Georgia State University, College of Health and Human Sciences, School of Nursing
www.gsu.edu
Spring 2003
College of Health and Human Sciences
School of Nursing
HHS 4400 / HHS 7400
Genetics Across the Lifespan
Syllabus
Spring 2003
Course Number: HHS 4400 / HHS 7400
Course Title: Genetics Across the Lifespan (Elective)
Credit Distribution: 3 Semester Hours
Class Day & Time: Tuesday, 4:30 p.m. to 7:00 p.m.
Prerequisite(s): None
Faculty: Carol Grantham, PhD(c), MSN, RN
968 Urban Life
cgrantham@gsu.edu
Office: 404 651-3067
Office Hours: 10:00 a.m. – 12:00 p.m. Wednesdays
Kathleen P. Pittman, DNS, RNC, FNP (Contributor/Guest Lecturer)
Ellen Dri, MS, RNC, FNP, WHNP (Contributor/Guest Lecturer)
Academic Honesty:
As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity, are referred to the Georgia State University policy on academic honesty in the current undergraduate, and graduate catalogue.
Critical Thinking:
Critical thinking behavior is expected of all students. The School of Nursing defines critical thinking as reflective and informed thought focused on what to do or what to believe. Student learning is enhanced when readings, class discussion and experience-based applications are conducted with this definition in mind. Students should reflect on appropriate analysis of environmental issued based on physiologic processes, safe problem resolution, and the context of the situation.
Students with Disabilities:
Georgia State University complies with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. Students with disabilities must first submit appropriate documentation to the Office of Disability Services located in Suite 203 of the Student Center.
Course Description:
This course will focus on the application of principles of genetics across the lifespan through multidisciplinary perspectives. Content will focus on the basic mechanisms of genetic inheritance and the genetic contribution to common and complex disorders. The impact of genetics on health promotion, disease prevention, and nursing responsibilities will be discussed. Students will be encouraged to critically examine the social, ethical, legal, cultural, political, and professional implications of the integration of genetics into health care. Emphasis is placed on scientific knowledge and the impact of genetic health considerations in the community.
Course Objectives:
Upon successful completion of the course, the student should be able to:
Explore the role of the baccalaureate prepared health professional as a member of the interdisciplinary team addressing genetic health issues.
Undergraduate Level:
Explore the role of the Master's prepared health professional as a member of the interdisciplinary team addressing genetic health issues.
Graduate Level:
Disseminate findings from paper to classmates via a professionally prepared presentation.
Understand and explain the major modes of genetic inheritance patterns.
Explain the interplay between genetics, culture, environment and family risk factors on health and disease.
Identify how disease-associated genetic variation facilitates prevention, diagnosis, and treatment options.
Identify genetic physical assessment indicators for a genetic referral.
Examine and apply knowledge of ethical concepts to human genetic issues through case studies and applicable situation activities.
Gain knowledge of resources available to assist clients seeking genetic information or services.
Explore the future of genetics in shaping health and disease.
Syllabus as a general outline:
This course syllabus is a general outline of course assignments and activities, subject to change if needed during the course of the semester.
Textbook:
Nussbaum, R. L., McInnes, R. R., & Willard, H. F. (2001).Thompson & Thompson genetics in medicine. (6th ed.) Philadelphia: W. B. Saunders Company.
Methods of Teaching/Learning:
Class discussion and co-participation
Small group activities
Community setting observations
Web-based activities
Attendance Policy:
Students are expected to attend class and co-participate in learning. Even if a student attends every class, they need to demonstrate that they have contributed substantive information. Students must be present for examinations unless the reasons for the absence are acceptable to the professor.
Course Activities:
Each student will explore the literature and assess community and electronic resources to obtain information about a particular genetic condition. Through this process, the student will gain a better understanding of the genetic condition, and it's impact on the individual, family, and community. Treatment modalities, and social/cultural/ethical/legal/policy issues influencing the condition will be explored.
Each student will complete a family history The student will assess a client in the community, interact within multidisciplinary settings and observe community support activities available to those encountering the genetic condition.
Graduate level health professionals will be expected to present pertinent information to their peers on pertinent information from their paper.
