Nursing educators: perceptions of the curricular role of human genetics/bioethics

In recent years medical geneticists have made tremendous advances in understanding hereditary diseases. Applying this new knowledge raises serious ethical questions which have relevance to nursing practice. Nursing educators must ask themselves: (1) what effects do these advances have on nursing practice; (2) have the subjects of human genetics and bioethics been sufficiently integrated into nursing educational programs; and (3) are professional nurses prepared to help patients become scientifically literate relative to principles of human genetics? A 35-item questionnaire was prepared, and 616 copies were mailed to the chief administrators of 31 Indiana state-approved nursing programs listed by the Indiana State Board of Nurses' Registration and Nursing Education. Data obtained from the 250 questionnaire respondents led to the conclusion that Indiana nursing educators are aware of the relevance of human genetics to their work, but they need direct access to helpful information to incorporate genetics instruction as a part of nursing education programs in Indiana. To accomplish this task, the respondents favor continuing education programs in human genetics. Although the data are based on responses of Indiana nursing educators, we believe that our findings can be generalized, at least, to nursing programs throughout the midwest. On the basis of our study, we recommend that continuing education programs in human genetics be implemented with the goal of providing all practicing nurses with a better understanding of the genetic basis of disease, thereby enabling them to counsel wisely those patients entrusted to their care.