NSG 600 Module XI: Discussion I AND ASSIGNMENT AGNESS Essay

NSG 600 Module XI: Discussion I AND ASSIGNMENT AGNESS Essay

NSG 600 Module XI: Discussion I AND ASSIGNMENT AGNESS Essay

Direct-to-Consumer Tests

The human genome comprises many genes that provide varying information about their characteristics and health. Direct-to-consumer tests involve in vitro diagnostics that consumers receive directly without involving their healthcare providers (U.S. Food & Drug Administration, 2019; Oh, 2019). The variants in genes can provide critical information about a disease, the risk of developing a particular condition, and other data. One such with a valuable role in my clinical environment is the 23andME PGS Pharmacological Reports (DEN180028). This qualitative assessment is applied to genomic DNA derived from human saliva (U.S. Food & Drug Administration, 2019). It helps to detect genetic variants to aid discussions with a healthcare provider about the metabolism of therapeutics.

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The DNP clinician has a professional role in encouraging utilization, promote safe and ethical use of the test, and provide consumer education for appropriate use. From a health dimension, health outcomes improve when patients are more involved in their care. Direct-to-consumer tests ensure patients are more engaged in their overall health and lifestyle decisions (U.S. Food & Drug Administration, 2019). As a result, the test is crucial for better patient outcomes. Regarding consumer education, the DNP clinician should ensure patients/consumers understand the primary use of the test. Horton et al. (2019) noted that direct-to-consumer tests do not substitute hospital visits. Hence, consumers should use it to gather knowledge and not primarily for medical decision-making.

Ethical considerations when using the data from direct-to-consumer tests when providing care/consumer education include insufficient data and inaccuracies. The tests are not 100% accurate, and it is possible for some tests to mislead via wrong information due to an error in the test (U.S. Food & Drug Administration, 2019). Besides, incorrect interpretation of the tests may produce wrong results. As a result, a collaborative approach is crucial during testing and information interpretation to improve accuracy. Consumers should also understand that it is possible to get varying results for the same test from two different companies. This is possible since companies focus on different sets of variants.

References

Horton, R., Crawford, G., Freeman, L., Fenwick, A., Wright, C. F., & Lucassen, A. (2019). Direct-to-consumer genetic testing. BMJ, 367. https://doi.org/10.1136/bmj.l5688

Oh, B. (2019). Direct-to-consumer genetic testing: Advantages and pitfalls. Genomics & Informatics, 17(3), e33. https://doi.org/10.5808/GI.2019.17.3.e33

U.S. Food & Drug Administration. (2019). Direct-to-consumer tests. https://www.fda.gov/medical-devices/in-vitro-diagnostics/direct-consumer-tests#list

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Module X-XI: E-Learning and Genetics in Informatics

Overview

Technology impacts nursing education and resources required for academic programs, continuing education, and consumer education. This unit provides an overview of various computer-based instructional designs which can be used by nursing in these various educational settings. Distance education programs in academe has widened the potential for instructional tools in teaching learning activities.

Students obtaining a DNP degree require knowledge of various approaches to promoting key outcomes. Strategic plans employed for reaching organizational goals are interprofessional with these centering on a common activity that all healthcare disciplines engage in processes of using information. Application of nursing informatics knowledge enables nursing leadership opportunities. This level of education demands that nurses be prepared to deal with all aspects of information literacy in a world of rapidly evolving technology infiltrating clinical practice settings. Knowledge of data collection and analysis systems contribute to evidence based practice and advancing nursing knowledge. Bioinformatics and the growing field of genetics provide further validation of the need to gain knowledge of advances on new ways of delivering healthcare services. As you complete this unit think of the nursing informatics definition proposed in the early part of the course and how various sciences must come together for a richer understanding of these processes.

Readings

• Mastrian & McGonigle (2021): Chapters 15, 16, 18

Articles

• Ethical, Legal, and Social Issues in the Translation of Genomics Into Health Care
• Gammal et al. (2022) / Pharmacist Competencies
• Pharmacist Competencies/ Quick Glance
• Citation for the Gammal article:  Gammal, R. S., Lee, Y. M., Petry, N. J., Iwuchukwu, O., Hoffman, J. M., Kisor, D. F., & Empey, P. E. (2022). Pharmacists leading the way to precision medicine: updates to the core pharmacist competencies in genomics. American Journal of Pharmaceutical Education, 86(4). 269-275

Websites

• https://ghr.nlm.nih.gov/primer/precisionmedicine/definition
• http://www.cdc.gov/genomics/
• American Nurses Association (ANA) (2011).  Essential genetic and genomic competencies for nurses with graduate degrees.  https://www.genome.gov/Pages/Health/HealthCareProvidersInfo/Grad_Gen_Comp.pdf
• ANA Genetic Competencies
• National Human Genome Research Institute (2022). Discipline-specific genomic competencies
• Lists of Direct-To-Consumer Tests with Marketing Authorization
• Direct to Consumer Genetic Testing: Think Before You Spit, 2017 Edition!
• Direct-to-Consumer Tests (FDA, 2019)

Videos

Healthcare Technology Outlook 2020: Technology update.

