NUR3306-Integration of Genetics and Genomics into Ethical Nursing Practice NUR3306 – Exclusive Course Details

NUR3306 Course Introduction

Course Description
Module (NUR3306-Module 1) 3 hours

Module (NUR3306-Module 2) 3 hours

Module (NUR3306-Module 3) 3 hours

Module (NUR3306-Module 4) 2 hours

Modules (NUR3306-Module 5) & Module (NUR3330-Lessons in Midwifery Education)

Module (NUR3307-Integration of Genomics into Midwifery Practice and Early Years Practice) – Presentation and discussion: Requirements for participation: A Midwife working with the BLSA regional centre will facilitate a session for two weeks. The facilitator will need to prepare a power point presentation which can be used as part of the session. It must include questions for participants to think about and a recorded voice over saying what each participant needs to do next in their practice. At least one PowerPoint file per participant, showing the next steps required for those who are not already able to access BLSA website courses.

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NUR3306 Course Description

Course Description for NUR3306-Integration of Genetics and Genomics into Ethical Nursing Practice (NUR3306)

Select a country or region that is important to your career and study.
If your country is not listed in the table below, please select the United States.

For more information on Nursing Education requirements and course descriptions, please see our online catalog .

Course Search

The following courses are available for transfer to UVU’s School of Nursing . Click on the course number in the list below to view course details. Note: Not all courses are currently offered online.

NUR3201 Basic Nursing Concepts 4-0;
NUR3202 Nursing Process and Practicum I 3;
NUR3203 Nursing Theory I 4;
NUR3205 Pharmacology I 4;
NUR3207 Fundamentals of Human Sexuality 3;
NUR3210 Medical-Surgical Concepts 4;
NUR3211 Medication Therapy Management for Mental Health 4;

Contact Us

Please note that this contact information may be out of date. Please contact us if you have any questions about transfer credit requirements or course offerings.

Phone: (801) 863-1212

Universities Offering the NUR3306 Course

as of Oct 27, 2021


NUR3705 – Pathophysiology of Psychiatric Disorders for NUR3705-Psychiatric Nursing Practice and Integrated Care (NUR3705)
NUR3706 – Psychiatric Health Assessment for NUR3706-Principles and Practice of Psychiatric Nursing (NUR3706)
NUR3710 – Evidence-Based Pharmacotherapy for NUR3710-Principles and Practice of Psychiatric Nursing (NUR3710)
NUR3712 – Pharmacology for the Psychiatric NP for NUR3712-Principles and Practice of Psychiatric Nursing (NUR3712)
NUR3910 – Advanced Pediatric Critical Care Medicine for NUR3910-Critical Care Nursing: Core Curriculum in Pediatric Critical Care (NUR3910)

^1 Admitted students must be enrolled in nursing courses to take this course.
^2 Students must have successfully completed all nursing core courses to take this course.
^3 The official name is “Integrated Pharmacist for Advanced Practice Nurses.”

Recent Forum Posts on NUR3306

Topic: Professionalism
The Role Of A Professional Nurse, Is To
Posted by: karen120 May 23, 2021 at 12:56:30 AM
EFFECTIVE EVIDENCE BASED PRACTICE OF THE PHARMACIST INTRODUCTION The pharmacist profession is rapidly evolving. One such evolution is the increased emphasis on evidence based practice. Evidence based practice (EBP), as defined by the World Health Organization (WHO), is an approach that “enables clinicians to make decisions about health interventions based on current evidence from systematic reviews.” In short, an EBP approach means that evidence can be used as a decision making tool in clinical decision making.
Pharmacists are increasingly being asked to provide expert opinion on issues related to patients’ medications. Pharmacist’s have a high degree of expertise in pharmacology; however, they are not formally trained or certified to evaluate medical devices such as MRIs, IVPs, PET/CT’s, etc. This poses a challenge for pharmacists as they seek to optimize patient outcomes by appropriately evaluating these medical devices while still abiding by their ethical obligations as healthcare providers. Furthermore, many new technologies are emerging into healthcare. In order to effectively incorporate these technologies into clinical practice, pharmacists must have a firm grasp of their benefits and risks prior to recommending them.
When developing an EBP plan there are several areas that need consideration. The first area that should be considered is training. There needs to be adequate training so that the pharmacist has the knowledge needed to evaluate whether a new medical device will benefit or harm a patient. Since this topic is relatively new and continually changing it may be beneficial if new pharmacist were trained every year.
The next area of consideration when developing an EBP plan would be ethics. It is imperative that pharmacists set guidelines regarding what constitutes acceptable or unacceptable use of the new technology being evaluated while still abiding by their duties as healthcare providers.
Lastly, one should consider how best to present information regarding this topic in layman terms without losing credibility or damaging relationships with key stakeholders within his/her institution(s).
Further detail on each issue can be found under “Methods” below.
Identify whether there already exists or will be an existing EBP plan;
Identify any current regulatory agencies regulating the use of these medical devices;
Draft specific plans including protocols developed by professional organizations such as American Association of Nurse Practitioners or American Association of Colleges of Pharmacy;
Develop specific plans using available resources including but not limited to peer reviewed literature;
Conduct a pilot study utilizing only FDA approved medical devices; and
Present results in all formal settings such as presentations at meetings and publication.

