The Genogram: Enhancing Student Appreciation of Family Genetics

Abstract

This study used the health histories of nursing students' families to facilitate students' understanding of the role genetics plays in reproductive health. An ethnographic genetic interview and data collection assignment were created and implemented. Participants included 107 nursing students enrolled in reproductive health nursing who collected ethnographic genetic information by interviewing their own families. The results showed that this exercise helps students gain insight, not only into their own family history but also into the importance of inherited causes of illness and disease. The genogram assignment provides a creative experience in integrating theoretical concepts and augments students' understanding of genetics in health care.

Evaluating a hybrid web-based basic genetics course for health professionals

“…Scientific advances and their ethical, legal and social implications have contributed to expanded roles for nurses (Burton & Stewart, 2003). Nurses who have genetics expertise and possess competencies in genetics will be best prepared to meet these expanded roles (Nicol 2002; Tavernier, 2009). Nursing educators and clinicians face significant barriers that impede the adoption of genetic knowledge into nursing education programs and clinical practice (Spruill, Coleman, & Collins-McNeil, 2009).…”

“…Successfully establishing genetics nursing competencies requires that organizational and nursing leadership understand the relevance of genetics and genomics to the nursing community (Jenkins & Calzone, 2007). Competencies in genomics allow the provider to present basic genetic information, suggest appropriate genetic testing and give the provider the ability to know when to refer a patient and family to genetic specialists or counselors (Tavernier, 2009). A study of health visitors in the United Kingdom found that the majority of respondents supported the core competencies set forth by the Nursing and Midwifery Council but they had a limited view of their own role in providing support for parents of children undergoing genetic testing and felt they needed more education in relation to genetics (Barr & McConkey, 2007).…”