DNP-810 Topic 8 DQ 2 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action

DNP-810 Topic 8 DQ 2 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action

Sample Answer for DNP-810 Topic 8 DQ 2 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action Included After Question

Topic 8 DQ 2

There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action. Identify two issues that you have seen undermine these rights in your clinical setting. What are potential solutions for each? What is your role as the patient advocate with each issue? Explain. Support your rationale with a minimum of two scholarly sources.

A Sample Answer For the Assignment: DNP-810 Topic 8 DQ 2 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action

Title: DNP-810 Topic 8 DQ 2 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action

CAT: Is there anything from the material this week that left you with questions?

LAST DAY!!! I cannot believe it!!! Make sure you turn in all assessments today and participate in the discussions up to today.

Genetic and genomic applications are diverse and generalizing about the psychosocial harms of testing in these areas is challenging. Some interrelated factors about genetic and genomic testing must be understood. The first regards the characteristics of the genetic variants themselves, including the likelihood of developing a health condition when the variant is present and the range of severity in the health outcome when the variant is present. These bear on what risk information would be conveyed to an individual who has undergone the testing and how serious those results would be. A second factor concerns the nature of the health condition with which the variant is associated. It is one thing to test for cystic fibrosis and another to test for type 2 diabetes; each has its own range of health impacts, prognosis, and prevention or treatment options. The purpose of the testing is the goal to diagnose an already existing set of symptoms, assess risk for future disease, facilitate an intervention to prevent a disease from occurring. The context in which the testing is done is the test being conducted in a clinical setting with an individual who already has a familial risk for a disease, or is it being applied as a large-scale population screen among individuals with unknown prior risk. The impact of genetic and genomic testing has examined its use as a means of predicting and preventing a disease in pre-symptomatic individuals, the testing is often used to assist in narrowing down or confirming a diagnosis for individuals who are already experiencing symptoms. In the midst of symptom management and diagnostic processes, there is less likely to be time to conduct extensive genetic counseling or space for emotional processing by patients. Therefore, it is valuable to consider how the response of symptomatic patients to genetic and genomic testing may differ from other testing contexts American Society of Human Genetics,2020).

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Genetic testing can provide only limited information about an inherited condition. The test often cannot determine if a person will show symptoms of a disorder, how severe the symptoms will be, or whether the disorder will progress over time. Another major limitation is the lack of treatment strategies for many genetic disorders once they are diagnosed. Many of the risks associated with genetic testing involve the emotional, social, or financial consequences of the test results. People may feel angry, depressed, anxious, or guilty about their results. In some cases, genetic testing creates tension within a family because the results can reveal information about other family members in addition to the person who is tested. The possibility of genetic discrimination in employment or insurance is also a concern (F. Vansenne, P. M. Bossuyt, and C. A. de Borgie, 2019).

 

References

American Society of Human Genetics, American College of Medical Genetics. (2020). Points to consider: Ethical, legal, and psychosocial implications of genetic testing in children and adolescents. American Journal of Human Genetics, 57, 1233-1241.

63. Vansenne, P. M. Bossuyt, and C. A. de Borgie, “Evaluating the Psychological Effects of Genetic Testing in Symptomatic Patients: A Systematic Review,” Genetic Testing and Molecular Biomarkers13 (2019): 555– 63.

A Sample Answer 2 For the Assignment: DNP-810 Topic 8 DQ 2 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action

Title: DNP-810 Topic 8 DQ 2 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action

Thanks for your post and the enlightenment of these facts. In addition, although genetic testing can provide important information for diagnosing, treating, and preventing illness, there are limitations. For example, if you’re a healthy person, a positive result from genetic testing doesn’t always mean you will develop a disease. On the other hand, in some situations, a negative result doesn’t guarantee that you won’t have a certain disorder. However, talking to a doctor, a medical geneticist, or a genetic counselor about what the patient will do with the results is an important step in the process of genetic testing.

Information about genetic and genetic testing needs to be more accessible for patients. Much of it is either misunderstood or overhyped. Health care providers can help by presenting information in a clinical context that is relevant to their patients. That clinical skill will require that providers to be willing to engage their patients in an early and open dialogue about genetics and that the providers themselves are confident in their own understanding of the field.

