Öz
Aim: To identify nursing and midwifery students’ opinions about their roles in genetic counseling.Materials and Methods: This descriptive study was carried out between March-April 2013 with total of 130 final year nursing and midwifery students in a health sciences faculty. Data were collected through a seven-item questionnaire which was developed according to literature. The first four questions of the questionnaire were aimed to determine socio-demographic and educational characteristics of the students age, gender, department, genetics, adequate education . The other three questions were related to professional roles and responsibilities of the genetic counseling process with the social effects of genetic diseases. Data were analysed via a computer and the mean. Numbers and percentages were used in the analysis.Results: The majority of students reported that education about genetics was not sufficient. Students mostly stated nurses’ roles in genetic counselling as “preparing the patientfor the genetic test”, “taking the patient’s medical history”, “counselling the patient and his/her family members before the genetic tests”, and “supporting the family psychologically”. Most frequently stated genetic roles for midwives were “supporting the family psychologically”, “dealing with the social effects of genetic testing and counseling”, “counseling the patient and his/her family members during genetic tests” and “drawing pedigree”. ““Specialization in the field of genetics”, “dealing with genetic test results” and “conducting research on genetic testing and counseling procedures” were mentioned sparsely as roles in genetic counseling for both professions.Conclusion: The contents of genetic counseling related to education should be developed according to the occupational roles and responsibilities. Furthermore, the current practices should be taught to the students in this process
Anahtar Kelimeler
Kaynakça
- Durmaz B, Alpman Durmaz A, Özkınay F, Çoğulu Ö. Genetik danışmanlık ve önemi. CMJ 2011; 33: 259-65.
- Uluşahin A, Kara Özer S, Akarsu N, Aydın E. Psikiyatrik genetik hastalarında bilgilendirilmiş olur. Türk Psikiyatri Dergisi 2001;12:53-9.
- Godino L, Turchetti D, Skirton H. Genetic counseling: a survey to explore knowledge and attitudes of Italian nurses and midwives. Nurs Health Sci 2013; 15: 15-21. [CrossRef]
- Arimori N, Nakagomi S, Mizoguchi M, Morita M, Ando H, Mori A, et al. Competencies of genetic nursing practise in Japan: A comparison between basic and advanced levels. JJNS 2007; 4: 45-55. [CrossRef]
- Barr O, McConkey R. Health visitors’ perceived priority needs in relation to their genetics education. Nurse Educ Today 2007;27:293- 302. [CrossRef]
- Mattick JS, Dziadek MA, Terrill BN, Kaplan W, Spigelman AD, Bowling FG, et al. The impact of genomics on the future of medicine and health. Med J Aust 2014; 201: 17-20.
- Thompson HJ, Brooks MV. Genetics and genomics in nursing: Evaluating Essentials implementation. Nurse Educ Today 2011;31:623-7. [CrossRef]
- Barnoy S, Levy O, Bar-Tal Y. Nurse or physician: whose recommendation influences the decision to take genetic tests more? J Adv Nurs 2010; 66: 806-13. [CrossRef]
- Godino L, Skirton H. A systematic review of nurses’ knowledge of genetics. J Nurs Educ Pract 2012; 2: 173-84. [CrossRef]
- Dinç L, Terzioğlu F. The psychological impact of genetic testing on parents. J Clin Nurs. 2006; 15: 45-51. [CrossRef]
- Lessick M, Anderson L. Genetic discoviries: challenges for nurses who care for children and their families. JSPN 2000;5:47-51.
- Munroe T, Loerzel V. Assessing nursing students’ knowledge of genomic concepts and readiness for use in practice. Nurse Educator 2016; 41: 86-9. [CrossRef]
- Seven M, Akyuz A, Elbuken B, Skirton H, Ozturk H. Nurses’ knowledge and educational needs regarding genetics. Nurse Education Today 2015; 35: 444-9. [CrossRef]
- Terzioglu F, Dinc L. Nurses’ views on their role in genetics. J Obstet Gynecol Neonatal Nurs 2004; 33: 756-64. [CrossRef]
- Tomatir AG, Çetin Sorkun H, Demirhan H, Akdağ B. Nurses’ professed knowledge of genetics and genetic counseling. Tohoku J Exp Med 2006; 210: 321-32.
