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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 Continuing Education A limited number of continuing education programs are designed to prepare nurses already in practice to incorporate genetics information into current services. A survey done in 1998 of 68 nursing specialty organizations reported that only 30% were planning to offer content on genetics for future continuing educational offerings (Monsen & Anderson. 1999). Some of the hesitancy is because of lack of knowledgeable speakers and insufficient understanding of what is applicable. An attempt to provide a baseline understanding of the content recognized as essential for all practicing nurses was initiated at a 1997 meeting at the NIH. Experts in genetics met to discuss the key components of genetic knowledge that are necessary for all nurses. This work provided the foundation for a research study which identified core competencies for all nurses in genetics (Jenkins, Dimond. & Steinberg, 2000). Educational preparation is a beginning step in assuring that all nurses will be able to translate new genetic knowledge and skills into deliberations about health care decisions. Credentialing Nursing licensing and certification examinations influence the educational preparation of nurses and ultimately the quality of services provided. A 1997 survey of licensing and certifying bodies to assess the amount and nature of genetic information on exams indicated that limited genetics topics were included (Lea, Jenkins, & Monsen, 1999). A survey of State Boards of Nursing indicated similar lack of genetics content in licensure exams (Monsen et. al. 2000). These results are not surprising but do indicate the need to strengthen the inclusion of genetics questions on such examinations in preparation for modern day health care delivery. ISONG is developing the mechanism for credentialing of nurses who specialize in genetics. Review of the nurse’s qualifications by examining a portfolio that illustrates specific education and clinical experience in genetic nursing practice will be the mechanism utilized to measure knowledge, skill, and clinical competence (Anderson, Monsen, Prows, Tinley, & Jenkins, 2000). Certification in genetics specifically for nurses is a goal of ISONG. The first step towards this as a possibility began with ANA recognition of genetic nursing as a nursing specialty (ISONG, 1998).
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