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Mayo Clinic School of Continuous Professional Development

You are here, advancing care through genomics: essentials for nursing practice online cne/cme course.

• Accreditation

Course Directors :  Carolyn R. Vitek, Ed.D., M.S. and Timothy B. Curry, M.D., Ph.D.

Genomic testing and genomic medicine are both rapidly growing fields, and the American Nurses Association recognizes that all nurses have a role in delivering genetics/genomics services to patients and families. Clinical advances have resulted in the introduction of genomics into practices ranging from primary care to oncology to critical care. These courses are designed to provide nurses and health care staff with broad education in genomics and were specifically developed to translate genomic science into practice.

This online course includes individual modules on:

• Foundational Genetic and Genomic Concepts
• Family History
• Genetic Testing
• Pharmacogenomics
• Individualized Medicine
• Ethical, Legal, and Social Issues in Individualized Medicine

Course modules can be selected as a discounted package or individually.

These courses were developed under the NHGRI Nursing Education Grant.

Target Audience

These courses are designed for any registered nurse interested in increasing use of genomics in patient care.  It may also be of interest to advanced practice nurses, licensed practical nurses, pharmacists, physicians, physician assistants, students, and other members of the health care team.

Learning Objectives

Upon completion of these modules, participants should be able to:

• Explain fundamental genetic and genomic concepts
• Conduct a comprehensive family medical history assessment
• Apply genomic concepts and testing methodologies into standard practice related to risk, diagnosis, and treatment
• Identify implications of genomic testing results
• Incorporate genomics into patient-focused health teaching and health promotion strategies
• Examine ethical, legal, and social implications (ELSI) surrounding genomics and genetic testing, including privacy and confidentiality of genomic data

Utilization of this Mayo Clinic online (enduring materials) course does not indicate nor guarantee competence or proficiency in the performance of any procedure(s) which may be discussed or taught in this course.

Additional Information

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Available until October 31, 2025 - Online CME Course

Pharmacogenomics (PGx) is the study of how one’s genes may affect an individual's response to medication and is an emerging field within patient care. Mayo Clinic experts have created an online certificate program on how to integrate PGx into clinical practice for pharmacists, physicians, nurse practitioners, physician assistants, nurses & students. Learners enrolled in this course will enjoy over 16 hours of engaging content, including case studies and over 50 videos that can be reviewed at their own pace, anytime. Earn a certificate of completion and CME credit in the process.

Trending Topics in Precision Medicine: Individualizing Care for Your Patient Online Course

Available until October 31, 2026 - Online CME Course

For this online learning course, we are presenting impactful and important presentations and discussions from our 2022 and 2023 Individualizing Medicine Conferences. We will highlight the Exposome, in which Mayo Clinic is a global leader in, as well as the evolution of Omics and Multi-Omics, digital and telehealth, and clinical research, including direct to patient trials. The online modules offer the opportunity for clinicians, researchers and healthcare professionals interested in genetics and genomics to remain current with advances in Individualized Medicine.

• 10.50 AMA PRA Category 1 Credit ™
• 10.50 Attendance

Course Directors Carolyn R. Vitek, Ed.D., M.S. Timothy B. Curry, M.D., Ph.D. Mayo Faculty Kara Mangold, DNP, RN, NPD-BC, CCTN, CNE Corinne Berg, MSN, RN, PHN Teresa M. Kruisselbrink, M.S., CGC Richard Weinshilboum, M.D. Marina Walther-Antonio, Ph.D. Karen M. Meagher, Ph.D. Christopher B. Grilli, Pharm.D., R.Ph., M.B.A. Matthew J. Ferber, Ph.D. Sharon C. Zehe, J.D. Ann M. Moyer, M.D., Ph.D.

Credit(s) Available:

AMA Mayo Clinic College of Medicine and Science designates this enduring material for a maximum of 10.50  AMA PRA Category 1 Credits ™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. ANCC Mayo Clinic College of Medicine and Science designates this activity for a maximum of 10.50 ANCC contact hours. Nurses should claim only the credit commensurate with the extent of their participation in the activity.

