Innovation
The innovation involved integrating the genetics education competency framework (Kirk et al 2003) into the pre-registration curricula. A mapping exercise was carried out to align the genetics competency statements and suggested learning outcomes to those of nursing and inter-professional modules in the curriculum across the three year programme. This provided students with the opportunity to gain a minimal level of knowledge and skills to gain “genetic literacy” and by using the “real life stories” narratives students were able to relate the theory of genetics to that of real life experiences they may encounter in practice. The students were also summatively assessed in one module against learning outcomes related to genetic knowledge and skill acquisition.
References
Kirk M, McDonald K, Longsley M, Anstey S (2003) Fit for practice in the genetics era: a competence based education framework for nurses, midwives and health visitors. University of Glamorgan, Pontypridd
What prompted innovation?
The publication of the Department of Health genetics white paper (DH 2003) and the subsequent review (2008) stated that nurses needed to be prepared for the genetics era. In recognition of the advancing technology and availability of genetic testing, including the national neonatal screening programmes (Human Genetics Strategy Group 2012), the need for nurses to be able to care for patients with genetic conditions they may encounter in their careers has been highlighted. As result a competency framework was developed to provide support and guidance in the teaching and learning of genetics and genomics. The framework gained the support of the NMC, NHS and DH.
When developing a new nursing curriculum it was established that there were deficits in meeting the proposed genetic learning outcomes. In response to prepare the future workforce to meet the holistic needs of patient a wide range of teaching strategies were introduced to ensure that nurses had a basic understanding of the genetic and genomic contribution to health and common disease and more importantly how to identify the issues facing people with genetic conditions.
References
Department of Health (2003) Our inheritance, our future. Realising the potential of genetics in the NHS. The stationary office, London
Department of Health (2008) Our Inheritance, our future. Realising the potential of genetics in the NHS. Progress review of the White Paper. The stationary office, London
Human Genetics Strategy Group (2012) Building on our inheritance. Genomic technology in healthcare. Department of Health, London
What makes innovation different?
It has been identified that although there is general support for genetic education for all healthcare professionals it is poorly integrated into curricula design (Burke and Kirk 2006) This initiative enables students to achieve core competencies in genetics which are appropriate for practice. In addition the opportunity for allied health professionals to integrate learning in genetics has been introduced in one inter-professional module which is a novel teaching approach as it facilitates learning together.
Students are also examined in genetics including the theoretical science and the softer interpersonal skills required to identify patient issues related to genetics. This seems to be a unique approach to assessment in genetics.
References
Kirk M, Burke (2006) Genetics education in the nursing profession: literature review. Journal of Advanced Nursing 54 (2) 228-237
Changes in practice
- Strong links have been made with the Regional Genetics Service who offer short placements and clinical experiences to pro-active students. This enables the student to follow a patient journey and help them to understand the impact of living with a complex long term condition. This initiative also involves the clinical specialists in the education process adding credibility to the teaching strategies.
- Many students report that the skill of drawing a family tree has helped when collecting complex family information and assessing the family needs. They also report disseminating the information to their qualified colleagues thereby enabling professional development and integration of genetics into practice by qualified staff .
- Students also report that by using real life patient stories to underpin the theory they can transfer some of the knowledge and skills to other areas of practice such as identifying and communicating risk to patients, and in the promotion of health by explaining the multi-faceted nature of disease, prevention of disease and the rationale for screening programmes.
- Academic staff at the University has also expanded their skills and confidence in teaching and assessing genetic content of the curriculum. The confidence in the teaching staff has grown significantly in this once less popular subject area due to the human impact of genetic disorders having a high profile.
Impact
- Module evaluation demonstrates that students enjoy a blended approach to their learning in this subject area. They appreciate the three year content strand which inter-relate and require the integration of previous module learning. This enables the student to link concepts and discuss in an open forum their experiences and beliefs in relation to genetic core principles.
- An evaluation of how the genetics theory prepares students for practice has revealed that many students are using this information in practice and have had some exposure to patients with genetic and inherited disease.
- There is recognition of good practice by the NHS Genetics Education and Development Centre with whom we have established robust links. This organisation develops and publishes via its website educational resources for healthcare professionals.
- Students themselves have been able to demonstrate their learning of the key concepts related to genetics through the summative assessment process.
Dissemination
- The information has been disseminated internally at departmental meetings. The introduction of genetics into the past curriculum has been used as the basis for the development of the latest curriculum introduced in 2012.
- The publication of the educational evaluation of genetics in the curriculum is in preparation. This will allow a wider audience to be exposed to the benefits of integrating genetics into nursing curricula.