Transcript Slide 1

Global Genetics and Genomics
Community (G3C):
Developing Unfolding Case Studies
Kathleen Calzone, PhD, RN, APNG, FAAN
National Cancer Institute,
Center for Cancer Research, Genetics Branch
Project Aim
• Develop an education program for use by
nursing faculty for nursing students based on
the Essentials of Genetic and Genomic
Nursing: Competencies, Curricula Guidelines,
and Outcome Indicators
Essential Nursing Competencies and Curricula Guidelines
for Genetics and Genomics
• Define essential genetic and genomic
competencies for ALL nurses
regardless of level of academic
preparation, practice setting or
specialty.
• Guide curriculum content based on the
current state of the evidence.
• Provide the basis for evaluating nurse
competence in genetics and genomics
• Prepare the nursing workforce to
deliver competent nursing care in the
genomic era of healthcare.
http://www.genome.gov/Pages/Careers/HealthProfessionalEducation/geneticscompetency.pdf
Advisory Group
Co-Chairs:
Kathleen Calzone, PhD, RN, APNG, FAAN
Jean Jenkins, PhD, RN, FAAN
National Cancer Institute
National Human Genome Research Institute
Members:
W. Gregory Feero, MD, PhD
Lorraine Frazier, DSN, MS, RN, NP
Judith A. Lewis, PhD, RN, WHNP-BC, FAAN
Lillian Tom-Orme, PhD, MS, MPH, RN, FAAN
Carmen T. Paniagua, EdD, RN, CPC,
APN, ACNP-BC
Cynthia A. Prows, MSN, CNS, FAAN
Diane Seibert, PhD, CRNP
National Human Genome Research Institute
University of Texas Health Science Center at
Houston
Virginia Commonwealth University
University of Utah
University of Arkansas for Medical Sciences
Janet K. Williams, Ph.D., RN, PNP, FAAN
Children's Hospital Medical Center
Uniformed Services University of the Health
Sciences
The University of Iowa
HRSA Representative:
Irene Sandvold, PhD, RN
Health Resources and Service Administration
Role of Advisory Group
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Project selection
Guided project scope and format
Selected the target audience
Offered content expertise
Guided dissemination plan
Expert review of cases
Project Selection
• Selected based on a gap analysis performed following
the Genetics/Genomics Toolkit for Faculty June 2008
meeting which identified and vested currently available
nursing genetic/genomic education resources for
Genetics/Genomics Competency Center for Education
(G2C2)
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Clinical Simulations and Education
• Simulations are replications of critical components
of clinical encounters in a safe, secure environment
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Provide opportunities to develop technical proficiency
Tailored to the learners needs
Incorporates emotional/affective aspects of learning
Apply knowledge and skills
Develop competence in clinical reasoning
• Evidence shows that simulations can be effective
learning tools for multiple healthcare disciplines
– Clinical skills
– Procedures
– Patient communication
Cant et al. (2009). Simulation-based learning in nursing education: Systematic review. JAN, 66, 3-15.
Decker, et al. (2008). The evolution of simulation and its contribution to competency J Contin Educ
Nurs. 39, 74-80.
Global Genetics and Genomics
Community
http://www.g-3-c.org
• High Fidelity Simulated Online Unfolding Case
Studies
• Ethnically diverse
• Focus on common public health issues
– family history assessment
– direct to consumer marketing/testing
– family issues
– personal values assessment
– genetics/genomics of common diseases (i.e.
diabetes and cardiovascular disease)
– pharmacogenomics
Format
• Portable, web-based, open access
• Bilingual (English/Spanish)
• Interactive, self-paced, self-directed,
unfolding case studies
• Utilizing professional actors as simulated
patients
• Partnership with the National Capital
Area Simulation Center
• Incorporates student/learner education
activities and resources
• Faculty support includes suggestions on
how to use cases in the curriculum
Building a Case
Case
Objectives
Equipment,
Props, Make-up,
Moulage,
Costume
Case Key
Points
Planned
Learner/Student
Activities
Education
Content to
Provide
Resources to
Include
Case
Background
Additional materials
required such as lab
results, x-rays, scans
etc.