- Gharaibeh H, Oweis A, Hamad KH. Nurses’ and midwives’ knowledge and perceptions of their role in genetic teaching. Int Nurs Rev 2010;57: 435-42. [CrossRef]
- Skirton H, O’Connor A, Humphreys A. Nurses’ competence in genetics: a mixed method systematic review. J Adv Nurs 2012;68:2387-98. [CrossRef]
- Lopes-Junior LC, Carvalho Junior PM, de Faria Ferraz VE, Nascimento LC, Van Riper M, Floria-Santos M. Genetic education, knowledge and experiences between nurses and physicians in primary care in Brazil: A cross-sectional study. Nurs Health Sci 2017; 19: 66-74. [CrossRef]
- Benjamin C, Birch J, Bradley A, Mannion G. Genetics: examining your competency of practice on a regular basis. Nurs Stand 2013;28:37- 43. [CrossRef]
- Swamy AA, Fernandes N. Genetics and its practical applications in nursing. AJMS 2016; 4:194-200.
Öz
Amaç: Hemşirelik ve ebelik öğrencilerinin genetik danışmanlık rolleri ile ilgili görüşlerinin belirlenmesidir.Gereç ve Yöntem: Tanımlayıcı tipte çalışma, Mart-Nisan 2013 tarihleri arasında bir sağlık bilimleri fakültesinin toplam 130 hemşirelik ve ebelik son sınıf öğrencisiyle yapıldı. Veriler literatüre dayalı oluşturulan yedi soruluk anket formu aracılığıyla toplandı. Anket formunda yer alan ilk dört soru öğrencilerin sosyodemografik ve eğitim özelliklerini yaşı, cinsiyeti, okuduğu bölüm, genetik konusunda alınan eğitimi yeterli bulma durumu tanımlamaya yönelikti. Diğer üç soru ise genetik danışmanlık sürecindeki mesleki rol ve sorumluluklar ile genetik hastalıkların sosyal etkileri hakkındaydı. Verilerin analizi bilgisayar ortamında yapıldı ve ortalama, sayı ve yüzdeden yararlanıldı.Bulgular: Öğrencilerin çoğunluğu genetik ile ilgili aldıkları eğitimin yeterli olmadığını bildirdi. Öğrenciler hemşirelerin genetik danışmanlık rollerini çoğunlukla “genetik teste bireyi hazırlama”, “bireyin geçmiş sağlık öyküsünü alma”, “genetik testlerden önce birey ve aileye gerekli konularda danışmanlık yapma” ve “aileye psikolojik destek sağlama” şeklinde ifade etti. “Aileye psikolojik destek sağlama”, “genetik testlerin ve danışmanlık sürecinin sosyal etkileri ile ilgilenme”, “genetik test sırasında birey ve aileye gerekli danışmanlığı yapma” ve “soy ağacı çizme” ise ebelerin genetik rolleri arasında en sık belirtilenlerdi. “Genetik alanında uzmanlaşma”, “genetik test sonuçlarıyla ilgilenme”, “genetik testler ve danışmanlık süreciyle ilgili araştırmalar yapma” ise her iki mesleğinde genetik danışmanlık rolleri arasında oldukça az oranda ifade edildi. Sonuç: Genetik danışmanlık ile ilgili verilen eğitimlerin içeriği mesleğe özgü rol ve sorumluluklar doğrultusunda geliştirilmeli, bu süreçte yer alan güncel uygulamalar öğrencilere öğretilmelidir
Anahtar Kelimeler
Kaynakça
- Durmaz B, Alpman Durmaz A, Özkınay F, Çoğulu Ö. Genetik danışmanlık ve önemi. CMJ 2011; 33: 259-65.
