PubMed · 8467255
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P Schroeder. Six "musts" for quality programs.. https://pubmed.ncbi.nlm.nih.gov/8467255/
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Molecular genetics is providing the power to predict and diagnose a variety of diseases. This is an evolving field, with new information being gained at a very rapid rate. Ultimately the molecular tools should be available to prevent and/or cure a number of diseases with genetic etiology. The molecular genetics laboratory is playing a pivotal role in effecting the utilization of this technology. However, molecular genetic testing is in many ways unlike other clinical laboratory testing. The process of molecular genetic testing and counseling is complex. The laboratory offering molecular genetic testing must be able to assess pedigrees, decide the proper test to perform and provide interpretation of the tests results obtained. Although standards governing the use of high-complexity genetic tests are evolving it is clear that the laboratory offering these tests will have to have on staff personnel trained specifically in molecular genetics. The challenge will be to stay abreast of evolving technology as well as standards and recommendations governing the use of these tests. We will review the process of molecular genetic testing and the issues that must be considered by laboratories who offer these tests.
This study describes the prevailing practice of NLN-accredited baccalaureate nursing programs with respect to the NLN-required outcome criterion of critical thinking. Currently accredited 4-year baccalaureate nursing programs scheduled for an accreditation site visit in the 1992 to 1993 and 1993 to 1994 academic years were invited to participate by providing a copy of the self-study report pages relevant to NLN Required Outcome Criterion 1: Critical Thinking. Of the 124 programs in the population, 55 used the newly approved accreditation criteria and provided the requested materials. This article describes the prevailing practices regarding the definition and evaluation/measurement of critical thinking.
The emphasis on critical thinking in nursing has increased in response to the rapidly changing health care environment. This emphasis is underscored in nursing education by the National League for Nursing (NLN) accreditation process with the inclusion of a required outcome criterion related to the critical thinking abilities of baccalaureate nursing graduates. This article proposes a model and an accompanying process that can provide direction for nurse educators in the development and evaluation of nursing students' critical thinking abilities.