28510 - NURSING AND HERITABLE PREDISPOSITE DISEASES. GENETICS AND CANCER

Subject type: Optional

Coordinator: Montserrat Lamoglia Puig

Trimester: First term

Credits: 5

Advances in genetics and the identification of genes responsible for the predisposition to certain diseases has opened up the possibility of identifying families and individuals with a greater chance of suffering from these diseases. By meeting individuals at higher risk of suffering from these diseases, we will be able to implement effective measures for early diagnosis and prevention by rationalizing the cost and reducing the morbidity, physical or mental, of these examinations. Addressing hereditary predisposition from Primary Care is critical to the successful implementation of primary and secondary prevention measures in both patients and their immediate family members.

Genetic counseling is the process of non-directive communication through which individuals and / or families at greater risk of hereditary predisposition receive information about the possibility of presenting or transmitting a disease, of the measures currently available for its prevention and early diagnosis, and the implications of genetic study for both him and other family members.

In the information age, these advances have not been exclusively in the healthcare environment, but rather have quickly transcended into the public light thanks to the media. This has led to a growing social demand for the possibilities of having a genetic predisposition to diseases such as neoplastic and genetic counseling.

The nursing professional is key in translating knowledge in genetics into clinical practice. The identification of the roles to be developed by nursing professionals in the area of ​​genetics and the training of these professionals will ensure adequate assistance.

GENERAL OBJECTIVES

• Increase and deepen the knowledge and understanding, practical skills and attitudes of nursing students about genetics, genomics and genetic counseling.
• Understand the relationship between genetics and health, prevention, detection, diagnosis, prognosis, treatment, and monitoring of treatment effectiveness.

SPECIFIC OBJECTIVES

• Know the different patterns of inheritance and the risk of occurrence and recurrence of genetic diseases and congenital anomalies.
• Know the population risks for the most prevalent genetic diseases
• Apply recommendations aimed at promoting healthy lifestyles.
• Identify the most common hereditary predispositions to cancer
• Specify the nurse role within the genetic counseling process.
• Work on the different areas of action of the nurse in genetic counseling.
• Know how to build a family tree with information on family health history, including three generations, using symbols and standardized terminology.
• Identify the most common psychoemotional aspects in patients and families with hereditary predisposition: emotional impact, grief, risk perception and decision making.
• Provide basic tools in addressing these psychoemotional aspects.

Regarding the expected learning outcomes, the student at the end of the subject will be able to:

• ·         Develop a global and integrative vision of the hereditary predisposition to get sick.
• ·         Establish an empathic and respectful therapeutic relationship with the patient and family.
• ·         Use strategies and skills that allow effective communication.
• ·         Select primary and secondary prevention activities appropriate to the level of individual and family risk.
• ·         Identify the environmental and genetic factors that condition health.
• ·         Appreciate the sensitivity of genetic information and the need for privacy and confidentiality.
• ·         Acquire skills to involve patients and their families in identifying the factors that condition their health.
• ·         Apply the nursing care process from an integrative and holistic care model.
• ·         Identify prevalent nursing diagnoses and possible nursing interventions in community, home, hospital, and social care settings.
• ·         Know the strategies of teamwork as well as the specific contribution of nurses in hereditary predisposition.
• ·         Identify the basic principles of the process of genetic counseling and advice.

Master classes, classes aimed at debate and clarification of contents, reading discussion classes.

Group work for case studies. Work on situations using problem-based learning (PBL). Preparation and presentation of simulated situations. Cooperative learning activities.

Readings of recommended texts, articles, guides, etc. Preparation of the topics for group work and for the presentation of the same. Study of the contents worked on in the subject. Preparation of the evaluation.

1. Basic concepts of genetics and genomics.
2. Basic patterns of inheritance and biological variation, both within families and in populations.
3. Genetic variability and disease. An opportunity for the development of prevention, diagnosis and treatment options.
4. The importance of family history in assessing disease predisposition.
5. Interaction of genetic, environmental, and behavioral factors in disease predisposition, disease onset, treatment response, and health maintenance.
6. Differences between the clinical diagnosis of the disease and the identification of the genetic predisposition to the disease.
7. Facilitating factors and barriers to the introduction of genetics in health care (education, ethnicity, culture, health-related beliefs, ability to pay, health model, etc.).
8. Physical and / or psychological benefits, limitations and risks of genetic information of individuals, families and communities.
9. Ethical, legal and social aspects related to genetic testing and the registration of genetic information.
10. Role of nursing professionals in the reference to the provision of services or genetics, and in the monitoring of these services.

Plenary sessions

Seminars

Self-employment

The evaluation of the generic and specific competences will be carried out continuously with the following activities: attendance and participation in classes and seminars, oral presentation and online questionnaires.

The teacher, if during the follow-up of the students' learning he considered it necessary to carry out a final written exam to assess the competencies, he could do it.

The teacher will report on the mandatory seminars on the first day of class.

Oral Presentation. Qualification criteria

It uses a system of quantitative (from 0 to 10) and qualitative (suspended, approved, notable, excellent, honors) according to RD 1125/2003

Essentials of Clinical Genetics in Nursing Practice. Felissa R. Lashley. Editorial Springer Publishing Co Inc. 2006. ISBN-10: 0826102220. ISBN-13: 978-0826102225

A Guide to Genetic Counseling. Wendy R. Uhlmann, Jane L. Schuette, Beverly Yashar. Editorial Wiley-Blackwell (an imprint of John Wiley & Sons Ltd); 2nd Revised edition; 2009. ISBN-10: 0470179651. ISBN-13: 978-0470179659

Genes, Genetics and Genomics, Oh My !. Essential Genetic and Genomic Competencies for All Registered Nurses. http://www.stsiweb.org/images/uploads/08_Genetic_and_Genomic_Competencies_for_RNs.pdf

Kirk M, Tonkin E, Skirton H. An iterative consensus-building approach to revising a genetics / genomics competency framework for nurse education in the UK. J Adv Nurs. 2014 Feb; 70 (2): 405-20. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3907026/

Skirton H, Cordier C, Lambert D, Hosterey Ugander U, Voelckel MA, O'Connor A. A study of the practice of individual genetic counselors and genetic nurses in Europe. J Community Genet. 2013 Jan; 4 (1): 69-75. Sep 28. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3537977/