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One view on integrating Genomics and Informatics into the Undergraduate Nursing Curriculum

This report discusses the incorporation of genomics and informatics into the undergraduate nursing curriculum, including identifying and disseminating competencies, reviewing curriculum, and strengthening critical points. It also addresses the development of skills during the nursing major and the incorporation of genomics and informatics content in specific courses. The report outlines next steps and current activities to further integrate these topics into the curriculum.

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One view on integrating Genomics and Informatics into the Undergraduate Nursing Curriculum

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  1. One view on integratingGenomics and Informaticsinto the Undergraduate Nursing Curriculum Prepared by Patti Brennan and Stephanie Gilbertson-White Presented to UPC in April, 05; Update Spring, 07

  2. Work to date • Identify and disseminate genomics and informatics competencies (September 04) • Review curriculum and courses for points of articulation (October-December, 2004) • Many points where genomic content or informatics competencies fit • Identify critical points for strengthening • Science Core - eliminate Chem 103-104 and gain the opportunity for a genetics course • Upper division - propose activities & content

  3. Basic competencies upon entry to the nursing major • Able to use email • Familiarity with Office suite (Word, Excel, Powerpoint) • Locate information on the web • Discriminate between scholarly resources and resources for the general public

  4. Developing skills during the nursing major • Document on information systems in every assigned clinical agency • Use a common format for recording information about patients that incorporates all elements of the Nursing Minimum Data Set (*) • Identify genetic precursors and considerations for every patient

  5. Incorporation of Genomics and Informatics Content in Specific Courses

  6. Overview • Capitalize on the strengths in the courses • Strengthen the faculty’s ability to incorporate the content • Three-year phased approach: • 05-06: 105, 212-219, 301, 312-319 • 06-07: 415, 422-449, 419-322 • 07-08: 302, 310, 332, 401, 443

  7. Next Steps • Discuss with faculty & staff • Develop capacity among faculty • Review with course faculty • Develop shared resources • Revise course materials, descriptions and competencies of the graduates

  8. Current Activities • UPC directed modifications in courses • GIfT Brown Bags • GIfT Resources • TECNE • Wednesday 3PM Videobrown bags

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