamer, L. C., Burton, C. W., Darmofal, L., Kracun, M., Zanni, K. L., & Turner, M. (
2019). How American Nurses Association Code of Ethics informs genetic/genomic nursing. Nursing Ethics, 26(5), 1505–1517.
https://doi-org.ssuproxy.mnpals.net/10.1177/0969733018767248
Sanford Health in Sioux Falls, SD has become a leader in clinical genomics over the last few years. Go to https://imagenetics.sanfordhealth.org and do some exploring. If you scroll way down to the bottom (go to view all videos - then to either the yearly series or the archives) of their homepage, you will find lots of interesting, lectures they have presented. Some I found particularly interesting are titled: 1) The Genetic Revolution: Genetic Applications in our Daily Life; 2) Yours, Mine, Ours: Ethical Perspectives in Genetic Medicine; 3) All in the Family: Genetics and Health History; 4) Pharmacogenetics: Where we are and where we are going, 5) Personalized Medicine: Hope or Hype?; & 6) Beyond Physical Illnesses: Genetics and Mental Health. And, there are many more - take a look and see what interests you.
Optional readings (may be helpful for the ethics criteria in your presentation)
Mehlman, M. J., & Parasidis, E. (2021). Predictive Genetic Testing by the U.S. Military: Legal and Ethical
Issues. Military Medicine, 186(7/8), 726–732. https://doiorg.ssuproxy.mnpals.net/10.1093/milmed/usab011
Morrissey, C., & Walker, R. L. (2018). The Ethics of General Population Preventive Genomic Sequencing: Rights and Social Justice. Journal of Medicine & Philosophy, 43(1), 22–43. https://doiorg.ssuproxy.mnpals.net/10.1093/jmp/jhx034
Sabatello, M., & Juengst, E. (2019). Genomic Essentialism: Its Provenance and Trajectory as an
Anticipatory Ethical Concern. Hastings Center Report, 49, S10–S18. https://doiorg.ssuproxy.mnpals.net/10.1002/hast.1012
Schupmann, W., Jamal, L., & Berkman, B. E. (2020). Re-examining the Ethics of Genetic Counselling in the Genomic Era. Journal of Bioethical Inquiry, 17(3), 325–335. https://doiorg.ssuproxy.mnpals.net/10.1007/s11673-020-09983-w
Yousef, G. M. (2021). Sharing genomic data with study participants: Navigating through ethical, legal and societal issues. Canadian Journal of Pathology, 13(1), 4–7.
Ruth's musings.....
I want to share a quote Dr. Colleen A. Campbell, a director at the Iowa Institute of Human Genetics shared on August 9, 2019. She stated " A thorough family history is the best genetic test". Please keep this in mind as you work on your genomics presentation.
"The end goal of precision medicine is that instead of a “one size fits all” approach by disease type, medicine will be informed by a genetic understanding of the disease. Precision medicine not only involves studying the genome, but also considers factors like where a person lives, what they do, and what their family health history is. The goal is to develop targeted prevention or treatment approaches to help specific individuals stay healthy or get better instead of relying on approaches that are the same for everyone" (Roth, 2019, p. 443.)
Reference:
Roth, S. C. (2019). What is genomic medicine? Journal of the Medical Library Association, 107(3), 442–
448. https://doi-org.ssuproxy.mnpals.net/10.5195/jmla.2019.604
Items due:
Genomics Presentations - go to the Genomics Presentation folder for guidance, an example.
Substantive additions
Reflections on Genomics
Genomics Presentation submission to portfolio
The grading rubrics are found in the syllabus (copied in below for your convenience as well)
Please refer to the course schedule. Be sure to contact Ruth if you have any questions.
Appendix E: Genomics Presentation -Hypertension
Choose one of the topics/health alterations listed in the discussion area. The alterations on the list are of multi-factorial inheritance, as these are alterations that are particularly amenable to nursing intervention. If you have topic/health alteration you wish to address (that is not listed), please email me.
For more guidance go to the Genomics Presentation folder under Content
Substantive additions – It is the expectation that students read all initial posts in the discussion forum. Each student is to post two responses, each to different health alteration adhering to the rubric.