The role of the pharmacist has evolved dramatically over the past decade and will continue evolve into the future. With these changes come new expectations from both patients and healthcare providers alike.

Cohen JL & Ghorbani R (2018). Enhancing Research through Evidence Based Practice Involving Pharmacists in Medical Device Evaluation Process – An Educational Pilot Study Journal Of Pharmaceutical Sciences And Technology Vol:4 Issue:10 PMID:30737869]

NUR3306 Course Outline

is presented in the TESL3217-Practice of Interprofessional Learning in Health Professions (NUR3306) course.

noindent{bf Note}: The Course Outline for NUR3306-Integration of Genetics and Genomics into Ethical Nursing Practice (NUR3306) outlines how genetics and genomics are integrated into ethical practice. This is done by teaching ethical issues that arise from genetic testing in a variety of patient populations, the legal implications of genetic information, appropriate medical decision making and communicating with patients about genetic information.

%item Ethics case: The
% nurse assesses whether the family member has a right to know about their child’s status as gay.

subsubsection{Program Learning Outcomes (PLOs)}

item PLO1: Demonstrate an understanding of relevant ethical principles and ethical theories used in context to clinical practice.
item PLO2: Demonstrate an understanding of the ethical implications of genomic technologies.
item PLO3: Evaluate available research related to ethics and health care decision-making involving genomic technologies.
item PLO4: Evaluate research related to genomic technologies which may influence professional practice.

% Describe the main program outcomes for this course at post-secondary level.

%noindent{bf Note}: Each student will be required to demonstrate achievement of each program learning outcome by completing one or more assignments that test his/her knowledge. All course assignments will be assessed against the same criteria by which each student’s progress is measured.

subsubsection{Course Outcomes Statements (COSs)}

item A graduate who is enrolled in NUR3306 Integration of Genetics and Genomics into Ethical Nursing Practice will be able to:
item identify basic ethical principles underlying genetics, genomics, bioethics, health care ethics, law, policy, current research literature, cultural diversity and diverse populations;
item discuss strategies for identifying different types of ethical issues within different types of health care settings;
item discuss research findings relevant to the field;
item discuss interpretation and application of ethical theory in context;
item evaluate existing evidence-based nursing research literature on areas such as bioethics; genetics/genomics; health disparities; culture/ diversity; ethics/conflict/conflict management; cognitive biases/perspective-taking/attitude change/clinical reasoning/problem solving skills/training needs/wellness promotion; law/regulation/ethics/social accountability/legal system(s); policy & politics/public policy/corporate/social responsibility/legislative & advocacy /healthcare reform/research/advocacy/public health action/action research/informatics/human rights/humanitarianism/nursing/nursing science; decision making/moral dilemma/conflict/conflict management/recommendations;




NUR3306 Course Objectives

The course objectives for NUR3306-Integration of Genetics and Genomics into Ethical Nursing Practice are as follows:

• Describe how medical terminology can be used to describe genetic diseases and syndromes

• Describe the principles of bioethics in relation to genetic issues

• Explain the ethical principles that should guide physician-assisted suicide

• Evaluate the ethical issues in health care that arise from patient’s desire to use reproductive technologies

• Identify practices that may support a patient’s right to decide on reproduction, end-of-life treatment, and genetic testing.

Outline • NUR3306 Introduction • NUR3306 Course Outline: Topic 1 • NUR3306 Course Outline: Topic 2 • NUR3306 Course Outline: Topic 3 • Introduction to Genetic Disorders • Genetic Diseases – Types and Syndromes

Nursing Curriculum Support Document – UC Davis Health System

UC Davis Medical Center. – (

Respiratory Care Clinical Practice Guidelines for ABNS Competency Standards .

