GENETIC EDUCATION IN NURSING AND MIDWIFERY

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INTRODUCTION

Education in genetics empowers health care professionals to be able to differentiate between the hereditary genetic components of diseases (Canadian Nurses Association 2005:2). Knowledge, skills and competence in genetics are desirable among nurses and advanced midwives because of its profound implications in the field on the health of society and the influence it has that prevails throughout the human lifespan commencing before pregnancy through to old age (Lashley 2007:4; Burke and Kirk 2006:228). This requires genetics to be an integral part in the training of all professional registered nurses and midwives including advanced midwives. Genetics knowledge, skills and competence changes the manner in which assessment, diagnosis and treatment of certain conditions are performed.
Genetics is the science of single human biological variations in relation to human health and disease (Stevenson and Waite 2011:593; Connor and Ferguson-Smith 1997:1). Genomics is the study of all genes in the human genome and their interactions with the environment and other psychosocial and cultural influences (Williams, Prows, Conley, Eggert, Kirk and Nicol 2011:50). Nurses and advanced midwives require genetics knowledge, skills and competence to be able to assess and provide accurate diagnosis and interventions in their daily practice during interaction with clients and patients across their lifespan. However, literature reflects that nurses have limited genetics knowledge and skills; that is why Lea, Williams, Cooksey, Flanagan, Forte and Blitzer (2006: 218) were of the view that much was desired to ensure that all nurses were empowered with genetics knowledge, skills and competence.
Competence is a specific knowledge, skill judgement and personal attributes required for a person with advanced education to practice safely and ethically in clinical settings (Canadian Nurses Association 2008:21). Competence is also understood to be a noticeable, quantifiable, performance-based product that reflects achievement of a particular nowledge component and application of a psychomotor skill on the part of a learner (Greco, Tinley and Seibert 2012:4). Genetics education in nursing across many countries is a challenge because, according to Godino and Skirton (2012:174), only three countries in the world have developed genetic competencies in nursing and South Africa is not one of those. This indicates that many nursing education systems globally lag behind with regard to

CHAPTER 1: INTRODUCTION AND BACKGROUND
1.1 INTRODUCTION
1.2 PROBLEM STATEMENT
1.3 SIGNIFICANCE OF THE STUDY
1.4 AIM, OBJECTIVES AND QUESTIONS
1.4.1 Aim of the study
1.4.2 Research objectives
1.4.3 Research questions
1.5. PARADIGMATIC APPROACH
1.6 PHILOSOPHICAL ASSUMPTIONS
1.6.1 Ontological assumptions
1. 6.2 Epistemological assumptions
1. 6.3 Methodological assumptions
1.7 DEFINITION OF CONCEPTS
1. 7.1 Advanced midwifery and neonatal nursing
1. 7.2 Curriculum
1.7. 3 Framework
1.7. 4 Standard of care
1. 7.5 Genetics and genomics
1. 7.6 Heredity
1. 7.7 Competency
1.8 RESEARCH DESIGN
1.9. ETHICAL CONSIDERATIONS
1. 9.1 Respect for autonomy
1. 9.2 Confidentiality
1. 9.3 Beneficence
1. 10 OUTLINE OF THE STUD
1. 10.1 Chapter 1: Introduction and background of the study
1. 10.2 Chapter 2: Literature review
1. 10.3 Chapter 3: Research methodology
1. 10.4 Chapter 4: Quantitative results
1. 10.5 Chapter 5: Discussion of quantitative results
1. 10. 6 Chapter 6. Qualitative results
1. 10.7 Chapter 7: Discussion of qualitative results
1. 10.8 Chapter 8: Workshop, nominal group technique meetings and development of a competency-based curriculum framework
1. 10.9 Chapter 9: Conclusions, Recommendations and Limitations
1.11 CONCLUSION
CHAPTER 2: LITERATURE REVIEW
2.1 OVERVIEW OF THIS CHAPTER
2.2 LITERATURE SOURCES
2.3 GENETICS CONCEPTS
2.3.1 Genetics services
2.3 2 Genomics
2.4 INFLUENCE OF GENETICS ON HEALTH
2.4.1 Genetics of the individual, the family and the population
2.5 BURDEN OF GENETIC DISEASE ON FAMILY AND COMMUNITY
2.6 GENETIC EDUCATION IN NURSING AND MIDWIFERY
2.7 GENETIC COMPETENCIES IN MIDWIFERY EDUCATION
2.8 GENETICS EDUCATION IN SOUTH AFRICA
2.9 INFLUENCE OF GENETICS TO HEALTHCARE
2.10 THEORY APPLICATION
2.11 SUMMARY OF CHAPTER 2
2.11 CONCLUSION
CHAPTER 3: RESEARCH DESIGN AND METHODS
3.1 INTRODUCTION
3.2 RESEARCH DESIGN AND METHODS
3.3 PHASE ONE
3.4 QUANTITATIVE DATA COLLECTION
3.5. QUANTITATIVE DATA ANALYSIS
3.6. QUALITATIVE DATA COLLECTION
3.7 QUALITATIVE DATA ANALYSIS
3.8 MEASURES TO ENSURE TRUSTWORTHINESS
3.10 ETHICAL CONSIDERATIONS
3.11 CONCLUSION
CHAPTER 4: QUANTITATIVE RESULTS
4.1 INTRODUCTION
4.2 PERMISSION TO CONDUCT DATA COLLECTION
4.3 SAMPLE AND SAMPLING TECHNIQUE
4.4 THE QUESTIONNARE
4.5 DATA ANALYSIS
4.6 RESULTS
4.7 SUMMARY OF THE RESULTS
4.8 CONCLUSION
CHAPTER 5: DISCUSSION OF QUANTITATIVE RESULTS
CHAPTER 6: QUALITATIVE DATA COLLECTION, ANALYSIS AND FINDINGS
CHAPTER 7: QUALITATIVE DATA DISCUSSION AND LITERATURE CONTROL
CHAPTER 8: PHASE ONE RESULTS, PHASE TWO PROCESS AND FRAMEWORK DEVELOPMENT
CHAPTER 9: STRENGTHS, LIMITATIONS, RECOMMENDATIONS AND CONCLUSIONS