Genetic/Genomic Faculty Champion Initiative (PM session)


>>>I’M GOING TO GET STARTED.
WELCOME TO THIS AFTERNOON OF FACULTY CHOMP YON.
WE ARE VERY EXCITED TO HAVE SOME WONDERFUL, WHAT WE CALL,
EXEMPLARS OF EDUCATION WAYS THAT CAN INTEGRATE GENETICS AND
GENOMICS INTO THE CURRICULUM. IT WILL BE A PANEL PRESENTATION
SO I’M GOING GIVEN YOU A LITTLE BIT OF BACKGROUND ABOUT THE
SPEAKERS BEFORE WE BEGIN SO THEY CAN KEEP FLOWING WITH THEIR
WONDERFUL EXPERTISE THEY CAN SHARE WITH YOU.
SO AS WE MENTIONED EARLIER, THERE IS A NUMBER OF WAYS YOU
CAN PROVIDE EDUCATION ABOUT GENETICS AND GENOMICS.
AND MANY PEOPLE HAVE TRIED DIFFERENT WAYS AND HAVE LEARNED
ABOUT THE PROS AND CONS OF DOING EACH OF THOSE.
SO YOU’RE GOING TO HEAR SOME OF THOSE EXAMPLES AND AS KATHY AND
I MENTIONED, NEXT YEAR WE WANT TO HEAR WHAT HAS WORKED IN YOUR
SETTING OR WHAT HAS NOT WORKED AND SO WE CAN LEARN FROM EACH
OTHER. BUT TODAY WE WILL HAVE
PANELISTS, JANET WILLIAMS. JANET, YOU WANT TO WAVE AT THEM?
>>DR. JANET WILLIAMS IS THE KELTING PROFESSOR OF NURSING AND
DIRECTOR OF THE NINR, RP32 FUNDED DIRECTING NURSE POSTDOC
FELLOWSHIP AT THE UNIVERSITY OF IOWA AND CHAIRS THE BEHAVIORAL
AND SCIENCE IRB AND HER RESEARCH HAS BEEN FUNDED BY NIH, HRSA AND
PRIVATE FOUNDATION LOOKING AT TEAM EXPERIENCES, FAMILY
MANAGEMENT, GENETIC DISCRIMINATION AND FUNCTION OF
PERSONS WITH HUNTING TONS DISEASE.
AND ALSO A LOT ABOUT COMMUNICATION AMONG FAMILIES AND
HEALTH CARE PROVIDERS ABOUT GENETIC TESTING.
SHE RECENTLY SERVED AS THE PANEL MEMBER ON THE NIH STATE OF THE
SCIENCE CUP, CONFERENCE ABOUT FAMILY HISTORY AND IF YOU
HAVEN’T HEARD ABOUT THAT OR YOU WOULD LIKE TO LEARN MORE ABOUT
THAT, GO ON TO NIH.GOV AND LOOK IF ARE THE STATE OF THE SCIENCE
CONFERENCE FAMILY HISTORY REPORT.
WHICH HAS JUST BEEN DRAFTED. SHE WAS VERY MUCH AN INTIMATE
PART OF THAT DISCUSSION. DR. WILLIAMS IS ALSO A MEMBER OF
THE NINR ADVISORY COUNCIL AND HER CLINICAL BACKGROUND IS IN
PEDIATRIC COUNSELING. SHE HAS BEEN A MAIN STAY OF
GENETICS NURSING FOR MANY, MANY CONTRIBUTIONS AND YEARS.
THANK YOU. JANET BEEN SHARE — WILL BE
SHARING AN INTEGRATED MODEL OF EDUCATION.
THEN LORRAINE FRASIER, LORRAINE, YOU WANT TO SHARE YOUR HAND?