Nursing Curriculum Support Document – UC Davis Health System

– Resuscitation
– Thoracic Surgery
– Perioperative Assessment and Management
– Respiratory Care
– Advanced Cardiac Life Support (ACLS)
– Pediatric Advanced Life Support (PALS)
– Pediatric Critical Care (PCC)
– Neonatal Resuscitation Program (NRP)
– Adult Critical Care Skills Training Program (ACCSSTP)

NUR3306 Course Pre-requisites

is a mandatory course. (See section 2.3.)

NUR3306 Corequisite: NUR3307

The course prepares students to recognize ethical issues in genetics and genomics, to evaluate the impact of genetic influences on health and illness, and to consider the appropriate application of genetics in nursing practice.

Students are expected to complete all required readings and participate actively in discussion. Students will be expected to synthesize information from all required readings and discuss how it relates to their own clinical experiences.

NUR3330 Nurse Leadership: Theory and Practice (NUR3330) is a required course for NUR3331 NUR3330. (See section 2.4.)

NUR3330 Corequisite: NUR3331

In this course students learn leadership theory, skills and competencies, as well as theory-practice connections. They will apply their learning in discussions with peers, faculty and practitioners about leadership theory and practice in nursing that can enhance their competence as leaders.

Students are expected to complete all required readings, participate actively in discussions, synthesize information from all required readings and demonstrate reflection on the relationship between theory-practice in leadership theory.

NUR3441 Health Assessment Skills I (NUR3441) is a prerequisite for NUR3442 Health Assessment Skills II (NUR3442). (See section 2.5.)

This course provides foundational knowledge for nursing students who will conduct health assessments during the clinical semester. The foundation includes health assessment skills such as physical assessment, mental status assessment, vital signs measurement, history taking techniques, psychological assessments procedures, communication strategies with patients and families.

Integrating Best Practice Science into Nursing Practice
 (NGNG3019) Course Pre-requisites for NGNG3019-Integration of Biomedical Science into Nursing Practice (NGNG3019) is a mandatory course.
 (See section 3)

NGNG3019 Course Pre-requisites:

Introduction to Biomedical Science

MGMT5013 Information Technology for Health Professions Courses

MGMT5007 Fundamentals of Community Health Practice Courses

MGMT5008 Mental Health Practicum Courses

NUR3306 Course Duration & Credits

3.0 hrs

Total Credits: NUR3306 Course D

NUR3306 Course Learning Outcomes

are the following:

– Demonstrate an understanding of the research and methodological challenges of the integration of genetics into ethically relevant topics in nursing practice.
– Apply knowledge about genetic theory, gene-environment interaction, biomarkers, genomic testing and personalized medicine to manage patients’ healthcare needs.
– Demonstrate ability to communicate health information about health disparities related to genetics and genomics to diverse audiences.
– Utilize ethical principles that guide best practices in genomics-based healthcare delivery.

In this course, students will learn about the research and methodological challenges in the integration of genetics into ethically relevant topics in nursing practice. The topic areas covered in this course include genetic concepts and terminology; gene-environment interaction; biomarkers; genomic testing; population genomics; human variation and genome variability; individual differences in gene expression, regulation and expression levels; genotypes/phenotypes, DNA sequencing technologies (NGS), proteomics (e.g., mass spectrometry), linkage mapping/association studies; diseases resulting from single nucleotide polymorphisms (SNPs) or indels (insertions/deletions); prediction of disease risk based on genotype–phenotype association studies; genetic counseling/training/intervention for individuals with genetic disorders or risk for genetic disorders such as cancer or birth defects; heritability/genetic effects on disease incidence/cancer risk/therapeutic response/risk assessment based on individual differences in gene expression, variation, etc.; personalized medicine including pharmacogenomic testing, personal genome sequencing (e.g., NGS), therapeutics targeting specific alleles/genes involved in cancer etiology.

The goal of this course is to demonstrate an understanding of the research and methodological challenges of the integration of genetics into ethically relevant topics in nursing practice. This course will provide a unique learning experience that integrates scientific principles with practical nursing care. Students will also be able to apply knowledge about genomic theory, gene-environment interaction, biomarkers and personalized medicine to manage patients’ healthcare needs.