Other Healthcare Professionals: A record of attendance will be provided to all registrants for requesting credits in accordance with state nursing boards, specialty societies or other professional associations.

For disclosure information regarding Mayo Clinic School of Continuous Professional Development accreditation review committee member(s) and staff, please go here to review disclosures .

Available Credit

Access to online streaming course is available from the date of purchase until the course expires on July 31, 2025. Credit must be claimed within that time period.

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Nurses and Genetics and Genomics

A new series of webinars hosted by the Johns Hopkins School of Nursing dives into genetics and genomics, how genetics and genomics are changing the future of care as well as the present, and where nurses fit in.

One in 10 patients have a genetic component to their condition, and more patients are gaining access to their genetic data. Increasingly, genomic testing helps diagnose rare disease and better diagnoses sub-type of common conditions. What’s more, scientific breakthroughs in genomic data are building the potential for personalized medicine, medical treatments informed by a person’s unique molecular and genetic profile.

Nurses have a special ability to communicate with individuals and families, especially in helping them understand the role of genetics in the condition, in identifying genetic risk, and helping families manage genetic information and conditions. We must incorporate genetics and genomics into nursing education at all levels of academic preparation.

This webinar series was coordinated by assistant professor Nicole Mollenkopf, PharmD, MBA, BCPS, FSMSO . Funding support provided by the Nurse Support Program II, administered by the Maryland Higher Education Commission funded under the auspices of the Health Services Cost Review Commission.

#GeneticsGenomics​: Genetics of the Newborn Screen

Do you have questions about newborn screening in the state of Maryland? Genetics of the Newborn Screen discusses the purpose and process of newborn screening to identify inborn errors of metabolism and personal patient experience in receiving positive screening results. The discussion centers around the important roles nurses have in identification and management of families and infants from pre-test to results.

• Carolyn Applegate, MGC, CGC, Genetic Counselor, Johns Hopkins School of Medicine
• Johnna Watson, RN, BSN, Maryland Newborn Screening Program
• Celide Koerner, RN, MSRD, Johns Hopkins School of Medicine
• Kristen Byrnes, CRNP, Johns Hopkins Hospital
• Gerald Raymond, MD, Director of the Lysosomal Storage Disease Program, Johns Hopkins School of Medicine

#GeneticsGenomics​: What We Say Matters

How do you discuss family history and genetic issues with your patients and the public? What We Say Matters discusses best practices for how nurses and others address sensitive issues, strong emotions, and cultural differences related to genetics. It also discusses how to incorporate genetic risk and family resilience in your health assessments.

• Joann Bodurtha, MD, MPH
• Carolyn Applegate, MGC, CGC
• Colleen Gioffreda, BS
• Lindsay Kwong, DNP, FNP-C
• Carla McGruder, MS, CGC
• Nicole Thompson, MS, CGC
• Crystal Tichnell, MCG, RN

#GeneticsGenomics​: Engaging Nurses in Genetics, the Future is Here

The field of genetics and genomics is revolutionizing how human health and disease are conceptualized, diagnosed and managed. In Engaging Nurses in Genetics, the Future is Here, Drs. Patch and Metcalfe discuss practical methods and guidance to empower nurses to use genetics and genomics in real-world care.

• Dr. Alison Metcalfe, Sheffield Hallam University
• Dr. Christine Patch, Wellcome Connecting Science Society of Ethics Research
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Current status and future directions of U.S. genomic nursing health care policy

Affiliations.

• 1 National Institute of Nursing Research, National Institutes of Health, Bethesda, MD; School of Nursing and Health Studies, Georgetown University, Washington, DC.
• 2 William F. Connell School of Nursing, Boston College, Chestnut Hill, MA. Electronic address: [email protected].
• 3 School of Nursing, University of Connecticut, Storrs, CT.
• 4 Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, OH.
• 5 Dana-Farber Cancer Institute, Boston, MA.
• 6 College of Nursing, The University of Iowa, Iowa City, IA.
• 7 National Cancer Institute, Center for Cancer Research, Genetics Branch, Bethesda, MD.
• 8 School of Nursing, University of Pittsburgh, Pittsburgh, PA.
• 9 University of Florida, Gainesville, FL.
• 10 Center for Biotechnology and Genomic Medicine, Medical College of Georgia, Augusta University, Augusta, GA.
• 11 Nursing Research and Performance Improvement, Cedars-Sinai Medical Center, Los Angeles, CA.
• PMID: 33487404
• PMCID: PMC8282091
• DOI: 10.1016/j.outlook.2020.12.006