Objectives

By the end of this module students will be able to:

• Discuss technology tools for e-learning.
• Discuss the role of the DNP professional for advancing nursing practice using e-learning.
• Discuss genomic implications for advancing nursing practice.
• Identify genomic resources which nursing professionals can utilize for knowledge acquisition.
• Apply precision medicine to attaining quality patient clinical outcomes.

 

Nursing Education and Informatics

Numerous benefits prevail in using computer technology for delivery of instruction and enhancement of learning. Some methodologies include:

• E-portfolio
• Podcasts
• Slide presentation software
• Learning management systems for course delivery
• Communication tools-including e-mail, blogs, threaded discussion, and chats
• Online discussion and chats
• Webcasts and webinars
• Simulations and virtual learning environments

The technology movement in nursing is proliferating; nursing professionals need an understanding of these applications which are mounting in size, and at times in complexity. Nursing professionals are being forced to expand their roles beyond traditional boundaries. Understanding these modalities is critical for nursing leaders advancing nursing knowledge, especially at a doctoral level of practice. Further information on these topics can be found in this week’s readings.

Precision Medicine

In 2015 the Precision Movement Initiative (PMI) began as a modem to interprofessional collaborate regarding patient care outcomes based upon data as related to genomics as aligned with patient lifestyle to improve outcomes. The following web site was launched during the roll out of the Affordable Care Act and for further information see the archived video inset of this launch https://obamawhitehouse.archives.gov/precision-medicine

Precision medicine as defined by the US Department of Health and Human Services/National Institutes of Health (2020; para 2):

• Is based on you as an individual
• Takes into account your environment (where you live), lifestyle (what you do), and your family health history and genetic makeup
• Gives health care providers the information they need to make customized recommendations for people of different backgrounds, ages, and regions
• Helps you get better information about how to be healthier
• Reduces health care costs by matching the right person with the right treatment the first time

See Boxes 18-4 and 18-5 (Mastrian & McGonigle, 2021) for further information on the history of this initiative. The movement of population health in relation to PMI has become a driving force in healthcare for improving quality indices. The following article provides current information on these topics ant the interrelationship that has evolved:

https://www.modernhealthcare.com/clinical/precision-medicine-and-pop-health-combined-can-improve-care

Module X-XI
Discussion 1	Choose one e-learning application (discussed or not discussed this week), which you would like to learn more about—a topic of interest, but one you did not have the time to study. You may want to go back to the competencies you evaluated earlier in the course and advance your learning in one of those areas. Everyone should post the application/topic they are researching. The learning environment is enhanced when no more than 2 students do the same topic. Research the application and present a detailed overview on how teachers and learners benefit from the opportunity to use the application. How can you impact an academic or clinical setting with this e-learning application? Module X: Discussion 1
Discussion 2	There exists different direct to consumer tests described by the FDA (2019):  https://www.fda.gov/medical-devices/in-vitro-diagnostics/direct-consumer-tests#list.  Different types of tests include:  carrier screening tests, genetic health risk tests, pharmacogenetic tests, cancer predisposition tests, low risk general wellness tests, and ancestry tests.  Select one type of direct-to-consumer tests listed above and describe its role in your respective clinical environment, the role of the DNP clinician and providing consumer education regarding the selected type of test, and any associated ethical considerations when using the data from the tests when providing care/ consumer education. Module XI: Discussion I
Assignment	Submission folder: Application of Innovation
	Post your initial response by Wednesday at 11:59 PM EST. Respond to two students by Saturday at 11:59pm EST. The initial discussion post and discussion responses occur on three different calendar days of each electronic week. All responses should be a minimum of 300 words, scholarly written, APA formatted (with some exceptions due to limitations in the D2L editor), and referenced.  A minimum of 2 references are required (other than the course textbook). These are not the complete guidelines for participating in discussions. Please refer to the Grading Rubric for Online Discussion found in the Course Resource module. Special Guidance on APA formatting in Discussion Posts APA formatting is required in discussion posts with the following two exceptions (due to limitations with the text editor in LIVE):  double line space and indent 1/2 inch from the left margin. Discussion posts will NOT be evaluated on those two formatting requirements. All other APA formatting guidelines should be followed. For example, in-text citations must be formatted with the appropriate information and in the correct sequence (Author, year), reference list entries must include all appropriate information following  guidelines for capitalization, italics, and be in the correct sequence. Refer to the APA Publication Manual 7th ed. for each source type’s specific requirements. Please let your instructor know if you have any questions.