See Pages 16 And 17 Of Attached Document Assignment G

See Page 16 And 17 Of Attached Document Assignment Labeled Genomics P

See page 16 and 17 of attached document. Assignment labeled Genomics part 1 Patient Genetic and Genomics Interview and Education Part 1 To assess a patient's genetic risk, you must understand the relationship of genetics and genomics to health, prevention, screening, treatment, and monitoring. This is a two-part assignment whose purpose is to help you develop your abilities to apply genetics and genomic information while providing patient care. Purpose: Use a constructed genetic pedigree from collected family history information to identify a risk profile and develop a plan of care, including patient education and referral. Before you start this project, go and register for the G3C (Global Genetics and Genomics Community) learning portal. The site is free and has interactive cases that demonstrate how genetic and genomics link to health and illness. Throughout each patient scenario, there are links to resources and supplemental educational activities to expand upon genetic/genomic learning concepts. At the end of each patient encounter, learners are prompted to make a recommendation to their "patient" and are assessed across multiple domains such as risk assessment, family history, and patient medical history. There are 17 cases, and you can get CEs for the activities.

Part 1: a. Choose one case in the and complete the activity, please submit the report given at the end of the activity. b. Select a patient that you can interview virtually. Set up a time and quiet time, go over with the patient about confidentiality, and explain that no identifiable information will be used in this assignment. c. Go to the Center for Disease Control "My Family Health Portrait: A tool from the Surgeon General at https://www.familyhealth.gov. d. Collect a client's personal and three-generation family health history to assess for genomic factors that impact the client's health (Save the created Family Health History, please, use fictitious names, but keep the rest of the information accurate). e. Identify genetic and genomic factors within collected history and that contribute to illness and/or health risk. f. Identify issues in this patient related to each of the following: Financial/Socioeconomics, Cultural, Religious, and Lifestyle. g. Identify ethical/legal concepts related to this patient, including concepts in Genetics/Genomics Nursing Practice. h. Identify the major challenge with this patient and possible strategies to overcome this challenge. i. Report your findings in a three-page report including the three-generation Map using APA guidelines.

Paper For Above instruction

The integration of genetics and genomics into patient care represents a pivotal advancement in personalized medicine, enabling healthcare professionals to tailor prevention, screening, and treatment strategies based on individual genetic profiles (National Academies of Sciences, Engineering, and Medicine, 2016). The assignment emphasizes the importance of constructing detailed family pedigrees, analyzing genetic risks, and understanding the broader socio-cultural and ethical context affecting patient health. This paper elucidates the process of collecting a comprehensive family history, analyzing genetic and genomic factors, and addressing socio-economic, cultural, religious, and ethical considerations involved in patient-centered genomic nursing practice.

To begin, selecting an appropriate case involves choosing a scenario that allows for detailed family history collection and risk assessment. Once a suitable case is identified, a virtual interview with the patient is essential. Establishing rapport, ensuring confidentiality, and clarifying that no identifiable information will be used are crucial steps in ethical patient engagement. The use of resources such as the CDC's "My Family Health Portrait" tool facilitates systematic data collection, enabling the compilation of a three-generation family history. This history provides critical insights into hereditary conditions, genetic predispositions, and potential environmental influences impacting health risks.

The construction of the pedigree is a foundational step, requiring accurate representation of familial relationships and health statuses with standardized symbols. Pedigree analysis involves identifying patterns of inheritance—autosomal dominant, recessive, or X-linked—and correlating these patterns with known genomic risk factors. For instance, a family history of hereditary breast and ovarian cancer, linked to BRCA1/2 mutations, indicates increased risk and guides targeted interventions (Kuchenbaecker et al., 2017). Analyzing such pedigrees helps in recognizing potential health risks, including inherited cancer syndromes, cardiovascular diseases, or metabolic disorders.

Moreover, understanding the influence of environmental and cultural factors is paramount. Socioeconomic status can affect access to healthcare, medication adherence, and participation in screening programs. Cultural beliefs and religious values influence health behaviors and openness to genetic testing, as demonstrated by various studies indicating disparities in genetic service utilization (Haga et al., 2013). Lifestyle choices, such as diet, exercise, and substance use, also modify genetic risk expression and disease progression. Therefore, a holistic assessment incorporates these factors to provide culturally competent and ethically sound care.

Ethical and legal considerations are integral to genomic nursing practice. Issues such as informed consent, confidentiality, genetic discrimination, and potential psychological impacts must be addressed (Koenig et al., 2014). Nurses play a critical role in educating patients about genetic testing, risks, benefits, and possible outcomes, while advocating for their autonomy and privacy. Legal frameworks, including the Genetic Information Nondiscrimination Act (GINA), protect patients from discrimination based on genetic data, underscoring the importance of ethical vigilance in practice.

The major challenge encountered with patients often involves health literacy barriers and cultural sensitivities. Patients may have limited understanding of genetic concepts or harbor fears rooted in cultural or religious beliefs. Strategies to overcome these challenges include providing culturally tailored education, utilizing interpreters when necessary, and fostering an environment of trust and open communication. Empowering patients through education enhances their ability to make informed decisions regarding genetic testing and interventions.

In conclusion, applying genetics and genomics to patient care requires a comprehensive approach that combines detailed family history collection, careful pedigree analysis, and sensitivity to socio-cultural and ethical issues. Future nurses must develop competencies in genetic literacy and cultural humility to effectively incorporate genomic information into holistic patient management. This approach not only improves health outcomes but also aligns with the principles of personalized, ethically responsible care.

References

• Haga, S. B., Washington, A., & Willard, H. (2013). An inventory of barriers and facilitators to genetic counseling and testing. Journal of Genetic Counseling, 22(2), 241–256.
• Kuchenbaecker, K. B., et al. (2017). Risks of breast, ovarian, and contralateral breast cancer for BRCA1 and BRCA2 mutation carriers. JAMA, 317(23), 2402–2416.
• Koenig, B. A., et al. (2014). Ethical issues in genetic testing: Implications for genetic counseling. Journal of Genetic Counseling, 23(4), 519–533.
• National Academies of Sciences, Engineering, and Medicine. (2016). Harnessing genomics to improve health: From discovery to practice. The National Academies Press.
• Reed, C. A., & Wagner, J. K. (2019). Ethical considerations in genomic medicine. Nursing Ethics, 26(2), 232–241.
• Smith, M., & Johnson, P. (2017). Cultural competence in genomic nursing. Journal of Nursing Education, 56(3), 150–155.
• Turk, J. M., et al. (2020). Socioeconomic factors and access to genetic services. Genetics in Medicine, 22(4), 711–718.
• Wadman, M. (2018). Legal implications of genetic discrimination. Nature, 561(7721), 180–181.
• Williams, J. A., et al. (2015). The role of nursing in genomic medicine. Journal of Nursing Scholarship, 47(4), 356–362.
• Yashar, B. M., & Schmutzler, R. K. (2017). Genetic risk assessment in hereditary cancer syndromes. Frontiers in Oncology, 7, 89.