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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 American Association Colleges of Nursing The new Essentials of Baccalaureate Education for Professional Nursing Practice recommended by the American Association of Colleges of Nursing (AACN, 1998) provides direction for the academic preparation of the nurse to be ready for the new realities of health care delivery. This document recognizes that advances in genetic knowledge and interventions will have a major impact on nursing practice. Genetics as an evolving trend is recognized as a component of several of the core competencies that should be included in nursing preparatory education. A professional ethical framework is identified as a key element of nursing preparation to enable the nurse to be able to make and assist others in making ethical decisions. It is crucial that curriculum designers of basic nursing education begin the tedious work of curriculum revision to address content, methodologies, and strategies to integrate genetics into nursing education of all nurses. Lack of nursing faculty education about genetics is a significant barrier to increasing genetics content in nursing curriculum. Since 1977 the University of Cincinnati has offered a program designed to enhance faculty members' knowledge and ability to integrate genetics content into nursing education [ http://www.gpnf.org ]. The National Institute for Nursing Research also offered a Summer Genetics Institute focusing on faculty preparation during 2000. It is hoped that both programs will continue to be offered for several years after 2000. Advanced Nursing Practice There is also recognition of the need for preparation of advanced practice nurses to be able to understand genetics science, to design genetics services, and to provide appropriate interventions. Some masters preparation programs offer genetics content either as electives or as a major focus of their coursework. There are currently five programs that offer graduate level genetics programs for nurses (Williams, 1999). Discussion about the type and level of knowledge needed by all advanced practice nurses, as well as those advanced practice nurses who are specialists in genetics, has occurred and will need to be considered as the Essentials of Masters Advanced Practice Nursing is utilized for curriculum design (AACN, 2000). Additionally, the genetics knowledge of those advanced prepared nurses already in practice needs to be considered. A model program where genetics content has been included in the design of a continuing education program for advanced practice nurses is in oncology (Cassells, Gaul, & Masny, 1999).
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