LORRAINE FRASIER IS A DISTINGUISHED NANCY WILLER SON
PROFESSOR OF NURSING AT THIEST OF TEXAS AT HOUSETON SCHOOL OF
NURSING. DR. FRASIER IS THE PRINCIPAL
INVESTIGATOR ON A RO1 PROTOCOL DEPRESS ITCH SYMPTOMS AND
GENETIC INFLUENCES AND CARDIAC OUTCOMES FUNDED BY NINR.
AND SHE IS ALSO THE PROJECT DIRECTOR OF TECH JEN RESEARCH
WHICH SUPPORTS MULTICENTER, MULTIINSTITUTIONAL BIOBANK
DEVELOPMENT OF CLINICAL DATA AND BIOLOGICAL SAMPLING.
FOR CARDIOVASCULAR AND CANCER PATIENTS AT THE TEXAS MEDICAL
CENTER. SHE IS ALSO THE DIRECTOR OF THE
CENTER FOR CLINICAL AND TRANSLATIONAL SCIENCE BIOBANK AT
THE UNIVERSITY OF TEXAS AND HOUSTON.
LORRAINE WILL BE SHARING WITH YOU AN EXAMPLE OF SHARED COURSE
WEAR, THOSE THAT DEVELOP FOR ADVANCED PRACTICE PRIMARILY BUT
ALSO COULD BE A MODEL FOR THINGS THAT YOU’RE THINKING ABOUT IN
THE BACHELORIAT SETTING. DR. JUDITH LEWIS, WHO YOU HEARD
FROM ALREADY, DR. LOU SIS A PROFESSOR AMARE TUS SCHOOL OF
NURSING VIRGINIA COMMONWEALTH UNIVERSITY IN RICHMOND,
VIRGINIA. JUDY HAS BEEN ALSO A MAIN STAY
IN GENETICKINGS NURSING REPRESENTING US WELL IN THE
SECRETARY’S ADVISORY COMMISSION FOR GENETICS HEALTH AND SOCIETY.
SHE WAS THE PREVIOUS ONE. SACGT.
— SACGHF IS THE ALSO ON THE WEBSITE.
SO IF YOU SEARCH FOR SACGHF, YOU CAN SEE WHERE SHE AND AGNESS AND
OTHER NURSES MADE CONTRIBUTIONS AT THE POLICY SETTING.
THAT’S I RESOURCE YOU MIGHT WANT TO KNOW ABOUT.
JUDY HAS 30 PLUS YEARS OF TEACHING IN HIGHER DEGREES
PROGRAMS INCLUDING BOSTON STATE COLLEGE, UNIVERSITY OF
MASSACHUSETTS IN BOSTON, MGH INSTITUTE OF HEALTH PROFESSIONS
AND VIRGINIA COMMONWEALTH UNIVERSITY.
AND I WON’T TELL YOU ABOUT ALL OF THEIR PUBLICATIONS AND
PRESENTATIONS BUT IF YOU LOOKED UP ANY OF THESE PEOPLE YOU WOULD
FIND LOTS AND LOTS OF LITERATURE TO SHARE.
JUDY HAS BEEN KIND ENOUGH TO TALK ABOUT A STAND ALONE COURSE
THAT IS BEING OFFERED IN YOUR SETTING.
CORRECT? SO LESSONS LEARNED FROM THAT.
AND THEN THE LAST PANEL IS DR. EVET CONNOLLY.
EVET IS THERE ALSO. SHE IS AN ASSOCIATE PROFESSOR OF
NURSING IN HUMAN GENETICS AT THE UNIVERSITY OF PITTSBURGH.
NOW SEE WHAT IS DIFFERENT ABOUT EVET, SHE HAS A BN BILEY, AND MS
IN GENETIC COUNSELING AND PHD IN HUMAN GENETICS.
WHAT IS DIFFERENT? SHE IS A DOCTOR WITH A PHD BUT
NOT A NURSE. BUT WHAT EVET IS GOING TO SHARE
WITH US IS HOW VALUABLE INTERDISCIPLINARY RESOURCES CAN
BE TO US. WE ARE NOT IN THIS ALONE.
