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Selected AbstractsGenetic testing for cancer predisposition and implications for nursing practice: narrative reviewJOURNAL OF ADVANCED NURSING, Issue 4 2010Elizabeth Kathryn Bancroft bancroft e.k. (2010) Genetic testing for cancer predisposition and implications for nursing practice: narrative review. Journal of Advanced Nursing66(4), 710,737. Abstract Title.,Genetic testing for cancer predisposition and implications for nursing practice:narrative review. Aim., This paper is a report of a review of literature on the psychological and social implications of genetic testing for cancer predisposition and how recent developments in knowledge about genetics may affect clinical practice. Background., Knowledge about the genetics of disease has grown since the completion of the Human Genome Project. Many common genetic changes that predispose to cancer have been found. Identifying genetically ,at risk' individuals is going to become a feature of healthcare and nursing practice over the next decade. The psychological and social effects of this knowledge on patients and their families are important considerations. Data sources., A search of the British Nursing Index, CINAHL, EMBASE and PUBMED databases was conducted between June 2007 and December 2008 without date limits. Grey literature was sought using search engines and through searching relevant websites. Review methods., A narrative review of studies published in English was conducted. The studies were reviewed for relevance and inclusion criteria; their methodological quality was not evaluated. Results., Seventy-eight papers met the inclusion criteria and fell into three thematic categories: social impact, psychological impact and interest in and uptake of genetic testing. To date, research has focussed on high-risk cancer genes. Conclusion., Genetic testing raises social, ethical and psychological concerns. Further research is required to determine how healthcare professionals can support the integration of genetics into clinical practice. Nurses will become increasingly involved in genetic testing and will play a key role in providing information, support and follow-up for individuals identified as being at higher risk. [source] Genetics education in the nursing profession: literature reviewJOURNAL OF ADVANCED NURSING, Issue 2 2006Sarah Burke BA MA Aim., This paper reports a literature review exploring genetics education for nursing professionals. The aim was to contribute to the debate about the future direction of such education. Background., Advances in genetics science and technology have profound implications for health care and the growing importance and relevance of genetics for everyday nursing practice is increasingly recognized. Method., A search was conducted in February 2005 using the CINAHL and Google Scholar databases and the keywords nurse, midwife, health visitor, education and genetics. Papers were included if they were published in English between 1994 and 2005 and included empirical data about genetics education in nursing. In addition, attempts were made to access the grey literature, with requests for information on research, for example, to members of the Association of Genetic Nurses and Counsellors and searches of relevant websites. Findings., Agreement on the relevance of genetics for nursing practice is extensive. Empirical evidence of the learning needs of practitioners highlights widespread deficits in knowledge and skills, and low confidence levels. Provision of nursing education in genetics is patchy and insubstantial across a number of countries, further hampered by lack of strategic development. Significant progress has been made in the identification of learning outcomes for nurses. Research on the delivery of genetics education is limited, but the role of skills-based training, use of clinical scenarios, and importance of assessment have all been identified as factors that can promote learning. Conclusion., Whilst areas of good performance were revealed, many studies identified gaps in professional competence and/or education. New initiatives are underway to support genetics education and its integration into professional practice, but further research is needed on the most effective forms of educational delivery, and an international collaborative approach to this should be considered. [source] Experiential Education In New Product Design And Business DevelopmentTHE JOURNAL OF PRODUCT INNOVATION MANAGEMENT, Issue 1 2002Richard N. Cardozo We describe an experiential approach to teaching new product design and business development in a year-long course that combines intensive project work with classroom education. Our course puts together up to six teams of graduate students from management and engineering who work on projects sponsored by individual companies. Student teams work with faculty from multiple disciplines and personnel from the sponsoring companies. The year-long format and involvement with company personnel provide opportunities for students to gain hands-on experience in a real product development project. Time constraints, coupled with students' determination to demonstrate what they can accomplish, stimulate teams to learn how to compress the design and development cycle. To help students generalize from their own projects to a wider universe of product design and business development phenomena, students participate continuously in constructive critiques of others' projects; and in presentations, case discussions and workshops that help them learn about the product and business development process itself. This article describes course objectives, syllabus, projects, sponsors, faculty, students and our course administration. In an effort to move towards a "paperless" course, we have put as much of the course material as possible on the World Wide Web; relevant websites are referred to in the article. At the end of the course each team presents a prototype and a protoplan to the sponsoring company in a final report, which in many cases includes suggestions for the sponsor on how to improve its design and development process. Students' positive evaluations, along with their comments, indicate that they are attaining their educational goals. Course projects have resulted in commercialized products, patents, continuing development projects in sponsoring companies, and placements for students. The course has generated public relations value for the units involved and for the university as a whole. © 2002 Elsevier Science Inc. All rights reserved. [source] Effect of informational internet web pages on patients' decision-making: randomised controlled trial regarding choice of spinal or general anaesthesia for orthopaedic surgeryANAESTHESIA, Issue 3 2010N. D. Groves Summary This study explored whether patients' preference for particular types of anaesthesia could be influenced pre-operatively by giving them the addresses of various relevant websites. Patients at an orthopaedic pre-assessment education clinic completed a questionnaire, which included a short multiple-choice general knowledge quiz about anaesthesia, and also questioned them as to their choice of anaesthesia (general or neuraxial). Patients were randomly assigned to intervention or control groups. Intervention group members were given the addresses of three relevant anaesthesia and health related websites to access at home. All patients were asked to complete the questionnaires on a second occasion, before surgery. Initially, most patients stated a preference for general anaesthesia. Subsequently, the intervention group altered their preference towards neuraxial anaesthesia compared to the control group (p , 0.0001). The increase in median (IQR [range]) anaesthesia knowledge test score was greater in the intervention group (from 10.0 (9.0,12.0 [5.0,14.0]) to 13.0 (11.0,14.0 [6.0,14.0])) than in the control group (from 10.0 (9.0,11.5 [3.0,13.0]) to 11.0 (9.0,12.0 [4.0,14.0]); p = 0.0068). [source] | ||||||||||