Background: As genomic science moves beyond government-academic collaborations into routine healthcare operations, nursing's holistic philosophy and evidence-based practice approach positions nurses as leaders to advance genomics and precision health care in routine patient care.

Purpose: To examine the status of and identify gaps for U.S. genomic nursing health care policy and precision health clinical practice implementation.

Methods: We conducted a scoping review and policy priorities analysis to clarify key genomic policy concepts and definitions, and to examine trends and utilization of health care quality benchmarking used in precision health.

Findings: Genomic nursing health care policy is an emerging area. Educating and training the nursing workforce to achieve full dissemination and integration of precision health into clinical practice remains an ongoing challenge. Use of health care quality measurement principles and federal benchmarking performance evaluation criteria for precision health implementation are not developed.

Discussion: Nine recommendations were formed with calls to action across nursing practice workforce and education, nursing research, and health care policy arenas.

Conclusions: To advance genomic nursing health care policy, it is imperative to develop genomic performance measurement tools for clinicians, purchasers, regulators and policymakers and to adequately prepare the nursing workforce.

Keywords: Genomic nursing health care policy; Genomics nursing; Health care quality measurement; Performance measures; Precision health; Quality improvement.

Copyright © 2020 Elsevier Inc. All rights reserved.

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Methods for Policy development…

Methods for Policy development timeline flowchart by the American Academy of Nursing…

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Sources of evidence utilized for Policy Task A.

The quality improvement process…

The quality improvement process using structure, process, output and outcome measures.

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It’s time for more genomics education in nursing

Genetic testing is now the standard of care for common diseases such as  cancer  and  heart disease , predicting risk and enabling earlier and more effective patient care. It’s an exciting revolution in patient care that has far-reaching potential and continues to grow and expand. But in Canada, we are not using all of our health human resources to take advantage of this important transformation in health care.

What’s missing are nurses.

Nurses are consistently rated the most  trusted health profession  and are the  largest health care workforce  in Canada, providing care to the most vulnerable and  remote  patients.

At the beginning of the genetics revolution, nurses were educated to offer genetic care to patients . However, educational opportunities have not kept pace. Genomics services have become siloed, and Canadians are now unnecessarily waiting for care and answers to their common genetics questions.

Nurses are ideally positioned to ensure that patients have access to accurate genetic information about their disease conditions and care options – but they no longer receive adequate training. Our governments, professional societies, and post-secondary institutions need to work together and find resources to address this significant gap.

According to the Canadian Nursing and Genomics Initiative (CNGI), Canadian nurses lack crucial support in their basic and continuing education about genomics when compared to nurses in other countries, such as the U.S. and the U.K. , where  nurses are expected to provide information on condition, inheritance and treatment options for patients using relevant genetic counseling skills.

A recent survey of more than 1,000 Canadian nurses revealed that while many patients seek nurses’ knowledge about genomics, nurses report wanting to learn more to better help their patients. Canadian nurses and their patients are missing out.

Basic nursing education should ensure that new nurses are prepared to help patients understand their genomic test results and offer strategies for talking about results with family members. It should also prepare nurses to identify people who might benefit  from genomic services, answer questions on genetic testing, and help people make lifestyle changes to lower risks.

To deliver this education, nurse educators need programs, support, and incentives to develop their own competency in genomics.

A health care system that expects nurses to provide genomics-informed care must provide proper training. Canadian health systems are ripe for re-design to better utilize nurses to meet the needs of patients, families, and communities affected by genetic conditions and risks.

Nurses in the workforce need to be equipped with genomic knowledge about their patients through continuing education courses, toolkits, and clinical decision-support aids. These resources are available to nurses in other countries, and they are improving the quality, accuracy, and safety of patient care.