- Uluşahin A, Kara Özer S, Akarsu N, Aydın E. Psikiyatrik genetik hastalarında bilgilendirilmiş olur. Türk Psikiyatri Dergisi 2001;12:53-9.
- Godino L, Turchetti D, Skirton H. Genetic counseling: a survey to explore knowledge and attitudes of Italian nurses and midwives. Nurs Health Sci 2013; 15: 15-21. [CrossRef]
- Arimori N, Nakagomi S, Mizoguchi M, Morita M, Ando H, Mori A, et al. Competencies of genetic nursing practise in Japan: A comparison between basic and advanced levels. JJNS 2007; 4: 45-55. [CrossRef]
- Barr O, McConkey R. Health visitors’ perceived priority needs in relation to their genetics education. Nurse Educ Today 2007;27:293- 302. [CrossRef]
- Mattick JS, Dziadek MA, Terrill BN, Kaplan W, Spigelman AD, Bowling FG, et al. The impact of genomics on the future of medicine and health. Med J Aust 2014; 201: 17-20.
- Thompson HJ, Brooks MV. Genetics and genomics in nursing: Evaluating Essentials implementation. Nurse Educ Today 2011;31:623-7. [CrossRef]
- Barnoy S, Levy O, Bar-Tal Y. Nurse or physician: whose recommendation influences the decision to take genetic tests more? J Adv Nurs 2010; 66: 806-13. [CrossRef]
- Godino L, Skirton H. A systematic review of nurses’ knowledge of genetics. J Nurs Educ Pract 2012; 2: 173-84. [CrossRef]
- Dinç L, Terzioğlu F. The psychological impact of genetic testing on parents. J Clin Nurs. 2006; 15: 45-51. [CrossRef]
- Lessick M, Anderson L. Genetic discoviries: challenges for nurses who care for children and their families. JSPN 2000;5:47-51.
- Munroe T, Loerzel V. Assessing nursing students’ knowledge of genomic concepts and readiness for use in practice. Nurse Educator 2016; 41: 86-9. [CrossRef]
- Seven M, Akyuz A, Elbuken B, Skirton H, Ozturk H. Nurses’ knowledge and educational needs regarding genetics. Nurse Education Today 2015; 35: 444-9. [CrossRef]
- Terzioglu F, Dinc L. Nurses’ views on their role in genetics. J Obstet Gynecol Neonatal Nurs 2004; 33: 756-64. [CrossRef]
- Tomatir AG, Çetin Sorkun H, Demirhan H, Akdağ B. Nurses’ professed knowledge of genetics and genetic counseling. Tohoku J Exp Med 2006; 210: 321-32.
- Gharaibeh H, Oweis A, Hamad KH. Nurses’ and midwives’ knowledge and perceptions of their role in genetic teaching. Int Nurs Rev 2010;57: 435-42. [CrossRef]
- Skirton H, O’Connor A, Humphreys A. Nurses’ competence in genetics: a mixed method systematic review. J Adv Nurs 2012;68:2387-98. [CrossRef]
- Lopes-Junior LC, Carvalho Junior PM, de Faria Ferraz VE, Nascimento LC, Van Riper M, Floria-Santos M. Genetic education, knowledge and experiences between nurses and physicians in primary care in Brazil: A cross-sectional study. Nurs Health Sci 2017; 19: 66-74. [CrossRef]
- Benjamin C, Birch J, Bradley A, Mannion G. Genetics: examining your competency of practice on a regular basis. Nurs Stand 2013;28:37- 43. [CrossRef]
- Swamy AA, Fernandes N. Genetics and its practical applications in nursing. AJMS 2016; 4:194-200.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Research Article |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Haziran 2019 |
| Yayımlandığı Sayı | Yıl 2019Sayı: 2 |