THERE ARE MANY, MANY DISCIPLINES GOING THROUGH THE SAME THING WE
ARE AND CAN LEARN FROM EACH OTHER AND SUPPORT EACH OTHER AND
EVET HAS BEEN AMAZE ATH THAT. SHE WAS THE FIRST GENETICIST IN
THE COUNTRY TO HOLD A FULL-TIME PRIMARY APPOINTMENT IN THE
SCHOOL OF NURSING AND DEVOTED TO EDUCATING NURSES AND NURSE
SCIENTISTS. SHE HAS BEEN INVOLVED WITH THE
ONCOLOGY NURSING SOCIETY GENETICS ONLINE EDUCATION SERIES
AND MANY OF OUR PROFESSIONAL ORGANIZATIONS HAVE RESOURCES FOR
US TO GET AND UTILIZE IN OUR TEACHING AS WELL.
SHE IS ALSO BEEN INVOLVED AS ADMINISTRATIVE FACT TEE FOR THE
NINH SUMMER GENETICS INSTITUTE AND A CODIRECTOR OF THE NIH
TRAINING PROGRAM TARGETED RESEARCH AND ACADEMIC TRAINING
IN GENOMICS AND RUNNINGS A FULLY EQUIPPED LABORATORY THAT
CONDUCTS RESEARCH ON THE CONTRIBUTIONS OF GENETIC
VARIATION IN PATIENT OUTCOMES. I DON’T TELL YOU ALL THAT
BECAUSE THESE ARE EXPERTS. BUT THEY BRING A WEALTH AND
DIVERSE EXPERIENCE THAT I THINK YOU’LL GAIN FROM AS YOU HEAR
FROM THEIR PRESENTATION AND THEN WE’LL HAVE TIME FOR DISCUSSIONS
SOW YOU CAN PICK THEIR BRAINS ABOUT WHAT MIGHT WORK IN YOUR
AREA. THERE MAY BE SOME EXAMPLES OF
MODELS OF CURRICULUM INTEGRATION THAT WE HAVEN’T FOUGHT OF OR
YOU’RE USING SO FEEL FREE ALSO IN THIS DISCUSSION TO SHARE THAT
SO WE LEARN FROM YOU AS WELL. SO JANET, I NEED TO FIND YOUR
SLIDES.>>THANK YOU.
IT’S EXCITING TO BE HERE. I’VE WITHIN AT THIS FOR A LITTLE
WHILE AND IT’S FUN TO TALK TO PEOPLE WHO ARE STARTING GENETICS
IN THEIR PROGRAM. I’LL TRY TO TALK ABOUT THE
PRACTICAL THINGS OF WHAT HAPPENS WHEN WE DID THIS IN IOWA.
WHAT WAS HELPFUL, WHAT MAY BE WEREN’T SO HELPFUL.
AND I TRIED TO MAKE VERY DETAILED SLIDES IN CASE HAVE YOU
QUESTIONS ABOUT THE DETAILS OF WHAT VARIOUS FACULTY ARE DOING
AND I’M HAPPY TOP TAKE YOUR QUESTIONS BACK TO THEM IF YOU
LIKE FURTHER INFORMATION. SO WE STARTED THIS IN THE MID
1990’s. MYSELF AND ANOTHER FACULTY.
SO THERE WERE TWO OF US. DAVE AND I.
WE WERE VERY INTERESTED IN GENETICS.
MYSELF FROM A CLINICAL BACKGROUND AND DEBFROM A
CLINICAL AND ACADEMIC BACKGROUND.
