The American Nurses Association (ANA) first published genomics/genetics competencies in 2006 with competency criteria added in 2009 and updated in 2016. Specific knowledge and behaviors are outlined for each step of the nursing process with expectations in health promotion, risk screening and recognition of potential treatment response or lack of response (ANA, 2016). A survey indicated 57% of the 619 participant nurses self-report genomics knowledge as fair or poor (Calzone, Jenkins, Culp, Bonham & Badzek, 2013). Later research found that genomic education resources for nurses were underutilized (Calzone, et al, 2018b). The potential for improving health outcomes at decreased cost makes nursing education in this emerging science essential.
Nurses and nurse leaders must engage in professional development to gain and maintain competence. Nurses may be required to analyze genetic data that has been used to manage care. Nurses must be prepared to discuss genetic characteristics with an increasingly knowledgeable public. Nurses must understand and apply ethical issues specific to genetic dilemmas (Calzone, et al, 2018a). Nurse leaders educated long before the genomic revolution must acknowledge the deficits in nursing practice today and plan opportunities to build this necessary knowledge. Each practice area must delineate knowledge applicable to that specialty and determine the means for achieving the expected standard. As a profession of life-long learning, nurses must fill the gap that exists in the area of precision health-care. Self-assessment and planning for development using web and traditional educational resources will begin to bridge this gap and lay a foundation for competence.
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