This course requires students to use critical thinking skills by engaging in real-world examples relating genetics and genomics theories/concepts with their own clinical experiences. Using authentic scenarios that students are likely to encounter as future health care providers increases their likelihood of being successful. By utilizing a real-world scenario approach to integrate knowledge into practice through case studies students gain better understanding of how patient outcomes can be improved through applied evidence-based principles.

Learning Outcomes for NUR3306-Integration of Genetics and Genomics into Ethical Nursing Practice (NUR3306) are set out below:

Syllabus Objectives

Describe what is meant by genetic counseling as it relates to oncology/palliative care.
Discuss the ethical issues related to genetic counseling for informed consent prior to diagnostic testing
Explain ethical considerations when using genomic techniques for diagnosis
Discuss moral dilemmas faced when choosing between alternative treatment strategies given a person’s particular situation
Use appropriate data collection tools including demographic data boxes/questionnaires during diagnosis consultations
Evaluate potential harms/effects from treatment alternatives based on patient’s genotype/genome type
Apply ethics competency when designing population-genetic screening tests using genome sequence results
Discuss considerations related to different populations/populations groups within any given group such as gender/ethnicity/classism/race/culture/etc.
Describe possible applications of DNA sequencing technology as it relates to future treatments

Instructions: In these questions you will create a 500 word paper that addresses one or more current events listed below:

– You may choose one event from any year since 2010,
– You may also choose one event from any year since 2015,

that you believe has impacted your field or profession. In addressing your topic write your paper with 500 words per question answered that is no less than 3 questions per question. Your responses should not exceed six pages (i.e., double-spaced typed papers).

Your paper should address at least one key learning point for all questions:

For example: In today’s environment there are many different ways people develop cancer i.e., inherited cancer syndromes (inherited mutations), environmental exposures or both , which can lead scientists/students/patients/researchers/investigators etc., who have been involved with this topic/course/class over time . After having introduced your topic you must then evaluate all questions based on these key learning points indicated above.

Each question must address at least one key learning point addressed above specifically related to this topic/course/class given that you have completed at least three questions regarding your topic/course/class.

You may use additional information but you must clearly support each statement within each question listed above with appropriate citations/sources & references. All sources used must be properly cited & referenced throughout your assignment document i.e., title page/survey questionnaire title page/survey response form/title page/survey questionnaire reponse form/page numbers/site where source material is located i.e., original document(s)/film/documentary(s)/audiovisuals/resource notes/pages etc./website please make sure all sources/sources referred & used are properly cited within assignment document i.e.: title page/survey questionnaire title page/survey response form/page numbers/site where source material is located reponse form/page numbers/site where source material is located

As shown above you will first write a total minimum total number of three questions before then moving onto writing four more questions pertaining exactly to same topic/course/class since its introduction. All responses need not address ALL topics presented but they do need to be focused & specific concerning same exact/related/basic concept/topic/course/class introduced over time . Each question must address at least two topics listed above specifically focusing on same basic concept/topic/course/class introduced over time . Each question must address at least two basic concepts/topics described above specifically describing same basic concept/topic/course/classes introduced over time .

Citations/sources required : Here are some good suggestions regarding how we expect you cite sources:

This resource discusses how authors cite sources for an essay: How Do I Cite Sources? Provide Full Reference | MLA Style Center

This article discusses how authors cite sources: How Do I Cite Sources? – Quick Guide | Berkeley Electronic Press is another good article discussing citing sources: Purdue OWL: Citing Sources – MLA Format

Additional Notes : Please note extra tips & resources regarding citations/sources here: Citation Guide – APA Style APA APA

APA Sample Paper – Education

APA Style Guide – UCI Libraries

APA Citation Quick Reference – UC Berkeley Library #Citations #ReferenceListandHowToCite #CitationGuide #ReferenceListandHowToCite #ReferenceListandHowToCite #ReferenceListandHowToCite #ReferenceListandHowToCite #

MLA Style Guide – UCI Libraries

MLA Sample Paper – Education

MLA Sample Papers – Example Papers

NUR3306 Course Assessment & Grading Criteria

Is a Final Examination Passed? Yes, the final exam will be graded with a 80% passing score and is open book. The exam will have 50 multiple choice questions and will cover chapters 1-5 of the text as well as the readings from lecture.

Course Assessment & Grading Criteria for NUR3306-Integration of Genetics and Genomics into Ethical Nursing Practice (NUR3306) Is an In-class Activity Passed? Yes, the in-class activity will be graded with a 80% passing score and is open book. The activity covers all concepts from the lecture lectures of chapter 1-5.