The following criteria should be included in the paper:
I. Explore related literature according to the following parameters:
A. Basic pattern of biological inheritance and variation within families
and populations.
B. Identification of manifestations (physical, cognitive, social, and
environmental)
C. Identification of cultural, social, legal, ethical, and economic
implications of the condition
D. Current treatment modalities (including pharmacogenetics)
E. Recognition of applicable genetic publications, web sites, and
organizations
II. Other related activities:
A. A family genetic risk assessment, including a pedigree/genogram.
B. Meeting with a genetic counselor to explore counseling and
treatment options for the selected disorder.
C. Attend community setting activities such as support groups,
community information meetings, educational sessions, etc.
III. Students should consider the following criteria when submitting the
paper:
A. A thorough and current reference list (within the last 5 years with
some exceptions for key articles).
B. Style:
Typed (no more than 10 pages)
Font no less than 11 pt.
Double-spaced
One inch margins
APA formatting and referencing
C. Evaluation:
Organization and Development 30%
Writing Quality 20%
Soundness of Analysis, Discussion 40%
Style Compliance (APA, Grammar, etc.) 10%
100%
Graduate level health professionals should provide a list of their references for classmates at least one week prior to their presentation.
CONTENT OUTLINE
Genetics Across the Lifespan – Spring, 2003
01/07/03
Welcome/Introductions/Course Overview/Human Genome Project (Chapter 1)
"Human Genome Project" Video
01/14/03
"Cracking the Code of Life" Video
Chromosomal Basis of Heredity
(Chapter 2)
Website resources/Application
Structure and Function of Genes and Chromosomes (Chapter 3 )
01/21/03
Tools of Human Molecular Genetics
(Chapter 4)
Single Gene Inheritance
"A Question of Genes: Inherited Risks" Video Segment
"Prader-Willi Syndrome" Video
Family History/Pedigree Part I
(Chapter 5)
01/28/03
Family History/Pedigree Part II
Genetic Assessment
"Nursing Assessment of Children For Detection of Genetic Disorders and Birth Defects" Video
Mutations and Polymorphism (Chapter 6)
Population Variations (Chapter 7)
02/04/03
Gene Mapping (Chapter 8)
Chromosomal Conditions (Chapter 9)
Disorders of the Autosomes and the Sex Chromosomes (Chapter 10)
02/11/03
Hemoglobinopathies (Chapter 11)
Molecular and Biochemical Basis (Chapter 12)
02/25/03
Midterm Examination
Genetic Disease Treatment (Chapter 13)
"Breaking the Code: Applying Genetic Techniques to Human Disease" Video
03/04/03
Spring Break
03/11/03
Family Histories/Pedigrees Due
Genetics of the Immune System (Chapter 14)
Multifactorial Inheritance (Chapter 15)
03/18/03
Genetic Basis of Cancer (Chapter 16)
03/25/03
Developmental Aspects (Chapter 17)
Prenatal Diagnosis (Chapter 18)
04/01/03
Genetic Counseling (Chapter 19)
Social, Ethical, Cultural, Legal Perspectives Part I (Chapter 20)
"Gene Blues: Dilemmas of DNA Testing" Video
04/08/03
Social, Ethical, Cultural, Legal Perspectives Part II (Chapter 20)
"The HuGEM Project: Genetic Testing Across the Lifespan" Video
04/15/03
Future Directions/Movie
04/22/03
Papers Due
Presentations
04/29/03
Presentations
Wrap Up
05/06/03
Final Exam
Methods of Evaluation: The course grades will be allocated as follows:
Course Grade:
HHS 4400
Family Genetic Risk Assessment 15%
Written Paper 25%
Midterm Exam 25%
Final Exam 35%
Total 100%
HHS 7400
Family Genetic Risk Assessment 15%
Written Paper 15%
Oral Presentation 10%
Midterm Exam 25%
Final Exam 35%
Total 100%
Additional Resources: Relevant Web Sites and Journal Articles
Contact Us
Phone: 513-636-0123
Toll-free: 800-344-2462 extension 60123
Fax: 513-636-0124
Email: gepn@cchmc.org