Canada is falling behind.

Armed with genomics knowledge, nurses could work more effectively with genetic counselors, physicians, and pharmacists to provide care to thousands of people requiring genomics services.

Imagine the impact of Canada’s nearly half a million nurses once armed with genetic knowledge. Genetic testing can only improve health when health care professionals can employ the results.

Knowledge about genetic testing, risks, and therapies needs to be better integrated into nurses’ basic and continuing education programs to achieve the “DNA” of the nursing profession.

Nurses are poised to deliver the world-class health care Canadians expect — employing their knowledge of genetics to provide the best patient care.

Nicole Letourneau and Jacqueline Limoges are nurses and a professor and associate professor, respectively.

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Establishing the Essential Nursing Competencies for Genetics and Genomics

Jean jenkins, kappa.

National Institutes of Health, National Human Genome Research Institute, Bethesda, MD

Kathleen A. Calzone, Xi

National Institutes of Health, National Cancer Institute, Center for Cancer Research, Genetics Branch, Bethesda, MD.

To describe the development and process of consensus used to establish essential genetic and genomic nursing competencies relevant to the entire nursing profession in the United States (US) regardless of academic preparation, role, practice setting, or clinical specialty.

Organizing Construct:

Rogers’ diffusion of innovation theory applied to the adoption of genetics and genomics as the central science for health care.

Multiphased national nursing initiative to develop, refine, and establish with consensus essential competencies in genetics and genomics for all nurses.

Genetics and genomics have emerged as the central science for health care in the 21st century, transforming recommendations for nursing education, practice, regulation and quality control.

Conclusion:

The Essential Nursing Competencies and Curricula Guidelines for Genetics and Genomics indicate the minimal criteria for competency in genetics and genomics for the entire nursing profession in the US.

The elucidation of the genetic and genomic basis of health and illness has been the catalyst for unprecedented progress in scientific and clinical research in the past decade ( Collins, Green, Guttmacher, Guyer, 2003 ; International Human Genome Sequencing Consortium, 2004 ). Collins noted that the human genome can be a book with many uses. “It’s a history book: a narrative of the journey of our species through time. It’s a shop manual, with an incredibly detailed blueprint for building every human cell. And it’s a transformative book of medicine, with insights that will give healthcare providers immense new powers to treat, prevent, and cure disease” ( Collins, 2006 , p.1).

Remarkably this scientific progress is not limited to understanding a single condition or conditions, but has led to expanded care options across the entire spectrum of healthcare. Most health conditions have been identified as having a genetic or genomic component that is influenced by environmental, lifestyle, and other factors ( Guttmacher & Collins, 2003 ). When synthesizing the emerging evidence, genetics and genomics redefines traditional health and illness approaches, and genomics has become the central science for all health professionals in the 21st century. The purpose of this paper is to describe the first step to address the challenge of preparing the nursing workforce for this 21st century care model integrating genetics and genomics by identifying essential nursing competencies relevant to the entire nursing profession in the US, regardless of academic preparation, role, practice setting, or clinical specialty.

Since the 1980s, a few nurses have had the vision to appreciate the implications of genetics and genomics for future health care and nursing practice and have called for integration of genetics into nursing curricula, National Council Licensure Examinations, continuing education, and certification ( Anderson, 1996 ). In 2000 an expert panel, convened by the Health Resources and Services Administration (HRSA) emphasized the importance of integrating genetics content into nursing curricula to provide an adequately educated nursing workforce now and for the future ( Health Resources and Services Administration, 2000 ). However, the evidence shows that despite recommendations and initiatives worldwide to educate nurses, the progress of nursing competency in genetics and genomics remains limited ( Edwards, Maradiegue, Seibert, Macri, & Sitzer, 2006 ; Hetteberg, 1999 ; Prows, Glass, Nicol, Skirton, & Williams, 2005 ). Several years since that recommendation, genetic and genomic content is still inconsistently incorporated into entry-level nursing programs, NCLEX, and certification examinations.

