EBA blog: Educated nurses, educating clients and their families on genetics.

New technologies are changing the evolution of modern day medicine. These technologies have led to the discoveries of remarkable things such as DNA and genetic inheritance, an idea that has transformed health care, biological science, and even how medical care is viewed. This concept coined genetics or genetic medicine aims at addressing the association between the genetic mutation and the disorder whereas, genomics addresses how the genetic mutation is expressed and the severity of expression with the resulting impact upon the individual's health. Genetics provides the mapping of the human genome and has resulted in overwhelming changes in medical care and a new responsibility for all nurses to be knowledgeable in regards to genomic health disorders (Camak, 2016).

Genetics and genomic developments are currently being integrated into all specialties of nursing clinical practice including but not limited to; oncology, pharmacogenetics, cardiology, palliative care, obstetrics, hospice and end of life care. This process has created new roles for nurses, including the integration of genetics into pharmacotherapeutics, and the integration of genetics and genomics into treatment guidelines for many diseases and disorders. The most essential role of the nurse is that of the client educator and advocate, while providing clients with accurate, informative and unbiased genetic education and resource information. During this process, nurses support clients and families by ensuring that they understand the risks and benefits of initiating genetic services (Camak, 2016).

The American Association of Colleges of Nursing [AACN] states that nursing educators now have the responsibility to encourage nursing graduates of all types to become patient advocates for clients and families facing genomic health compromise including that of genetic counseling. The AACN expresses the need for nursing programs to prepare graduates to, “recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology” (Camak, 2016). To accomplishing this nurses acting as educators, need to possess an understanding of genetics and genomics, pharmacogenomics, be competent in screening and identifying those at risk for genetic health compromise and effectively address client and family advocacy needs (Camak, 2016). This type of understanding will allow nurses at all levels from novice to well established experts, to take the lead in incorporating genetic and genomic needs at all levels of patient care.  Teaching the appropriate application of genomic treatment guidelines, further equipping and empowering clients with factual and evidenced based information, that will assist them in living the healthiest life possible.

Reference

Camak, D. J. (2016). Review: Increasing importance of genetics in nursing. Nurse Education Today, 4486-91. doi:10.1016/j.nedt.2016.05.018

Personal Genomics. (n.d.). Retrieved November 30, 2016, from http://innovatemedtec.com/digital-health/personal-genomics

DeCODE genetics Archives -. (2015, November 12). Retrieved November 30, 2016, from http://hannessmarason.com/blog/tag/decode-genetics/

Posted by: Shane Howard SN, FSCC

Simulation Lab: A Reflective Journal Entry 10/31/16

It was a cool breezy Monday morning, but not just any Monday, this was Halloween. Waking during the haunting hour of 0300 and never finding my way back to sleep; should have been my first clue that 10/31/16, was going to be a day full of tricks rather than treats. I had completed my SimLab packet, researched my patients diagnoses, and prepared myself for what I thought would be good learning simulations for a patient with CHF, on Digoxin. I had the best of intentions, however my endeavours' would prove to be useless. Now I was at the mercy of the great Oz, behind the two way mirror, the one who is always watching. Once broken up into teams a plan of attack was drawn up only to be flung to the wind as soon as we arrived to 209.

First thing we did after arriving to room 209 was transfer the patient back into bed and discontinuing his feast of salty potato chips, that were forbidden on his diet. Next I attempted to draw up blood and send it to the lab for a BMP and BNP. After that I had quite the adventure as I attempted to contact the HCP to get wound-care orders, an x-ray order, and an order for respiratory therapy. After that a wound specimen was retrieved and sent to the lab and wound-care was completed.

In the simulation lab, I learned that before calling anyone for anything you must be ready to answer every question possible. That you can not assume just because a HCP is assigned to a patient that you will ever get to speak to them and that their nurse will not be working and you will have to speak to another HCP nurse and assume they know what they are talking about. You also must assume everyone else on staff at the hospital is completely incompetent and can not be trusted to do there job. So you should find a new job because the hospital is sure the be shut down in the near future.

During my next simulation experience I will not prepare as much or create a plan. I will not expect to get to actually do anything cool related to my patients diagnoses. And I will gather more data and check labels and review specimen acquisition protocol.

As we watched our peers, I learned these three things: Communication is key, working around others in close approximation in a closet is not easy, Lasix is is pushed over 2 minutes.

Three things I learned in the classroom that I put into practice during the simulation experience were assessment skills, the pathology of CHF, and cultural awareness in regards to Jehovah's Witnesses.  

So I guess now I'm a blogger...here goes nothing!

So I had this great Idea that at 29, I was going to go to Nursing school! Who would have thought after 15 years in Business Admin, I'd make a leap of compassion? Choosing caring and community over profits, territories, and the bottom line. Well 2 out of 5 semesters down, people keep saying "That's great you're half way done", no half way when I make it there will be MID TERM! So not only have a learn just enough to possible be dangerous, but I'm getting pretty great at walking the walk & talking the talk if I do say so my self! 

Everyone knows Nursing School any where is no joke but @ FSCC when you're a SUN CHIEF, it's an everyday struggle to ensure you don't end up as tomorrow's SACRIFICE! We say "FEAR THE FEATHER" and you should it's good advice. However, if that "FEATHER" is wearing the SACRED "WHITES", I'd suggest taking you'r FEAR up a notch; We're on a mission, we don't give up, we get very little sleep, and our ever enchanting exclusive group of FEARLESS leaders can be all knowing and nurturing, Medicine Miracle Workers or if you cross one of their young "Novice Student Nurse in WHITES" you may just get to see them become WITCH DOCTORS, because lets face it before to long they will all have there DOCTORATES! Remember, one day hopefully far away in the future; many trips of the EARTH around the SUN you will need one of us. And WE, the few the Proud and Loud SUN CHIEFS will be there for you!

So0o0o0o0o... long story short: A bag of tricks and skills that I'm not afraid to use, CHECK. A super awesome WHITE outfit that could double as a Halloween costume, CHECK. Dark circles from sleep deprivation, CHECK. More Knowledge than you could ever think it possible to learn in 8 months, CHECK!

And if that wasn't enough guess what? NOW, I got a BLOG! I have survived this far tackling a blog should be a piece of cake, I even figured out how to invite the best NUR201, Liver Loving Instructor & Mentor Ms.P! So here goes nothing!  

SHANE H, SN FSCC

P.S. Nothing in this post has been meant in an offensive manner to anyone, regarding any topic, just a little satirical fun and puns!