Understanding genomics: no longer optional for gastroenterology nurses

Nurses' communication of pharmacogenetic test results as part of discharge care

As pharmacogenetic (PGx) testing is becoming integrated into routine clinical procedures for admitted hospital patients, consideration is needed as to when test results will be communicated to patients and by whom. Given the implications of PGx test results for current and future care, we propose that if results are not promptly discussed with patients when testing is completed, results should be discussed with patients during discharge care when possible, included in the printed or electronic discharge summary and a copy of the results sent to their primary provider. Nurses play an important role in discharge planning and care by providing patients with the necessary information and support to transfer from the hospital setting to an outpatient setting or to return to home and work. To promote nurses' ability to fulfill the role of communicating PGx test results, revised curricula and interprofessional and clinical decision support are needed.

Can genetics and genomics nursing competencies be successfully taught in a prenursing microbiology course?

In recognition of the entry into the era of personalized medicine, a new set of genetics and genomics competencies for nurses was introduced in 2006. Since then, there have been a number of reports about the critical importance of these competencies for nursing practices and about the challenges of addressing these competencies in the preservice (basic science) nursing curriculum. At least one suggestion has been made to infuse genetics and genomics throughout the basic science curriculum for prenursing students. Based on this call and a review of the competencies, this study sought to assess the impact of incorporation of genetics and genomics content into a prenursing microbiology course. Broadly, two areas that address the competencies were incorporated into the course: 1) the biological basis and implications of genetic diversity and 2) the technological aspects of assessing genetic diversity in bacteria and viruses. These areas address how genetics and genomics contribute to healthcare, including diagnostics and selection of treatment. Analysis of learning gains suggests that genetics and genomics content can be learned as effectively as microbiology content in this setting. Future studies are needed to explore the most effective ways to introduce genetics and genomics technology into the prenursing curriculum.

The clinical nurse specialist and essential genomic competencies: charting the course

Forging new frontiers is one description for the completion of the Human Genome Project (HGP) in 2003. This project produced a human DNA blueprint that is revolutionalizing society, changing healthcare, and producing new practice standards. With the genome map, scientists are identifying DNA variations that transform traditional models of health promotion, disease prevention, disease classification, treatment, and symptom management. The HGP is shifting emphasis from traditional genetics to an expanded genomic message. Nursing has responded to the HGP completion by establishing genomic nursing competencies. In 2005, the American Nurses Association (ANA), along with 48 nursing organizations, including the National Association of Clinical Nurse Specialists (NACNS), endorsed minimum essential genetic/genomic nursing competencies for all registered nurses, regardless of education or specialty area. How does the clinical nurse specialist (CNS) explore the HGP frontier and integrate essential genomic nursing competencies into practice? This article discusses the HGP, the development of essential genetic/genomic nursing competencies, and the genomic role of the advanced practice CNS. A 1-day genomics program is described as a pilot project for integrating competencies in practice and education.