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page 1 | page 2 | page 3 | page 4 | page 5 | page 6 | page 7 | page 8 | page 9 | page 10 | page 11 | table of contents | references | test The Nursing Perspective Translating genetic information into practical information for both professionals and consumers requires that nurses become familiar with new terminology, concepts, and technologies. New scientific explanations for health, disease, responsiveness to treatment, and design of options for care may create personal and professional dilemmas. Progress to date is providing a foundation from which the profession of nursing can build to enhance current skills and knowledge to offer quality care of the future. Professional Role The rapidly changing health care environment creates uncertainty and role ambiguity which influences the confidence and competence of nurses in providing quality patient care. Perhaps this ambiguity has been a factor in the delay of nurses recognizing genetics as an integral part of every nursing program and assuming a proactive role in the clinical application of genetics (Lashley, 1997). The need for genetics to be an integral part of the nursing curriculum has been expressed since the 1960s (Brantl & Esslinger, 1962). Through the efforts of professional groups and passionate individuals, the profession of nursing is beginning to address the existing gaps that limit our participation in the genetics revolution. Implications for Professional Societies Professional nursing societies assume responsibility for offering educational programs that enhance the knowledge and capabilities of their membership to assimilate new responsibilities. Recognizing that genetics is a topic of critical importance, professional nursing organizations have begun to realize that they hold the key to preparation of nurses in genetics. Twenty-four representatives of specialty organizations attended a 1995 meeting at the NIH. All attending expressed interest in genetics information for their membership, but recognized their need to rely on those nurses with genetics expertise for leadership and development. The organization recognized as the leader in understanding genetics knowledge and skills that are required by nurses is the International Society of Nurses in Genetics (ISONG). A strong commitment from these leaders in nursing will be necessary so that collaboration with members of ISONG can be effective in dissemination of this important content for all of nursing. International Society of Nurses in Genetics (ISONG) ISONG is an organization of genetics specialty nurses that was founded in 1981 and incorporated in 1988 (Williams, 1997). ISONG is dedicated to the scientific, professional, and personal development of nurses in the management of genetic information [http://nursing.creighton.edu/isong]. Through annual meetings, newsletter communications, and credentialing efforts, ISONG strives to assure that nurses in practice around the world are adequately prepared to deliver genetic services. Individual ISONG members have developed curriculum frameworks (Jenkins, 1999) and faculty educational resources [http://www.fbr.org and look under curricula]. ISONG members also work collaboratively with other health professionals to influence national efforts that promote genetics education. One such initiative is in collaboration with the National Coalition for Health Professional Education in Genetics.
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