AND SO WE WERE RATHER LUCKY IN THAT THAT WAS THE YEAR WE WERE
DOING CURRICULUM CHANGE. SO, THIS CURRICULUM IS PRETTY
OPEN AND A LOT OF WORK THAT NEEDED TO BE DONE AND WE WERE
EAGER WORKERS. WE WERE READY TO COME HELP SOLVE
THOSE PROBLEMS. WE ALSO WERE LUCKING IN THAT WE
STARTED HAVING A GROUP THAT MET AND WE THOUGHT OF PEOPLE THAT
WOULD BE INTERESTED IN THIS TOPIC, BUT WE INCLUDED THE
PROGRAM CHAIRS AND THE DEANS. AND WE WERE JUST LUCKY THAT WE
DID THAT BECAUSE THERE WAS BUY IN FROM THOSE FOLKS AS WELL.
THEY COULD SEE KIND OF ON INTO THE FUTURE THINGS THAT WE HASN’T
THOUGHT B FOR EXAMPLE, YOU’LL SEE IN 2001, WE WERE AWARDED A
P32 POSTDOC TRAINING FELLOWSHIP. WE DIDN’T HAVE THAT ON OUR PLATE
BUT IT WAS PART OF THE VISION THAT ADMINISTRATION HAD.
SO WE HAD BUY IN FROM THE TOP DOWN AND FROM THE BOTTOM UP KIND
OF AT THE SAME TIME. WE WENT THROUGH THE CURRICULUM,
DEBAND I IDENTIFIED AREAS WHERE WE THOUGHT GENETICS MIGHT FIT
THE OBJECTIVES OF THE EXISTING COURSES AND WENT ON AND WENT
DOOR-TO-DOOR AND TALKED TO FACULTY.
THIS IS WHAT WE THINK MIGHT BE USEFUL TO YOU.
WE CAN PROVIDE INFORMATION FOR YOU.
WHATEVER FITS YOUR NEEDS. WE HAVE NOT THE SAME COURSES WE
STARTED WITH BUT WE ARE CURRENTLY — IDENTIFYING
GENETICS CONTENT IN THE FOLLOWING COURSES WE HAD
INFORMATION AND WE LOOKED AT THE ESSENTIALS AND COULD SEE A VERY
NICE FIT FROM THE THINGS WE HAVE ONGOING.
WE ALSO HAVE AN ELECTIVE HUMAN GENETICS COURSE I MENTIONED TO
YOU. OUR STUDENTS CAN TAKE ELECTIVES.
THERE IS ONE SLOT FOR AN ELECTIVE IN THEIR BACHELORIAT
PROGRAM. AND THIS ELECTIVE IS TAUGHT BY
SENATOR ON OUR FACULTY. A GENETIC NURSE AND NURSE
RESEARCHER. AND SHE HAS MANY YEARS
EXPERIENCING IN GENETIC COUNSELING.
SO SHE TEACH THIS IS COURSE AND IT’S TO MAINLY UPPER-LEVEL AND
GRADUATE STUDENTS. AND WE HAVE STUDENTS FROM ACROSS
THE COUNTRY WHO ARE LOOKING FOR ONLINE HUMAN GENETICS COURSE
RELEVANT TO NURSING. THAT’S BEEN A VERY SUCCESSFUL
OPPORTUNITY. WE ALSO HAVE INDEPENDENT STUDY
AVAILABLE FOR UNDERGRADUATE GRADES WITH GENETIC CLINICAL AND
RESEARCH FACULTY. SO PEOPLE WHO ARE ON THE TENURED
TRACK ALSO HAVE RESEARCH PROGRAMS.
WE ARE IN THE PLACE IN OUR STATE WHERE THE TERTIARY CARE MEDICAL
CENTER IS LOCATED SO THAT’S WHERE THE GENETIC PROGRAM IS AND
WE HAVE VERY GOOD PARTNERS, VERY GOOD FRIENDS AND THE GENETIC
NURSING AND COUNSELING COMMUNITY AND THE NURSE PRACTITIONERS
COMMUNITY. PEOPLE WORKING WITH PATIENTS
WITH SIS TICK FIBROSIS AND HEME FEELIA.
