Information and credits

The RCN would like to thank staff at the NHS National Genetics Education and Development Centre who supported the development of the content for this online CPD resource. Special thanks to Candy Cooley for her additional specialist clinical advice during the development of the content, scenarios and interactive elements for this learning resource.

Who is this learning for?

This learning resource is relevant to all registered nurses, student nurses, midwives and health visitors, health care assistants (HCAs) and assistant practitioners working in any healthcare setting or nursing specialism. The aim is to present the 'big picture' of how genetics and genomics plays an important role in day-to-day nursing and midwifery and is the responsibility of everyone (not just researchers or specialists) to be alert to information that may have a genetic element that requires action to ensure the future wellbeing of patients and their families.

This learning has been designed to be flexible. You may view the entire resource in one sitting if you wish (approximately one hour required), or you can view each section in turn over a number of sessions. The sections can be viewed independently of each other, however we would recommend they are completed in the order they appear in the left-hand navigation structure.

Learning outcomes

After completing the sections in this learning, you will be able to:

Recognise five areas of care where genetics and genomics are playing an increasingly important role in day-to-day nursing and midwifery.
State three ways that genes can influence an individual's health and likeihood of developing a disease.
Describe what genes are and how they are passed from parents to children.
Explain why a genetic condition may not be passed on from a parent to a child.
Explain the difference between single-gene and multi-factoral conditions.
Summarise the features of five single gene disorders and three 'multi gene' conditions.
Describe the three 'A's: (be) Alert, Ask and Act.
Give examples of two situations where a patient may provide information suggesting that their condition has a genetic cause.
State five red flags that may indicate (i.e. alert you to) a genetic cause for a patient's condition.
Describe the important role that taking a family history plays in identifying genetic conditions.
Give examples of whom you would share information with if you suspect a genetic cause for a patient's condition.
Explain the issues around privacy, sharing of information, and consent with regards to genetic testing.

Principles of Nursing Practice

The eight RCN Principles of Nursing Practice can be applied to this learning resource however, the principles that feature most predominantly are:

Principle C - managing and being vigilant about risk.
Principle E - communicating effectively: assessing, recording and reporting on treatment and care, and are conscientious in reporting issues of concern.
Principle F - having up-to-date knowledge and skills.
Principle G - working closely with their own team and other professionals, making sure patients' care and treatment is co-ordinated.

These principles provide a useful framework for writing a reflective record of your learning. You may also think of ways you can draw on the remaining principles based on your own clinical experience and observations.

Relevant KSF dimensions

The learning in this resource directly maps onto the following two areas of the NHS Knowledge and Skills Framework:

Core 2 - Personal and people development
Information and Knowledge 3 - Knowledge and information resources

Development team

This learning area was developed by Stuart Kruse.
Animations and interactive elements were developed by John Heseltine BSc (Hons) and George Reith.

Reviewers

Thanks to the following people for their review of the materials in this learning area:

Professor Peter Farndon, Clinical Director, NHS National Genetics Education and Development Centre
Carmel Bagness, Midwifery and Women's Health Adviser, Royal College of Nursing
Candy Cooley, National Genetics Awareness Programme Manager, NHS National Genetics Education and Development Centre, Birmingham Women's Hospital
Jane Denton, Director, Multiple Births Foundation, Queen Charlotte's & Chelsea Hospital
James Hellard, Health Care Assistant, Croydon Integrated Heart Failure Nursing Team, British Heart Foundation
Sarah Norcross, Director, Progress Education Trust
Gary Stockwell, Nursing Student, Kingston and St George's University, London
Karen Vipond, Lecturer in Adult Nursing, BSc (Hons), BA (Hons) PGCE (Oxon), MA (Dist), RGN, HV, RNT, RNP, FRSPH, School of Healthcare Sciences, Bangor University
Vivienne Evans, Communication Officer, Royal College of Nursing

Confidentiality

The Learning Zone upholds the principles of confidentiality and anonymity. We would like to thank the models, actors and others who allowed their images to be used in this learning area. Some of the scenarios are based on real events however, names and identifiable information of people and places have been changed except for those already in the public domain or where an individual has given permission for the Learning Zone to present a real life account.