NR 305 Week 3 Assignment: Family Genetic History Form
NR 305 Week 3 Assignment: Family Genetic History Form
NR 305 Week 3 Assignment: Family Genetic History Form
Genetic and genomic training is a very important aspect of nursing. Nurses should be able to know the genetic family history of their clients to enable accurate recognition, prevention, and treatment of some diseases. This is because, genetic family history enables them to identify some patterns of health and illness experience within the family (Kaakinen et al., 2018). This paper will assess the genetic family history of Mr. and Mrs. Queen as an example to show the importance of genetic family history assessment. It will consider three generations of the family, analyze its genetic health risks, and recommends the appropriate intervention strategies.
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Mr. and Mrs. Queens are African Americans parents with two children, 7-year-old Lisa and a 3-year-old Robert. The family lives in Chicago with the parents of Mr. Queen who are both alive. Mrs. Queen’s father died eight years ago and her mother is currently living in Virginia with her second husband. Mr. is 41 years old while Mrs. Queen is 38 years old. Mr. and Mrs. Queen visited our genetic clinic after being referred to us by their local pediatric geneticist. Their would-be second daughter was diagnosed with a lethal unbalanced chromosome rearrangement and died in the intensive care shortly after being born. As a result, the clinic decided to conduct a full genetic assessment of the family to check for any chromosomal imbalanced arrangement in the family.
On the first day of the assessment, Mr. Queen’s mother, Mora – now 68 years old, join them and the doctors were to surprise to see her since she was one of our patients with Huntington disease. Further genetic assessment found out that Mr. Queen’s brother, Terry, and uncle, Raphael had a rare balanced reciprocal translocation. This gave the possibility that future pregnancies for Mrs. Queen could result in Huntington disease and the chromosomal translocation. The couple also reported that their son, Robert, was diagnosed with sickle cell anemia and he has been under treatment. When Mrs. Queen’s mother, Felicity, was called in, she confirmed that her elder brother and a cousin died of sickle cell anemia at ages 22 and 26 respectively. The couple seemed concerned for their future generation and were hoping for any intervention which could remedy the situation. They know their children were at risk of sickled anemia from Mrs. Queen Family but were unaware of any chromosomal abnormality.
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. In case of any heritable diseases in the family lineage, couples may weigh their options on having children. For instance, in the case of Mr. and Mrs. Queen, it is evidenced that their children and descendants are at a risk of conducting sickle cell anemia and Huntington disease. With this knowledge, the nurse would recommend that they see a genetic counselor for more help on prevention and reproduction options (Moyer, 2014). Sickle cell anemia and Huntington disease are genetic problems that are hard to prevent from being inherited by offspring once the parents have such genes (Bouchghoul et al., 2016). However, parents can explore other options such as not to have children, adopt children, or screening in the early stages of the pregnancy (Hershberger et al., 2016). According to Bouchghoul et al. (2016), the detection of sickle cell in the fetus during pregnancy is important because other options that can prevent the disease’s severity are available. For example abortion or blood transfusion in the case of sickle cell anemia.
Parents need to understand their families’ genetic health history. This enables a couple to know any genetic problem that may be in the family. Consequently, they will have the opportunity to make informed decisions on the options they have. Doctors can also advise such patients on the best treatment options and recommend the best interventions. Therefore, nurses should have genetic and genomic knowledge as well.
Reference
Bouchghoul, H., Clément, S. F., Vauthier, D., Cazeneuve, C., Noel, S., Dommergues, M., & Durr, A. (2016). Prenatal testing in Huntington disease: after the test, choices recommence. European Journal of Human Genetics, 24(11), 1535-1540.
Hershberger, P. E., Gallo, A. M., Molokie, R., Thompson, A. A., Suarez, M. L., Yao, Y., & Wilkie, D. J. (2016). Perception of young adults with sickle cell disease or sickle cell trait about participation in the CHOICES randomized controlled trial. Journal of advanced nursing, 72(6), 1430-1440.
Kaakinen, J. R., Coehlo, D. P., Steele, R., & Robinson, M. (2018). Family health care nursing: Theory, practice, and research. Philadelphia, PA: FA Davis.
Moyer, V. A. (2014). Risk assessment, genetic counseling, and genetic testing for BRCA-related cancer in women: US Preventive Services Task Force recommendation statement. Annals of internal medicine, 160(4), 271-281.