WE HAVE A NICE ARRAY OF PLACES WHERE STUDENTS MIGHT GET TO HAVE
ADDITIONAL EXPERIENCES. THAT HAS BEEN ALSO VERY
EXCITING. IT CREATES A CERTAIN AMOUNT OF
EFFORT ON THE PART OF THE FACULTY TO HELP STUDENTS
IDENTIFY WHETHER AN INDEPENDENT STUDY MIGHT BE BUT THE REWARDS
ARE EXCITING BECAUSE OF THE INTEREST IN THE STUDENTS.
ONE STUDENT THAT I MENTORED AS AN UNDERGRAD WAS INTERESTED IN
PEOPLE WITH DISABILITIES. AND I SAID, I KNOW WE HAVE A NEW
DOWN SYNDROME CLINIC AND I KNOW THAT FAMILIES OVER THERE HAVE A
LOT OF TROUBLE IN COMMUNITY SERVICES.
HOW WOULD IT IT FEBRUARY A SET YOU UP WITH A FAMILY WITH A
TODDLER AND A FAMILY WHO HAS AN ADULT WITH DOWN SYNDROME.
I THINK THEY ARE FACING SOME OF THE SIMILAR ISSUE AT VERY
DIFFERENT PLACES IN WILL THE SPAN.
HOW TO WRITE THE WILL TO TAKE CARE OF THE YOUNG WOMAN WHEN
HERE PARENTS WERE GONE. HOW TO ACCESS PRESCHOOL.
WHAT HAPPENED TO THIS FAMILY WHEN THEY WANTED THEIR DAUGHTER
IN GYMNASTICS AS COMPARED TO WHAT IS HAPPENING TO THIS FAMILY
NOW. SO THE FAMILIES WERE WILLING TO
DO THAT AND THE STUDENT WROTE A VERY NICE MILES PER HOUR AND
THIS STANDS OUT IN MY MIND BECAUSE SHE LEARNED MUCH MORE
THAN SHE THOUGHT SHIELD LEARN ABOUT THE ISSUES.
NURSES COULD BE DOING TO HELP PEOPLE FACING VERY SIMILAR
PROBLEMS. SO I TRIED TO MAKE THE SLIDES
DETAILED. I’M NOT GOING TO TALK TOO MUCH
ABOUT WHAT’S ON THEM. BUT I TRIED TO ORGANIZE THEM.
AND HUMAN GROWTH AND DEVELOPMENT IS A COURSE THAT WE TEACH WITHIN
OUR FACULTY BUT IT IS IN OUR PRENURSING PROGRAM AND SO I PUT
IT UNDER ESSENTIAL NUMBER 1. AN ELEMENT OF LIBERAL EDUCATION.
SANDY TEACHES THIS. WE PROBABLY BEEN THROUGH 3-4
FACULTY. DIFFERENT PEOPLE ARE TEACHING
THIS COURSE AND HUMAN GROWTH AND DEPARTMENT ALWAYS CONTAINS
THINGS ABOUT DEVELOPMENT. THESE ARE THE TYPES OF TOPICS
THAT ARE INCLUDED IN THAT COURSE AND WHAT SANDY DOESES IN IN
ADDITION TO LECTURE AND THE ONLINE RESOURCES, SHE USES A
COIN TOSS ACTIVITY WITH STUDENTS TO ILLUSTRATE THEEL
ADVANCE — RELEVANCE OF GENOMICS AND ENVIRONMENTAL FACTORS WHERE
THERE IS VARIABILITY AND IT HAPPENS TO BE HYPE.