Module Assessment & Grading Criteria for NUR3306 -Ethics & Professionalism (NUR2300)

Is an In-class Activity Passed? Yes, the in-class activity will be graded with a 80% passing score and is open book. The activity covers all concepts from the lecture lectures of chapter 1-4.

Module Assessment & Grading Criteria for NUR3306 -Ethics & Professionalism (NUR2300) Is an In-class Activity Passed but Not Open Book? No, all activities are closed-book which means you must turn in your answers on the appropriate answer sheet. You will then have to write out your answers on your paper as well.

Module Assessment & Grading Criteria for NUR3306 -Ethics & Professionalism (NUR2300) Module Assessment: All assessments are due at or before end of class on Monday; late submissions incur a penalty of $25 per day late

Final Exam is Pass/Fail Will this count towards my final grade? Yes, this will count towards your final grade. It’s worth more than any other class item

Final Exam is Pass/Fail Will this count toward my final grade?

This course satisfies elective requirement on Ethics and Professionalism

All students must meet these requirements to earn credit: Students must submit assignments for each course at least twice to receive credit:

Students must complete one assignment per week assigned by their instructor (75 percent) and one assignment per semester while taking courses that satisfy elective requirements.

Assignment Submission Policy (for HLC-SMU Interim Report)

It is important that students follow through on their responsibilities during this semester.

Instructors assign weekly assignments so that students can begin their research project. Assignments are due in Word format or by email no later than Wednesday at noon.

Students are responsible for ensuring that they have submitted all work by this deadline to receive full credit.

Each student should carefully read over their assignments before submitting them.

Assignments missing two or more grading periods may not be accepted by instructors.

Please note: If you miss more than four days without emailing a message or speaking to me about it, I reserve the right to drop your course participation grade from “C” to “F.”

General Course Policies:

All students are expected to attend every class meeting held during this semester. If you cannot make it for any reason, please contact me well in advance so I can fill in with another student who can cover your position until you return. This could be because of illness, family emergencies, etc., etc., etc…

If you do miss a class meeting without permission from me, you will lose one full grade point per absence unless there was some other extenuating circumstance outside of our control like illness or death in the immediate family. You may also receive partial credit if you were absent because of extreme circumstances such as medical emergency.

If you miss an assignment/quiz/other communication that was due last Friday due to being out sick/vacation/concerns about safety/emergency situations then it counts as a zero-point missing activity (extra credit). In order to get credit for extra credit points students must email me at within three days after returning from vacation/vacationing/sickness where they intend to use extra credit points. Points cannot be earned or used after this date. Extra credit points cannot be earned if students submit assignments/lectures/etc.. via email instead of completing them face-to-face during scheduled classes/meetings.

The purpose of early action requests are so that I can tell whether or not I need to assign homework/papers/projects/etc.. when classes resume next semester!

Class time: The only way we can take advantage of scheduled class time is if we show up! Attendance policies vary greatly across departments/departments across colleges here at SMU. Generally speaking however attendance policies require that each student attend each class meeting unless he/she has received permission from his/her instructor(s).

Textbook Information:

Textbooks: We do not use any textbooks; instead we primarily rely on online material provided by my professors/students/faculty advisors throughout our learning experience here at SMU!

Attendance: As stated above students should not miss any required meetings unless excused by instructor(s). If you are unable to attend a scheduled meeting please notify me immediately so I can find someone else who may sit-in for your position! Note: If you know ahead of time there may be no substitute available!

Attendance Policies: It is very important that we keep track of missed attendance! A minimum attendance rate is required throughout each semester and absentees may result in failure scores if they fall below C+ . If multiple absences occur during each period several C’s could result depending upon how far below C+ these absences are calculated at that particular time point! Attendance policy varies greatly across departments/departments across colleges here at SMU; generally speaking attendance policies require that each student attend each meeting unless excused by instructor(s).


The following table outlines grades awarded based on current academic performance/scores:

Grade Percent Point Grade Grade Point Grade Grade Point A+ 96-100 A 94-95 B+ 88-93 B 86-87 B- 83-85 C+ 80-82 C 77-79 C- 73-76 D+ Below .50 F Below .00 Withdrawal – No Passing Credit Requirements

Voting Rights – Full Time

Withdrawals – Other

Other Conditions which Impact Your Grades

The following table outlines conditions which impact grades:

Grade Percent Points Cardiac Tract Abnormalities
Cardiac disorders other than ischemic heart disease.
Dementia involving Alzheimer’s disease.