Standardized Patient
Recruiting
Requirements
Actor Instructions
Story Outline
• Affect/Behavior/
Attitude
• Definition of Terms
• Background
Information
Family History
Details
• Pedigree
Question Mapping
• Question
• Question
Category
• Learner/Student
Activity
• Response
Guidelines
Case Development
Faculty Case Guide
• Case objectives
• Suggestions for
• Use
• Supplemental student
activities
• Classroom discussion
points
• Essential Competencies
addressed by the case
• Additional Readings
• Additional Resources
• Can be downloaded as pdf
Faculty Support Pages
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Introduction to G3C
Target audience
Suggested use
Overall website user objectives
Background on Essential Competencies
Suggestions on how to use G3C
Additional educator resources
Case specific Faculty Resource Case Guides
Info on G3C development team and funding
sources
Selecting a Case
Begin by Reviewing the Patient Records
Select a Question,
Option for Closed Captioning
Collect and View Material
from the Patient
Supplemental Student Activities
Cases
• Ethnically diverse
• Outpatient encounters
• Primary Care Office
• Indian Health Service
• Address
• Family history assessment
• Direct to consumer
marketing/testing
• Family issues
• Personal values assessment
• Genetics/genomics of common
diseases (diabetes and
cardiovascular disease)
Alpha Test Findings
• Improve user interface
– Appearance
– Performance
– Navigation
– Accurate case mapping
• Improve audio/visual quality
• Capacity to assess critical decision-making
• Provide real time feedback as progress
through the case to optimize learning
Beta Testing
Continuing Educatory Population
• NIH Nurse Educators
• Complete one G3C case and review other G3C content
• Online outcome survey
• Qualitative Educator interview
Academic Population
• Samuel Merritt University School of Nursing
• 2011 Fall semester faculty use of G3C with their students as
they see fit
• Online outcome survey
• Qualitative Faculty interview
Planned Outcome Measures
• Population
– NIH Clinical Center Nurses
– NIH Clinical Center Oncology Nurse Interns
• Constructs for Measurement
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Knowledge
Self Efficacy
Critical Thinking Ability
Satisfaction
• Authenticity of Encounter
• Technical Assessment
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Quality
Usability,
Navigation
Performance
• Platform from which to build additional cases
• Two cases created from the existing funding
• Four more cancer cases being developed in 2011
• Unlimited case capacity
• Amenable to cases of any healthcare discipline
• Interdisciplinary cases
• Website has the capacity for expansion
Platform Improvements
Funded Improvements
• Expand the number of question options students
can select
• Numeric weighting of questions based on
optimal critical decision-making to generate a
total score for a case
• Real time feedback
• Additional cases including interdisciplinary
• Online pedigree drawing
Platform Improvements
Require Additional Funding
• Option to view filmed stories with real patients
who have experienced something similar
• Laboratory experiences to view some of the
technical aspects of any genetic/genomic tests
that are performed
• Mobile platform
• Online e-Learning
• Potential collaboration with CDC for genetic
test report evaluations
Acknowledgements
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Jean Jenkins
Karen Greco
G3C Advisory Group
d’Vinci Interactive
– Nicole Duffey
– Vijay-Kumar Solanki
– Vince Hellane
• National Capital Area Simulation Center
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Jamie Roberts
Amy Flanagan-Risdal
Gil Muniz
Joe Lopreiata
Funded by:
• Health Resources and Services
Administration, Bureau of Health
Professions, Division of Nursing
• Department of Defense, Air Force Medical
Support Agency, Modernization Directorate
Supported by:
• National Cancer Institute, Center for Cancer
Research, Genetics Branch, National
Institutes of Health
• National Human Genome Research Institute,
Genomic Healthcare Branch, National
Institutes of Health
Questions/Discussion
[email protected]
301-435-0538
http://www.g-3-c.org