AND SO THAT’S THE ACTION ACTIVITY THAT SHE BUILT INTO
THAT COURSE. THERESULTS A TERRIFIC PLACE TO
IDENTIFY THOSE STUDENTS WHO ARE ESPECIALLY INTERESTED IN
GENETICS AND USUALLY THIS IS IN OUR CLASSROOM OF ABOUT 200
PEOPLE. IT’S A COURSE THAT PEOPLE TAKE
TO QUALIFY TO GET INTO NURSING. SO THERE IS A HIGH INTEREST IN
DOING WELL IN THIS COURSE. BECAUSE IT’S PART OF WHAT IS
EVALUATED WHEN PEOPLE APPLY TO THE PROGRAM.
AND THERE ARE ALWAYS PEOPLE WHO COME UP AFTERWARDS AND SAY I’M
REALLY INTERESTED IN YOU WHAT SAID ABOUT CANCER.
I’M REALLY INTERESTED IN YOU WHAT SAID ABOUT NURSES CAREERS
AND SO IT’S AN EXCELLENT WAY TO START BUILDING ON THAT INTEREST
THAT STUDENTS BRING INTO THE PROGRAM AND HELPING THEM SEE
WHAT KINDS OF EXPERIENCES MIGHT BE ESPECIALLY VALUABLE.
SUCH AS THAT ELECTIVE AND THE INDEPENDENT STUDY AND SOME OF
THE OTHER OPTIONS. PATHOPHYSIOLOGY SETAUGHT BY SUE
GARDENER AND THAT ALSO I GROUPED UNDER ESSENTIAL ONE.
THESE ARE THE THINGS SHE INCLUDES IN HER COURSE.
I HAVE NEVER CONTRIBUTED TO THIS COURSE.
USUALLY THE PERSON WHO IS TEACHING THIS IS VERY WELL
ACQUAINTED WITH GENETICS AND BUILDS IN THE CONTENT ON THEIR
OWN. WE HAVE ACQUIRED CLICKER
TECHNOLOGY AND SO SHE USES CLICK TOURS BUILD REQUESTSES WHEN SHE
GOES THROUGH A CONCEPT SUCH AS TRANSLATION OR RNA.
AND
THAT’S HER CHANCE TO GET FEEDBACK.
SHE CALLS THIS THE NEW FUNDAMENTAL SO THOSE WHO LEARNED
ON THIS WOULD NO SOME OF THAT IS NOW IN THIS COURSE AS SHE GOES
THROUGH THE CONTENT IT GIVES ATTENTION TO HUMAN DIVERSITY AND
VARIATION. SO WHEN SHE’S TALKING ABOUT
APPLYING SKILLS TO PATIENTS WHO TALK ABOUT THE INDIVIDUAL.
SO SHE USES EXAMPLES LIKE A PERSON WHO HAS AN ALLELE AND THE
ISSUES FOR BIRTH CONTROL PILLS SHE MEANT BRINGS IN
PHARMACOGENETICS AS PART OF THE STORIES AND CONTENT THAT SHE
TALKS ABOUT WITH HER STUDENTS. IT MAKES IT A VERY ORDINARY PART
OF NURSING. IT’S BROUGHT IN AT THE
ENTRY-LEVEL WHEN THEY BEGIN TO GET THEIR NURSING CONCEPTS AND
SHE BRINGS IN THINGS ABOUT NEUTRO GENOMICS.
I’M JUMPING TO THE END OF THE CURRICULUM HERE T JUST HAPPENED
TO OR FALL INTO MY SLIDE SEQUENCE AT THIS POINT.
LEADERSHIP IS WHAT I’M CALLING THE COURSE AT THE END OF THE
CURRICULUM AND THAT’S WHERE MUCH OF OUR ETHICS CONTENT CAN BE
FOUND. WE HAVE AN ONLINE CONTINUING
EDUCATION PROGRAM THAT YOU WILL HEAR ABOUT A LITTLE BIT LATER
AND WITHIN THAT THERE ARE SOME CASE STUDIES THAT WE DEVELOPED
THROUGH SOME FUNDING THROUGH THE LC PROGRAM.