- Family Genetic History
- Evaluation of family genetic history
- Planning for future wellness
A topic of much debate regarding end of life issues is that of physician assisted suicide. This issue is very controversial because people for this option think it should be the dying person’s right to choice when, where and how they want to die. The other side of this topic thinks that the doctor is aiding in murder by helping the dying end their life prematurely. The weeks reading states 47% of Americans agreed with assisted suicide for the dying and 41% opposed this idea. (Lipka 2014).
A case for assisted suicide can be made by saying since a person already has a right to refuse treatment why shouldn’t they be able to end their life. Physician assisted suicide can aid in the person choosing exactly where and when they want to die. They can then be surrounded by loved ones or die in solitude. It also prevents the dying from living through unnecessary pain and suffering.
One of the major opinions against assisted suicide is that it affects the integrity of medical professionals as healers. (Harbeck, 2021) Many believe doctors could misdiagnose a patient and aid them in dying when death wasn’t necessary at all. Another argument is that family might push towards assisted suicide just to not have to deal with the dying family member anymore, or to avoid major medical expenses if they were to remain alive.
In my personal opinion I am for assisted suicide. If a person does not want to live in pain or doesn’t want to go through treatment, who are we to tell them what they should do with their life. It can certainly be hard for a close friend or family member to accept this and want to hang on to that person for as long as possible. That thought process is certainly understandable, but it is not our place to make that decision for someone who is still of their right mind. If assisted suicide gives someone the option of choosing exactly how they want to go out then that is fine by me.
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References:
- Lipka, M. (2014, January 7). 5 facts about Americans’ views on life-and-death issues. Pew Research Center. Retrieved December 3, 2022, from https://www.pewresearch.org/fact-tank/2014/01/07/5-facts-about-americans-views-on-life-and-death-issues/
- Harbeck, K. M. (2021). Legal and Ethical Issues of Life and Death. Salem Press Encyclopedia. Retrieved December 3, 2022, from https://eds-p-ebscohost-com.ezproxy.umgc.edu/eds/detail/detail?vid=0&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3D%3D
Participation: RN-to-BSN
In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.
1. Attendance
Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.
2. Guidelines and Rubric for Discussions
PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:
- Demonstrate understanding of concepts for the week
- Integrate scholarly resources
- Engage in meaningful dialogue with classmates
- Express opinions clearly and logically, in a professional manner
Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday.
Participation points: It is expected that you will meet the minimum participation requirement described above. If not:
- You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday
- You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days.
3. Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
4. Participation Guidelines
You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.
5. Grading Rubric
| Discussion Criteria | A (100%) Outstanding or highest level of performance |
B (87%) Very good or high level of performance |
C (76%) Competent or satisfactory level of performance |
F (0) Poor or failing or unsatisfactory level of performance |
|---|---|---|---|---|
| Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. 16 points |
Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.
16 points |
Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.
14 points |
Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.
12 points |
Minimally addresses the initial discussion question(s) or does not address the initial question(s).
0 points |
| Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points |
Integrates evidence to support your discussion from:
Sources are credited.* 12 points |
Integrates evidence to support discussion from:
Sources are credited.* 10 points |
Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson.
Sources are credited.* 9 points |
Does not integrate any evidence.
0 points |
| Engages in meaningful dialogue with classmates or instructor before the end of the week. 14 points |
Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.
14 points |
Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion.
12 points |
Responds to a classmate and/or instructor but does not further the discussion.
10 points |
No response post to another student or instructor.
0 points |
| Communicates in a professional manner. 8 points |
Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).
8 points |
Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).
7 points |
Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).
6 points |
Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).
0 points |
| PARTICIPATION: Response to initial question: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. M.T. |
0 points lost
Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. |
-5 points
Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. |
||
| PARTICIPATION Total posts: Participates in the discussion thread at least three times on at least two different days. |
0 points lost
Posts in the discussion at least three times AND on two different days. |
-5 points
Posts fewer than three times OR does not participate on at least two different days. |
||
| NOTES: * Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required. |
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| ** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites. | ||||
| *** Scholarly source – per the APA Guidelines in Doc Sharing, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings. | ||||
| NOTE: A zero is the lowest score that a student can be assigned. | ||||