Population Health – NURS 445

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020

Course Description

This seminar course provides an overview of genetics, genomics, geriatrics, end-of-life care, and cultural sensitivity from a Christian worldview. Through the use of evidence-based practice guidelines, the student will utilize knowledge and skills attained throughout his or her nursing education and apply it to a variety of educational activities.

Prerequisite

NURS 220

Rationale

It is imperative that Liberty University graduating nurses have an understanding of the impact of genetics, genomics, geriatrics, end-of-life care, and cultural sensitivity. Currently, older adults account for the largest number of users of the healthcare system in America. With this aging population comes the nurse’s responsibility for administering and supervising holistic care, including the end-of-life process. As technology advances, patients expect the registered nurse to provide genetic and genomic education. Due to cultural disparities, nurses need to provide culturally competent care to patients and their families throughout the healthcare setting. Therefore, it is vital that Liberty University graduates are adequately prepared to look at the areas of genetics, genomics, end-of-life care, and cultural sensitivity with a Christian worldview.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Evaluate interventions for genetics, genomics, end-of-life care, cultural diversity, and geriatric subject matters.
  2. Identify ways to effectively communicate and involve the client, family, and health care team workers to improve quality in genetics, geriatrics, and end-of-life care in diverse cultural populations.
  3. Formulate ways to provide competent, patient-directed care to patients and their families as an active, desirable, and important skill and an integral component of nursing care as a ministry of showing Christ’s love to all people.
  4. Appraise individualized culturally-sensitive care regarding health, prevention, screening, diagnostics, prognostics, selection, and monitoring of treatment effectiveness throughout the areas of end-of-life care, gerontology, and genetics.
  5. Analyze the rights of all clients for autonomous and informed end-of-life, culturally diverse, gerontological, and genetic- and genomic-related care.
  6. Recognize the patient’s active participation in all aspects of health care, including end-of-life care, cultural diversity, gerontology, and genetic- and genomic-related issues.

Course Assignment

Textbook readings, lecture presentations, and journal articles

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (6)

Discussion boards are collaborative learning experiences. Therefore, the student is required to create a thread in response to the provided prompt for each forum. Each thread must be at least 400 words and demonstrate course-related knowledge. At least 1 scholarly source must be cited in the thread using current APA format. The student is also required to reply to at least 2 classmates’ threads. Each reply must be at least 200 words.

Pedigree Project

The student will compile his or her pedigree (family tree) for 3 generations, including relationship, gender, and age, with a key for the project. The student will also be tracking disease processes. If this family information is not available, the student may compile the pedigree of another individual. After developing a 3-generation pedigree and a 3-page analysis, the student will write 2 pages discussing areas of strength and growth in his or her professional knowledge and understanding of genetics and genomics.

End-of-Life Group Cultural Presentation

The student will be placed in a group to collaboratively organize a PowerPoint presentation discussing how a culture, other than the Christian culture, views death and dying. Specifics on end-of-life care, pain, after-death care of the body, mourning, etc. must be included. At least 5 references in current APA format must be used for the presentation. Please note that the group must choose the culture it will be presenting on in an earlier module/week.

Senior Mentor Project

The student will interview a senior adult and use the information from this interview to compose an 11-page paper (not including the required title page, reference page, and forms) using current APA format. The student must cite at least 5 sources and expound on the productivity and lifestyle of senior adults.

End-of-Life Reflective Paper

The student will write a 2–3-page paper discussing his/her beliefs on death and ways in which those beliefs will affect patient care. The paper must be written using current APA format. The student will need at least 1 reference to support spiritual beleifs.

Genetics/Genomics Test

There will be 1 test covering the Reading & Study material in Modules/Weeks 1–2 and the information assigned in the Genetics Home Reference Handbook. It will be an open-book/open-note test with 25 multiple-choice and true/false questions and a 1-hour time limit.