Using Interactive Learning Strategies to Incorporate Genetics and Genomics into an Accelerated Nursing Curriculum

Martin, Tina M.

Thursday, July 14, 2011: 9:10 AM

Tina M. Martin, PhD, RN, CFNP
School of Nursing, University of Mississippi School of Nursing, Jackson, MS
LaDonna Kaye Northington, DNS, CCRN, BC
School of Nursing, University of Mississippi, Jackson, MS

Learning Objective 1: describe interactive learning opportunities for integrating genetics and genomics content into nursing curriculum

Learning Objective 2: discuss strategies to promote student competence in evidence base practice and electronic educational resources to guide health teaching in nursing.

The purpose of this presentation is to describe the integration and translation of human genetics content into an undergraduate accelerated maternal-child course. The learning experience was developed to integrate basic genetic concepts and patterns of inheritance into the care of an obstetrical/newborn client and translate basic genetic concepts using simulation (role-playing) and web-based pedigree exercises.

Students were grouped for this learning activity. Each group was assigned a specific maternal-newborn evidence-based case study. After preparation, the students simulated a nurse-client/family interaction focusing on communication of basic genetic information. Faculty observed and debriefed student performance as they: 1) discussed the genetic condition, including risk factors and testing; 2) constructed a 3 - generation pedigree using the CDC’s My Family Health Portrait web-based tool; 3) identified evidence-based practice and electronic educational resources to guide health teaching; 4) found national and local support group(s); and 5) discussed ethical, legal and global implications of genetics in nursing.

Results indicate that this is an effective method to incorporate genetics, electronic information management and evidence-based practice into the nursing curriculum. This experience provided students with an opportunity to enhance knowledge and skills in eliciting family history, drawing genetic pedigrees, obtaining reliable and accurate information and counseling patients. Student participation in these exercises may foster critical-thinking while enhancing communication and understanding of this difficult and sensitive content. Implications to nursing include providing framework to prepare students to apply and integrate genetics and genomics knowledge across all populations and clinical settings.

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