Preparation of Undergraduate Nursing Faculty to Incorporate Genetics Content into Curricula
Preparation of Undergraduate Nursing Faculty to Incorporate Genetics Content into Curricula
复制标题
准备本科护理人员将遗传学内容纳入课程
DOI：
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复制
发表时间：
1999
影响因子：
2.5
通讯作者：
R. Monsen
中科院分区：
文献类型：
--
作者：
C. Prows;K. Latta;C. Hetteberg;Janet K. Williams;C. Kenner;R. Monsen
Faculty education has been identified as one key to the incorporation of genetics into nursing education and practice (Donaldson 1997; Mathews 1985). A multifaceted program was developed in 1996 to educate nursing faculty about genetics. The program was funded by the Ethical, Legal, and Social Implications Research Program (ELSI) of the National Human Genome Research Institute at the National Institutes of Health. The specific aims of the program were to (1) increase nursing faculty knowledge about human genetics and its clinical application and (2) improve and/or expand the human genetics content taught in RN preparatory nursing education programs. This multifaceted program is one effort to enable students graduating from RN preparatory programs to begin meeting the basic genetics needs of health care consumers. Genetics-related services that all nurses should be able to provide have been delineated in the recently publishedStatement on the Scope and Standards of Genetics Clinical Nursing Practice(International Society of Nurses in Genetics 1998). These services include management of genetic information and iden tification and referral of and support and care for per sons affected by or at risk for manifesting or transmit ting genetic conditions. To enable nurses to provide these basic services, the document further states that all practicing nurses should have a course in human genetics as well as genetics content and clinical experiences integrated throughout their RN preparatory programs. Results from multiple surveys over the past two decades, however, consistently revealed that nurses received limited genetics education in their basic nursing programs (Hetteberg and others 1998; Mertens and others 1984; Monsen 1984; Scanlon and Fibison 1995; Williams 1985). As a part of the Genetics Program for Nursing Faculty, a national survey was done to reassess the type and amount of genetics content in nursing curricula (Hetteberg and others 1998) as well as nurs ing faculty preparation to teach genetics content. Results indicated that the majority of nursing faculty responsible for teaching genetics content received lim ited formal educational preparation to do so (Prows and Hetteberg, unpublished results). Nursing faculty’s limited education in genetics is a significant barrier to increasing genetics content in nursing curriculum.