Dougherty, M.J., Lontok, K.S., Donigan, K. et al. The Critical Challenge of Educating the Public About Genetics. Curr Genet Med Rep 2, 48–55 (2014). https://doi.org/10.1007/s40142-014-0037-7

A Sample Answer 3 For the Assignment: DNP-810 Topic 8 DQ 2 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action

Title: DNP-810 Topic 8 DQ 2 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action

Genetic research studies consider two general categories of ethical and social issues: genetic privacy and discrimination. Genetic privacy concerns also reside within criminal contexts because federal involvement can override the genealogical privacy of criminal suspects and the acquirement of genetic samples (Evans & Jarvik, 2015). The shared genetic information between family members also raises privacy concerns for relatives. The compromise of genetic privacy can ensue should testing companies be allowed the accessibility of your genetic information or if your data is stolen (Evans & Jarvik, 2015). Genetic testing results may impact your ability to obtain life, disability, or long-term care insurance (Tenenbaum & Goodman, 2017). Furthermore, genetic discrimination can follow through under the circumstances surrounding the differing treatment of either insurance company or employer due to a genealogical mutation responsible for inducing or heightening risks concerning an inherited disorder. Fear of discrimination is a common concern among people considering genetic testing (Tenenbaum & Goodman, 2017).

GINA, otherwise recognized as “The Genetic Information Nondiscrimination Act,” is an anti-discrimination law that exempts privacy-related involvement (Tenenbaum & Goodman, 2017). Moreover, this specific act is a preventative measure for both Medicare supplemental plans and group health. However, this act excludes life, disability, or long-term care plans—from using genetic information to discriminate against you regarding insurance (Tenenbaum & Goodman, 2017). In addition, title II of GINA prohibits using genetic information to discriminate in employment decisions, such as hiring, firing, and promoting (Tenenbaum & Goodman, 2017). An Executive Order accompanying GINA acts as a prohibitive measure concerning federal government agencies, which obstructs their ability to obtain gene-related information on either job applicants or employees and utilize similar information for hiring and promotion decisions (Tenenbaum & Goodman, 2017).

In 2013, HIPAA regulations were amended through the HIPAA Omnibus Rule, enabling the inclusion of genetic information in the definition of Protected Health Information (PHI) (Evans & Jarvik, 2015). Moreover, this specified rule serves as a preventive measure for employing that data for other variants regarding the plan of medical care but not for a long or otherwise lifetime duration (Evans & Jarvik, 2015).

As an advocate, it is essential to increase awareness of genetic testing, awareness of genetic nondiscrimination laws, concern about genetic discrimination in determining life insurance eligibility and cost, and the perceived importance of genetic nondiscrimination laws that address life insurance (Parkman et al., 2015). Continued dialogue regarding how GINA protects the privacy of and guards against the misuse of genetic information obtained through research (Parkman et al., 2015). The law reassures research participants that they can volunteer for studies without it harming their job or health insurance. The growing concern about employers needing to obtain or disclose genetic information about employees or potential employees under most circumstances. Genetic testing and employers’ use of genetic information should be permitted in the following situations to ensure workplace safety and health and preserve research opportunities (Parkman et al., 2015). California Governor Gavin Newsom signed the Genetic Information Privacy Act (GIPA) into law recently, which went to effect in January. The law requires genetic testing companies to be transparent about data collection practices regarding genetic data and obtain written consent from individuals to use the data (Parkman et al., 2015).

References

Evans, B. J., & Jarvik, G. P. (2018). Impact of HIPAA’s minimum necessary standard on genomic data sharing. Genetics in Medicine, 20(5), 531-535.

 

Parkman, A. A., Foland, J., Anderson, B., Duquette, D., Sobotka, H., Lynn, M., … & Cox, S. L. (2015). Public awareness of genetic nondiscrimination laws in four states and the perceived importance of life insurance protections. Journal of genetic counseling, 24(3), 512-521.

 

Tenenbaum, J. D., & Goodman, K. W. (2017). Beyond the Genetic Information Nondiscrimination Act: ethical and economic implications of excluding disability, long-term care and life insurance. Personalized medicine, 14(2), 153-157.

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Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

Also Check Out: DNP-810 Topic 8 DQ 1 Choose a news story, published within last 2 years, about genetic or genomic technology