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

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

Sample Answer for DNP-810 Topic 8 DQ 1 Choose a news story, published within last 2 years, about genetic or genomic technology Included After Question

Topic 8 DQ 1

Choose a news story, published within last 2 years, about genetic or genomic technology. What is the issue presented? From the perspective of an RN or APRN, what are the ethical, cultural, religious, legal, fiscal, and societal implications of the issue? Explain. Support your rationale with a minimum of two scholarly sources.

A Sample Answer For the Assignment: DNP-810 Topic 8 DQ 1 Choose a news story, published within last 2 years, about genetic or genomic technology

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

Knowledge is the basis of understanding and in nursing the foundation of practice. Genomics is defined as the study of all the genes in the human genome together, including their interactions with each other, the environment, and the influence of other psychosocial and cultural factors. Genetics and genomics includes understanding the implications of its significance in patient’s lives, thus the meaning of genomics in health is a critical aspect of nursing practice. Understanding the genetic component of diseases requires knowledge of fundamental genetic science. It is critical that nurses understand the ethical, legal and social implications that arise when genomics becomes part of health care practice. Nursing is a practice discipline and so it is by actions that nurses manifest their professionalism. It requires an awareness and appreciation for the complexities and uniqueness of genetic information. Nurses must act with the greatest sensitivity and discretion in managing genetic information and privacy and confidentiality are always important in health care it is difficult to overstate their importance relative to genetic information of a patient. Protecting the privacy and confidentiality of patient information is the role of the nurse in obtaining informed consent for any procedure that requires the collection and analyzing of an individual’s DNA.

Down Syndrome (DS) is caused by a complete or segmental triplication of human chromosome 21 (HSA21) and is the most frequent genetic cause of intellectual disability. People with DS present with developmental abnormalities and has systemic alterations in the peripheral system, as well as neurological and cognitive deficits. In 2020, the National Institutes of Health (NIH) announced that they would update their DS research plan and requested input from the research and the non-profit/family advocacy communities. Inglis et al. have distributed a questionnaire to members of the Lower Mainland Down Syndrome Society in British Columbia, Canada. It was completed by 101 parents. 41% responded that they would biologically treat their child of DS if it were possible. 27% said they would not biologically treat their child, and 32% were unsure. The major motivation for a treatment was to increase the child’s autonomy. Society’s interaction with these persons could change and that might make a whole lot of difference.

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Educate patients/ families about genetics, provide with credible accurate and appropriate genetic and genomic information resources to facilitate decision making. Advocate for clients access to desired genetic/genomic services and/or resources including support groups. Advocate for the rights of all clients for autonomous, informed genetic and genomic-related decision making and voluntary action. Recognize and acknowledge the role of genomics as an integral component in the promotion of the public’s health and wellbeing. Advocate and promote the right of the individual or family to voluntarily choose or to not choose to seek genomic healthcare services. Nurses have entered the post-genomic age as professionals expected to engage with the public and provide informed up-to-date genetic information and competencies.

References:

Inglis A, Lohn Z, Austin JC, et al. A “cure” for Down syndrome: what do parents want? Clin Genet. 2014;86:310–317.

Petersen M.E., O’Bryant S.E. Blood-based biomarkers for Down syndrome and Alzheimer’s disease: A systematic review. Dev. Neurobiol. 2020;79:699–710. doi: 10.1002/dneu.22714.

Riggan KA, Niquist C, Michie M, et al. Evaluating the risks and benefits of genetic and pharmacologic interventions for Down Syndrome: Views of parents. Am J Intellect Dev Disabil. 2020;125:1–13.

Yu P.K., Jayawardena A.D.L., Ba M.S., Pulsifer M.B., Grieco J.A., Abbeduto L., Dedhia R.C., Soose R.J., Tobey A., Raol N., et al. Redefining Success by Focusing on Failures After Pediatric Hypoglossal Stimulation in Down Syndrome. Laryngoscope. 2021;131:1663–1669. doi: 10.1002/lary.29290.

A Sample Answer 2 For the Assignment: DNP-810 Topic 8 DQ 1 Choose a news story, published within last 2 years, about genetic or genomic technology

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

Thanks for sharing your post. I have learnt to appreciate that approach to care from an individualized care approach perspective reap numerous rewards as each patient and family requires more from the treatment option present and while one approach may not be an ethical issue for a specific family, it may become a legal issue for another. Hence, I do agree that informed options and approach to care to achieve the best decision in the interest of the patient is paramount.

Few more days! As we are wrapping up in a few days what are items that you liked most about this course?

It was interesting to learn more about genetics. This was the first time really digging into genetics and healthcare. I found the discussion questions interesting.

Hi Angela! Yes it is interesting the genetics and when I first taught this course in the DNP program I was not sure how it all tied into the DNP. I think the course lays it out pretty well.

I love how this course took a deep dive into genetics. I have not had the chance to research and review such information, so it was great to learn!]

 

It was great being part of your course.

Thank you! I am glad you were able to take info to apply in this course. It is a great refresher as well with genetics.

I appreciated the wealth of knowledge about genetic and genomics and I learnt so much about Medicare and healthcare expenditure in the United States. I find it very relevant to my area of practice and I am always looking for learning opportunities to put theory into practice.

YES! I completely agree. I especially like these discussions too because you all learn off of each other and see others points of view.

I like learning about genes and hereditary conditions. For me, it is very interesting to learn and discover.

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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.

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