In a follow-up survey on the amount of genetic and genomic content in the curricula of basic nursing academic programs, no increase in genetic and genomic content was found when compared to a similar survey conducted in 1996 ( Hetteberg, Prows, Deets, Monsen, & Kenner, 1999 ). As of fall 2005, only 30% of academic nursing programs contained a curriculum thread in genetics and genomics ( Edwards et al., 2006 ; Maradiegue, Seibert, Macri, & Sitzer, 2005 ; Prows, Calzone, & Jenkins, 2006 ). Not surprisingly, a recent survey of advanced practice nurses showed that the majority reported they had minimal training and knowledge in genetics ( Maradiegue et al., 2005 ), and other evidence has indicated that some nurses have limited appreciation of the relevance of these discoveries to their practice ( Pfeil & Luo, 2005 ). Thus, the nursing profession is not fully competent in the genetics and genomics of health care despite existing resources, established competencies in genetics and genomics for all health professionals, and published model curricula ( Prows et al., 2005 ).

Many factors contribute to this limited progress. The relevance of genetics and genomics to nursing practice is not fully appreciated and many nurses still consider it a subspecialty that is not relevant to the entire profession. Existing lists of competencies were long and not realistically achievable, given packed curricula and busy professionals with limited time and resources for continuing education. Insufficient numbers of faculty are prepared to teach this content. Accrediting bodies do not consider genetics and genomics in their evaluations. And state boards of nursing do not require competency in genetics and genomics as part of licensure or relicensure ( Burke, 2006 ; Prows et al., 2005 ). Overcoming these barriers represents an extraordinary challenge given the size and broad disparity of the nursing workforce and requires initiatives aimed at expanding existing initiatives and a centralized, coordinated, evidence-based approach.

The framework from the literature on diffusion of innovation indicates that disseminating, implementing, and sustaining new innovations depends largely on sufficient knowledge of the innovation to progress through the phases of adoption ( Rogers, 1962 , 1971 , 1983 , 1995 , 2003 ). Within this context, the rate of progress for incorporating genetic and genomic advances throughout the continuum of health care pertains not only to technologic advances, which have progressed at an exponential rate, but also to healthcare providers’ expertise in genetics and genomics to translate these findings into practice. Progress is especially complicated in nursing considering that the average age of registered nurses in the US has increased substantially. RNs younger than 40 have decreased from 52.9% in 1980 to 31.7% in 2000 to 26.6% in 2004 ( U.S. Department of Health and Human Services, 2005 ). This shift is relevant in that older nurses are less likely to have had any genetic and genomic content in educational programs ( Scanlon & Fibison, 1995 ). Yet this group is faced with the greatest implications of genetic and genomic advances.

With 2.9 million practicing nursing in the US, educating nurses in a new science is a daunting prospect. Yet efforts to train the nursing workforce in the United Kingdom (UK), where the average age of nurses is 42, have yielded some success ( Royal College of Nursing, 2005 ). Their strategy began with a key concept, simplicity. Using a process of consensus, they established seven measurable, simple, and achievable essential competencies applicable to the entire nursing profession in the UK ( Kirk, McDonald, Anstey, & Longley, 2003 ). Since that time, the U.K. National Health Service established a multidisciplinary NHS National Genetics Education and Development Centre ( http://www.geneticseducation.nhs.uk ) to support genetics education initiatives, provide educational resources for educators, and serve as a centralized clearinghouse for genetic resources and materials for all disciplines, including nursing. In addition, the participants in the Centre identify gaps in educational initiatives or materials and work to develop needed and appropriate resources.

The model adopted in the UK of honing down the expected competencies to those most essential and applicable to the entire profession is a compelling approach. First, narrowing the field of expected competencies to just seven overcomes some of the barriers to incorporation into curricula as the content becomes more manageable and preparing faculty is more reasonable. Second, nursing leaders in professional organizations have realistic achievable competencies from which to plan for continuing education for practicing nurses. Although the countries’ healthcare systems are different, the efforts in the UK inspired U.S. nurses and provided a model by which to begin to address the U.S. nursing workforce’s needs.

