Are you ready for the genetics revolution?
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Biomedical subjects
Publications and source records attributed to D H Lea.
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The practice-based genetics curriculum has been revised based on feedback from field-testers and is available for nurse educators. Powerpoint materials have been added to the curriculum. Further information about the curriculum can be found at the website: www.fbr.org. The practice-based modules complement the growing number of genetic resources available for nursing faculty and support incorporation of genetics concepts into all levels of nursing education. This educational effort helps ensure that nurses entering practice are prepared to help their clients understand genetic aspects of themselves and their health and available gene-based testing and treatment options.
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This article provides nurses with general information about the structure and function of genes, metabolic and chromosomal disorders, and the inheritance of genetic conditions in families. It serves as a foundation for the remainder of this issue, which addresses the clinical application of genetic principles, genetic counseling and evaluation, and emerging genetic technologies. Nurses are present in all health care settings and care for individuals and families throughout their patient's life span. Nurses must therefore have adequate knowledge of human genetics so that they can identify individuals who may have a genetic condition or predisposition, and ensure that those individuals have access to the most current genetic diagnostics, treatment, and management therapeutics. With this knowledge, nurses can collect appropriate family histories, provide current genetic information, and support patients, families, and communities as they integrate this new information and technology into their daily lives.
Identification of the components of the Human Genome and their relevance to health and disease is revolutionizing the provision of genetic services and all areas of health care. New genetic tools to diagnose, manage, and treat common diseases, along with Web-based innovations are changing the shape of how genetic services will be accessed and delivered. These advances represent a "bionic convergence" that will fundamentally transform medicine during the next few decades. The convergence of biotechnology and electronics is creating an expanding array of health care opportunities for clients and offers innovative opportunities for health promotion, restoration and management. Families and communities will soon be able to participate more fully in the direction and design of their own genetic health. Nurses with their long history of providing holistic, family-centered care in all practice settings, can help to create new dimensions to their practice to support their clients as they meet these health care innovations. This article explores a New World view of genetics services, and describes futuristic models for their provision. Nursing participation in and preparation for future genetics services also is described.
New developments in deoxyribonucleic acid (DNA) technology are increasing understanding of the role of genetics in health and disease. This kind of health information requires that perioperative nurses develop new skills and roles that will enhance the quality of genetic health care they provide to patients, particularly with regard to managing genetic information. Perioperative nurses expand their scope of practice to incorporate a genetic focus into health assessment, patient education, and patient support as they assimilate new genetic information into their daily lives. Perioperative nurses familiar with genetic counseling services--and how and when to refer patients for such services--will ensure that all patients have access to the most current and appropriate genetic information with which to make informed health choices.
Nursing's unique contribution to human genetics is holism. There are many roles for basic and advanced practice nurses involved in genetics. Describing these roles makes it easy for nurses to learn more about genetic nursing and helps promote collaboration among professionals. Education for nurses about genetics helps foster greater nursing participation in human genetics. The goal is for nurses to be informed about genetics so that they can better understand people as whole persons whose growth and development, human response patterns, and biopsychosocial processes are affected by and have an effect on human DNA.
OBJECTIVES: To provide oncology nurses with the basic concepts of gene therapy related to cancer and to outline their practice roles. DATA SOURCE: Published professional articles, clinical protocols, and textbooks. CONCLUSION: Oncology nurses will need to become knowledgeable about the methods and applications of gene therapy for cancer to participate in clinical trials and to develop relevant nursing development plans. IMPLICATIONS FOR NURSING PRACTICE: Advances in genetic testing and gene therapies will extend oncology nursing roles in direct patient care, education, advocacy, provision of genetic services, and nursing research. Oncology nurses will also participate in dialogue and development of social policies with regard to the safety, ethical, and social issues related to cancer gene therapy.
Discovery of genes associated with clinical disorders increases the ability of clinicians to more accurately assess risk for their clients to develop or to be carriers of certain health problems. Estimating these risks has become more precise with the addition of genetic testing. The process of client assessment and considerations associated with genetic testing for cystic fibrosis and one form of colon cancer (familial adenomatous polyposis) are presented in a case study format. Ethical considerations in the use of genetic testing include protection of privacy, protection from coercion, and assuring client understanding of implications of test results. Practitioner responsibilities also include educating clients regarding benefits and limitations of testing, collaborating with genetic counseling resources, and monitoring the client for potential adverse outcomes of testing.
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We describe a polyclonal-antiserum-based 125I-radioimmunoassay for cotinine that is suitable for measuring nonsmokers' passive exposure to tobacco smoke in the environment. The standard curve ranged from 0.25 to 12.0 micrograms/L, with an estimated lower limit of sensitivity of 0.2 microgram/L (95% B/Bo = 0.2 microgram/L; 50% B/Bo = 4.0 micrograms/L). The median within-assay CVs for patients' samples with cotinine values from 0.4 to 1.3, 1.4 to 2.4, 2.5 to 4.6, and 4.7 to 15.6 micrograms/L were 13.9%, 7.2%, 5.1%, and 5.7%, respectively. Between-assay CVs for two quality-control sera with average values of 1.53 and 3.68 micrograms/L were 14.3% and 7.8%, respectively. Analytical recoveries of cotinine from smokers' sera diluted in zero calibrant ranged from 91% to 116%. Cotinine values determined on 79 paired sera and urines from nonsmokers showed significant correlation with self-reported exposure to environmental tobacco smoke (r = 0.49, P less than 0.001 for sera; r = 0.57, P less than 0.001 for urine). The log of the values for serum and urine cotinine were also significantly correlated (r = 0.85, P less than 0.001). Evidently, polyclonal antiserum can be used to develop a cotinine assay for measuring exposure to environmental tobacco smoke that compares well with that described for monoclonal-based assays.
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