Genomics Rubric – assignment worth a total of 50 points
|
Criteria - presentation |
Excellent |
Developing |
Not Satisfactory |
|
1: Succinct description of the health alteration. Includes prevalence.
|
Summarizes priority information clearly, includes prevalence. Well structured, logical. (4 points) |
Priority information is not complete. Prevalence not included. Organization in sporadic. (2 points) |
Inaccurate. Lacks organization and clarity. (0 points) |
|
2. Genomic influences related to alteration.
|
Genomic influences addressed (ex. specific genes? Multiple genes? likelihood of pattern in families? etc.). (4 points)
|
Genomic influences minimally addressed (0 points) |
Genomic factors not considered (0 points) |
|
3. Environmental and lifestyle influences related to alteration. |
Explores impact of environment and lifestyle on development of this alteration. (4 points)
|
Impact of environment / lifestyle addressed minimally (2 points) |
Impact of environment /lifestyle not addressed. (0 points) |
|
4. Modifiable risk |
Explores assessment/screening of individual/family at risk. Includes nursing role and application. (6 points)
|
Assessment/ screening addressed thoroughly but nursing role not included. (3 points) |
Inaccurate. Incomplete. (0 points) |
|
5 Non modifiable risk |
Explores assessment/screening of individual/family at risk. Includes nursing role and application. (4 points)
|
Assessment/ screening addressed thoroughly but nursing role not included. (2 points) |
Inaccurate. Incomplete. (0 points) |
|
6. Ethics |
At least two ethical aspects specific to genomics are explored. Hint: go to the end of the article by Cheek & Howington (linked into |
Ethical implications are addressed, but are not specific to the field of genomics. OR one ethical aspect addressed. (3 points) |
Ethics not addressed (0 points)
|
|
|
Module 3) as a place to start your exploration. (6 points)
|
|
|
|
7. Evidence based |
Integrates, cites, and references at least three professional evidencebased sources other than required texts (see criteria p. 6 of syllabus). Sources developed for the lay person will not count as professional evidence. Minimal direct quotations. Fewer than four APA errors. (4 points) |
Integrates, cites, and references fewer than three professional evidence-based sources (other than required textbook). Strength of evidence questionable. Citations and references have more than four omissions/errors. (2 points) |
Evidence is limited (0 points) |
|
8. Presentation and organization |
Organization is clear, logical, and engaging. Minimum of 15 slides. Font type, size, and color is easy to read (review the Tips for Creating a PowerPoint Presentation by Dr. Leibold) Clip art and graphics used appropriately throughout presentation. Fewer than four writing mechanics errors. (4 points)
|
Fewer than 15 slides. Clarity is lacking. Potential for reader engagement is limited. Graphics limited. Some slides challenging to read. Fewer than eight writing mechanics errors. (2 points) |
Presentation difficult to follow. Eight or more writing mechanics errors.
(0 points) |
|
9. Presentation and organization part 2 |
Either (both not required) 1) uses the notes section of slides to further explain information on slides - OR 2) includes voice over narration on slides to further explain information on slides (4 points) |
Notes section of slides OR voiceover narration adds limited information. (2 points) |
Voice over or notes section not completed (0 points) |
|
Substantive additions |
|||
|
First substantive addition: content
Addition must be to alteration not addressed in own presentation |
Adds new information to presentation (information that was not included in initial post) that is relevant to nursing practice. (4 points) |
Addition is accurate but does not introduce something new. |
Inaccurate. Not relevant to nursing practice (0 points) |
|
|
|
Relevance to nursing practice is limited (2 points) |
|
|
First substantive addition: Writing mechanics |
Integrates at least one citation/reference from professional evidence- based source. Fewer than four writing mechanics errors. Flows clearly and logically. (1 point) |
Flows clearly and logically. Four to eight writing mechanics /APA errors. (0.5 points)
|
Not supported by evidence. More than 8 writing mechanics /APA errors. (0 points) |
|
Second substantive addition: content Addition must be to alteration not addressed in own presentation or first substantive addition |
Adds new information to presentation (information that was not included in initial post) that is relevant to nursing practice. (4 points) |
Addition is accurate but does not introduce something new. Relevance to nursing practice is limited. (2 points) |
Inaccurate. Not relevant to nursing practice (0 points) |
|
Second substantive addition: Writing mechanics |
Integrates at least one citation/reference from professional evidence- based source. Fewer than four writing mechanics errors. Flows clearly and logically. (1 point) |
Flows clearly and logically. Four to eight writing mechanics /APA errors. (0.5 points)
|
Not supported by evidence. More than 8 writing mechanics /APA errors. (0 points) |
Appendix F: Reflections on genomics - submit to assignment box same week as the substantive additions are due. Grading Rubric:
|
Possible points |
Criteria to earn points |
|
3 points |
Reflect on any changes in your approach to the health history assessment that will occur as a result of your understanding of genomics. How will this understanding impact quality outcomes for those you serve? Please note: A minimum of five thoughtfully written sentences is required to earn full points.
|
|
3 points |
Reflect on any changes in your approach to health promotion and patient and family teaching that may occur as a result of your understanding of genomics. How will this understanding impact safety and quality outcomes for those you serve? Please note: A minimum of five thoughtfully written sentences is required to earn full points |
|
2 points |
Reflect on the most valuable thing you learned as a result of participating in the genomics module. |