In 2004, the National Human Genome Research Institute (NHGRI) and the National Cancer Institute (NCI) of the National Institutes of Health (NIH) joined together to begin planning for a broad genetic and genomic training initiative for the U.S. nursing workforce. This collaboration was based in large part on the overwhelming need for oncology nurses to become proficient in genetics and genomics, because this specialty is one in which the application of genetics and genomics into practice is already occurring. Comparable to the UK approach, an initiative was launched to define the essential genetic and genomic competencies for all registered nurses in the US, regardless of academic preparation, role, or clinical specialty.

The first step was to establish a steering committee that included nursing leaders from clinical, research, and academic settings, including other NIH institutes and U.S. DHHS agencies, as well as nursing leaders from professional nursing organizations. Table 1 shows steering committee members and their affiliation. The role of the steering committee was to determine a mechanism for establishing essential nursing genetic and genomic competencies and achieving consensus from the nursing community.

Steering Committee Members

In conjunction, ongoing efforts were underway to obtain funding to support the competency development and consensus process. Funding was obtained from the NHGRI and from the Office of Rare Disease.

Competency Development

The steering committee identified, reviewed, analyzed, and compared competencies recommended in published and peer-reviewed literature ( American Association of Colleges of Nursing, 1996 , 1998 , 2001 ; Centers for Disease Control and Prevention, 2001 ; International Society of Nurses in Genetics, 1998 ; Jenkins, Dimond, & Steinberg, 2001 ; Jenkins, Prows, Dimond, Monsen, & Williams, 2001 ; National Coalition for Health Professional Education in Genetics, 2000 ). These documents indicated competency recommendations targeted at diverse audiences including all healthcare professionals, those in specialty genetics practice, and a subset of nurses with bachelor’s degrees, advanced practice nurses, and public health professionals. A writing group consisting of members of the steering committee was established to analyze and synthesize these documents to identify fundamental genetic and genomic competencies applicable for all registered nurses. A draft of the competencies was reviewed and approved with modifications by the steering committee.

For a second level of review, the draft competencies were presented to nurse representatives to the National Coalition for Health Professional Education in Genetics (NCHPEG) in January 2005. The revised draft was posted by the American Nurses Association (ANA) for public comment in 2006. This posting included announcements to ANA members, organizational affiliates, and the members of the Nursing Organization Alliance. In an extensive period for public comment, only 10 public comments were received, most indicating support for the competencies. All comments were recorded and reviewed by the writing group, and appropriate revisions were made. A final draft of the competencies was reviewed and approved by the steering committee.

Process of Consensus

The final aspect of consensus was an in-person meeting with key stakeholders from the nursing community. Stakeholders included representatives from certifying and accrediting bodies, National Council of State Boards of Nursing, minority nursing organizations, and professional nursing organizations. All members of the Nursing Organizations Alliance were invited to send representatives. On September 21 and 22, 2005, 50 key stakeholders convened to learn more about genetics, genomics, and the implications for nursing practice, as well as to review, revise, and come to consensus on essential genetics and genomic competencies for the entire U.S. nursing workforce. By the end of the meeting unanimous consensus was achieved. Additional information about the meeting, speakers, and the initiative can be found at http://www.nursingworld.org/ethics/genetics/

In summary, the essential competencies ( Table 2 ) do not represent the opinions or position of a single nursing organization or government body. Instead, the competencies were developed by an independent panel of nurse leaders from clinical, research, and academic settings. The competencies expand existing standards of nursing practice by specifying genetic and genomic knowledge and skills for all nursing education and practice.

