Paper
Sunday, November 4, 2007

318
This presentation is part of : Leading Change in Healthcare
Implementing the Essential Nursing Competencies and Curricula Guidelines for Genetics and Genomics
Kathleen A. Calzone, MSN, RN, APNG, FAAN1, Jean Jenkins, PhD, RN, FAAN2, Laurie Badzek, MS, RN, JD, LLM3, Annette Debisette, DNSc, ANP, RN4, Suzanne L. Feetham, RN, PhD, FAAN5, Pamela Hagan, MSN, RN, Joanne Hickey, PhD, RN, BC, ACNP, FAAN6, Carole Kenner, DNS, RNC, FAAN7, Mary Krugman, PhD, RN, FAAN8, Dale Lea, MPH, RN, CGC, FAAN9, Judith Lewis, PhD, RN, FAAN10, Jennifer Loud, MSN, RN, CRNP1, Rosario-May Mayor, MA, RN11, Donna Jo McCloskey, PhD, RN12, Kathleen McGuinn, MSN, RN, CPHQ13, Patricia R. Messmer, PhD, RN, -BC, FAAN14, Cynthia Prows, MSN, RN15, Elizabeth Thomson, DNSc, RN, CGC, FAAN16, Martha Turner, PhD, RN17, Michael Weaver, PhD18, and Janet K. Williams, RN, PhD, FAAN19. (1) Center for Cancer Research, Genetics Branch, National Cancer Institute, National Institutes of Health, Bethesda, MD, USA, (2) Office of the Director, National Humen Genome Resarch Institute, National Institutes of Health, Bethesda, MD, USA, (3) Center of Ethics and Human Rights, American Nurses Association, Silver Spring, MD, USA, (4) Health Resources and Services Administration, Rockville, MD, USA, (5) University of Maryland and University of Wisconsin, Bethesda, MD, USA, (6) American Nurses Credentialing Center, Silver Spring, MD, USA, (7) College of Nursing, University of Oklahoma Health Science Center, Oklahoma City, OK, USA, (8) University of Colorado Hospital, Denver, CO, USA, (9) National Human Genome Research Institute, Bethesda, MD, USA, (10) Virginia Commonwealth University, Richmond, VA, USA, (11) James J Peters Bronx VA Medical Center, Bronx, NY, USA, (12) National Institute of Nursing Reserch, National Institutes of Health, Bethesda, MD, USA, (13) American Association of Colleges of Nursing, Washingon, DC, USA, (14) Nurse Researcher, Children's Mercy Hospital & Clinics, Kansas City, MO, USA, (15) Children's Hospital Medical Center, Cincinnati, OH, USA, (16) Ethical, Legal and Social Implications Research Program, National Human Genome Research Institute, National Institutes of Health, Bethesda, MD, USA, (17) Center for Ethics, American Nurses Association, Silver Spring, MD, USA, (18) School of Nursing, The University of Alabama at Birmingham, Birmingham, AL, USA, (19) University of Iowa, Iowa City, IA, USA
Learning Objective #1: Describe four implementation strategies for implementing the genetic and genomic nursing competencies.
Learning Objective #2: Identify four genetic/genomic nursing competencies established as essential for all nurses regardless of academic preparation, role or specialty.
Background:  The translation of genetic/genomics to clinical care has major implications for the nursing profession which has limited preparation in genetics.  In response, an initiative was launched to define essential genetic and genomic competencies for all registered nurses regardless of academic preparation, role or clinical specialty.  The competencies guide academic curriculum, continuing education and specialty certification.  47 organizations endorsed the competencies including unsolicited endorsements from two schools of nursing.  The goal is to prepare the nursing workforce to deliver genetic/genomic competent healthcare. 

Methods:  An Advisory Group (AG) of federal, academic, and national nursing leaders was established which identified, reviewed, analyzed, and compared successful change initiatives.  The framework for the 5 year implementation plan focused on, practicing nurses, regulatory/quality control and academics.  Within these arenas, each strategy is prioritized, includes outcome measures, funding needs, funding source, critical timeline, and recommended project lead.  An invitational meeting, October 22-24, 2006 of key stakeholders, drafted the 5 year strategic implementation plan.  Findings:  Consensus was achieved on establishing an infrastructure that provides the structure, direction, and focus for all efforts identified under the three critical goals in addition to promoting relevance of genetics and genomics on nursing practice.  This represents a multiple agency, organization and academic collaboration and the infrastructure will provide centralized coordination to stimulate activities and reduce duplication.  Second, identify a theoretical framework for implementing genetics and genomics into nursing practice.  Third, establish a centralized repository of genetic and genomic nursing resources to facilitate access and identify resource gaps which will enhance the ability to fill those deficits.  Fourth, establish a national nursing research outcomes agenda for genetics/genomics. 
Conclusion:  We will provide an overview of the competency development and consensus process and report on the implementation plan for integration of the competencies into curricula, NCLEX, specialty certification, continuing education and accreditation. 

 

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