Nursing Role and Nursing Genetic Studies
Advent of Genetic Study in Health Care Genetic Studies and Nursing
Advent of Genetic Study in Health Care
The
genomic era of health care began in April, 2003, with the completion of the
sequencing of the human genome. The Human Genome uses four proteins: adenosine,
cytosine, guanine, and thymine that replicate indefinitely. This double helix
is the basis of DNA and, along with RNA, which substitutes uracil for thymine,
makes up approximately 20 different amino acids.
These proteins constitute just
about everything in the body. It is these coded scripts that determine the
entire life of an individual (Guttmacher & Collins, 2002). Clinicians can
now determine if people will have certain genetic conditions in utero and
hereditary conditions can actually be predicted using Mendelian Inheritance
Theory.
Nurses are understanding the significance of how using the correct
questions regarding genetic history during patient admission assessments will
assist in preparing a customized treatment and health promotion plan for each
patient (Lea, 2003).
Genetic Studies and Nursing
Genetic
research by nurses is in the infancy stage. Recently multiple opportunities for
nurse scientists to conduct biological and behavioral studies in genetics,
either individually or in multidisciplinary teams, have become available.
The
National Institutes of Health (NIH) guide: Opportunities in genetics and nursing
research (NIH, 1997) identified the following topics regarding genetics in need
of research: holistic and community approaches, role of biopsychosocial factors
in health and illness, managing and diagnosing cardinal symptoms of chronic
conditions, cognitive decision making and learning skills, family education and
counseling, risk behavior symptoms and reduction, and health promotion.
Genetics offers nursing multiple research opportunities relating to biological
and behavioral studies that could advance nursing science.
Nurse clinicians
need more research based evidence to impact practice in every area, especially
pharmacology, the neurological and immune systems, genetic testing and
screening, and health promotion strategies.
Nurse educators must study
curriculum program outcomes to ensure that Core Competencies in Genetics
(National Coalition for Health Professional Education in Genetics [NCHPEG),
2001) are included.
The
National Institute of Nursing Research (NINR) and the National Human Genome
Research Institute (NHGRI) offer support to nurse scientists studying the
clinical implications of human genetics research.
Cashion (2002), a nurse
faculty member at the University of Tennessee, is studying the effects of
genetics and environment on disorders such as obesity, diabetes mellitus, and
transplantation.
Her study, Genetic Markers of Acute Pancreas Allograft
Rejection, is funded by NINR and focuses on identifying patients who might
experience rejection given their genetic makeup prior to actually manifesting
the symptoms.
One study about the use of genetic testing (Giarelli, 2003)
generated important clinical relevance regarding patients’ perceptions that
they had gained significant health knowledge about either their own or a family
member’s genetic illness or predisposition.
Nurses
need to become more involved in researching ways to promote health and decrease
disease by using genetics, study ethical and legal concerns of genetic health,
and become involved in advocating for people with genetic risk factors.
Also
they should participate in developing based protocols for identifying genetic
risk factors to delay or prevent the evidence onset of chronic illness, and
develop methods to positively impact patient and families involved in decisions
influenced by genetic conditions by disseminating important information
regarding genetics.