Essential Competencies

At the September 2005 meeting, discussion occurred about specific competencies based on common definitions that are foundational to nurses’ understanding of the expectations in the Essentials document. Two key definitions are: (a) genetics: study of individual genes and their effects on relatively rare single gene disorders ( Guttmacher & Collins, 2002 ); and (b) genomics: study of all the genes in the human genome together, including their interactions with each other, the environment, and other psychosocial and cultural factors ( Guttmacher & Collins, 2002 ). These two definitions remain a work in progress because the new knowledge produced by genome research will create an ongoing need to assess and revise understanding of the influence of genetic and genomic factors for health outcomes. For the purpose of the Essentials document, both genetic and genomic information are used as the context for defining required competencies. Additionally, the following definitions were included for clarity: (a) clients: recipients of health care may include individuals, families, communities, and populations from any race, ethnicity or ancestry, culture, or religious background. The term clients is used throughout the Essentials document to reflect the focus of nursing care; (b) services: the delivery of genetic and genomic health care; (c) resources: genetic and genomic tools and sites for healthcare referrals for delivery of nursing care; (d) technology: the use of tools or machines to perform tasks, in this case the identification and assessment of genetic and genomic information (e.g., the use of micoarray technology to assess the genetic features of a specific tumor); and (e) pedigree: a graphic illustration of a family health history using standardized symbols (Bennett et al., 1995).

After much discussion, the essential competencies agreed upon through consensus were approved by the representatives at the September 2005 meeting with the plan to send the final document to all nursing organizations for endorsement. The essential competencies ( Table 2 ) apply to all registered nurses, with the expectation that competent nursing practice now requires the incorporation of genetic and genomic knowledge and skills. Table 3 shows the professional nursing organizations that have endorsed the Essentials document. Nursing organizations through endorsement of this document have agreed with the content and will also support and promote initiatives within their own organizations to implement the competencies. Because research advances will necessitate frequent revisiting of competency expectations, the term of endorsement is 5 years. Unsolicited endorsement from two schools of nursing has also been received. Additionally, two groups concerned about consumer health have provided recognition of the importance of genetic and genomic nursing competency through their endorsement of this document. Updates of endorsing organizations can be retrieved from http://www.nursingworld.org/ethics/genetics . A monograph version of the Essentials document is also available (A limited number of print copies are available from NHGRI, NIH Bldg 31 Rm. 4B09 Bethesda, MD 20892–2152 or the electronic file can be accessed at http://www.genome.gov/17517037 or http://www.nursingworld.org/ethics/genetics ).

Endorsing Organizations

Despite extensive efforts, not all professional nursing organizations responded to our request for consideration of genetic and genomics nursing competency document review. Others declined to endorse the document citing reasons such as “not considered a priority for members,” “insufficient time to devote to this subject,” and “insufficient resources.” With time, planning, and dedicated resources, all professional nurses should become aware of the importance of these competencies for them and their constituency.

Now that consensus has been achieved regarding the importance of genetic and genomic nursing competency, the next step is to formulate a strategic action plan. The ultimate goal is to make the Essentials a living document that brings new life into the integration of genetic and genomic competency throughout education, practice, and regulation and quality control. This is a crucial time during which plans are underway to engage the nursing community in establishing action plans for implementation. Representatives of select endorsing nursing organizations have been invited to be part of an advisory group to plan for these next steps. Through conference calls and meetings a strategic plan for implementation and outcome evaluation will be finalized.

The progress of this effort in the US has universal implications for nurses worldwide. Partnering with other disciplines and with nurses from other countries can lead to insights and opportunities not yet considered. Steps to consider efforts to improve international nursing competency in genetics and genomics will also be considered.

Conclusions

Integrating genetic and genomic information into all aspects of nursing practice requires that multiple building blocks be put in place through a multipronged strategic plan. Addressing the needs of faculty, practicing nurses, and regulatory agencies will begin to provide those building blocks to reshape the environment in which nurses learn, provide clinical care, and demonstrate competency. This rebuilding effort will require a significant investment. Incremental and cumulative rewards of such an investment will result in optimized health care that integrates genetic and genomic information. Of utmost importance to the success of this initiative is establishing the relevance of genetics and genomics to the nursing community. To achieve these goals requires focus on research, practice, and education aimed at preparing the nursing workforce with special attention to translating genetic and genomic knowledge into practice. Nurse awareness and adoption of the competencies as outlined in the Essentials document is the beginning, a foundation from which to now build.

Contributor Information

Jean Jenkins, Kappa, National Institutes of Health, National Human Genome Research Institute, Bethesda, MD.

Kathleen A. Calzone, Xi, National Institutes of Health, National Cancer Institute, Center for Cancer Research, Genetics Branch, Bethesda, MD.

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