Genetics/genomics have become an increasingly significant topic in nursing curriculum, with scholars agreeing that nurses ought to have at least minimal competencies in the field (Maradiegue, Edwards, & Seibert, 2013; Snow & Lu, 2012). The challenge is how to incorporate teaching such concepts into the curriculum for students and into continuing education for practitioners. One recommended teaching-learning strategy that has been identified as meaningful and effective for genetics/genomics in terms of clinical reasoning is the case study method. Both Maradiegue et al. (2013) and Snow and Lu (2012) recommend this method for teaching about genetics and genomics, with Maradiegue et al. (2013) specifically recommending its use during clinical rotations. Case studies provide students with real world – or at least realistic – scenarios in which to explore the concepts and applications, as well as test their skills with the concepts. Maradiegue et al. (2013) offer the example of breast cancer and how it may “have several different outcomes, treatment and prevention strategies based on the family history and risk factors” (Maradiegue et al., 2013, p. 253).
Snow and Lu (2012) echo the effectiveness of the case study method, particularly with regard to focusing on the specific competencies that have been identified for nurses. These competencies, which the authors take from the American Medical Association, include “obtaining a three generation family health history, constructing a pedigree using correct symbols, providing information and making referrals for genetic services, and providing genetic and genomic health care” (Snow & Lu, 2012, p. 95). Case studies would afford students the opportunities to examine the concepts in action, so to speak, and to fully appreciate how genetics/genomics function in the clinical setting. Case studies also appeal to learning styles which prefer hands-on learning. Given the hands-on nature of clinical rotations, it is easy to see how case studies would appropriate in the classroom and in during rotations.
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"Teaching Pathophysiology: Genetics/Genomics".
- Maradiegue, A. H., Edwards, Q. T., & Seibert, D. (2013). 5-years later – Have faculty
integrated medical genetics into nurse practitioner curriculum? International Journal of Nursing Education Scholarship, 10(1), 245-254. doi:10.1515/ijnes-2012-0007 - Snow, D., & Lu, J. H. (2012). Genetics and genomics: Unraveling new opportunities for
addiction treatment and education. Journal of Addictions Nursing, 23(2), 93-96. doi:10.3109/10884602.2012.669914