WE HIRED ACTORS FROM OUR SUMMER THEATRE PROGRAM AND STUDENTS IN
THE FINE ARTS PROGRAM TO TAKE THE ROLES OF FAMILY MEMBERS.
CATH IS IN THIS AND SHE DIDN’T ACT AS ANYBODY EXCEPT HERSELF IN
ILLUSTRATING HOW TO OBTAIN AN INFORMED CONSENT.
BUT STUDENTS IN THE LEADERSHIP COURSE CAN GO ONLINE.
THEY CAN CLICK ON ONE OF THESE CASE STUDIES.
THE CASE STUDIES ARE BUILT AROUND AN ETHICAL DILEMMA.
THERE ARE VARIOUS COMPONENTS IN THE CASES.
THERE IS SOME — MOTHER AND FATHER AND CHILDREN AND NURSE.
THERE MIGHT BE THE BROTHER AND THE SISTER AND THERE MIGHT BE
THE PASTOR OR WHOEVER GOES INTO THAT STORY.
STORIES ARE BUILT WITH NO RESOLUTION.
NO ONE RESOLUTION THAT WILL SATISFY EVERYBODY.
THE ETHICS COMMITTEE MAY NOT BE SATISFIED.
THE PARTNER MAY NOT BE SATISFIED.
THE TEENAGER IN THE FAMILY MIGHT BE THE PERSON THAT IS NOT
SATISFIED. THESE ARE THE ETHICAL DILEMMAS
THAT ARE ILLUSTRATED IN SOME OF THESE CASES.
WE HAVE WRITTEN UP QUESTIONS FOR STUDENTS TO ANSWER AFTER THEY
VIEW THE CASE. IT’S ON THEIR OWN.
WHEN THEY GO ON THE COURSE SITE AND CHOOSE A CASE.
LOOK AT IT, GO THROUGH THE EXERCISE AND ANSWER THE
QUESTIONS AND TURN THOSE IN TO HOWARD BUTCHER.
THE COURSE DIRECTOR AND THEN HE GRADES IT LIKE A QUIZ.
AND HE IS ALSO USED SOME OF THAT INFORMATION IN BUILDING SHORT
ANSWER QUESTIONS ON HIS EXAM. SO ETHICS IS PART OF ALL OF OUR
CURRICULA. WE CHOOSE TO USE SOME CLINICAL
EXAMPLES THAT REVOLVE AROUND CURRENT CLINICAL SITUATIONS
INVOLVING GENETICS AND GENETIC TESTING.
THERE ARE THINGS THAT COME OUT OF ESSENTIAL 5 AND 6 THAT ARE
PART OF THE CONTENT THAT WE DELIVER.
IT’S NOT REALLY A LECTURE BY ITSELF.
BUT WHENEVER I’M TALKING WITH UNDERGRADUATE STUDENTS I’M
MENTIONING THINGS ABOUT DISPARITIES AND HEALTH CARE.
ESPECIALLY IN THE AREAS THAT I KNOW SOMETHING ABOUT WHICH IS
ACCESS TO GENETIC TESTING, GENETIC LITERACY, THE WAYS THAT
FAMILY MEMBERS MIGHT SHARE INFORMATION WITH EACH OTHER AND
SO I’M GOING GIVE YOU AN EXAMPLE ABOUT HOW I BRING THAT IN TO A
CLASS THAT I GIVE IN OUR COMMUNICATIONS COURSE.
WE ALSO THEN ALSO BRING UP INFORMATION ABOUT REFERRALS AND
COMMUNICATION WITH HEALTH CARE RESOURCES.
IF NURSES ARE GOING TO PRACTICE IN THE STATE OF IOWA, I TELL
THEM ABOUT THE REGIONAL GENETIC CLINICS AND HOW PEOPLE CAN
RECEIVE HEALTH CARE, GENETIC HEALTH CARE THROUGH SPECIALTY
SERVICES AND A TALK TO THEM ABOUT NEWBORN SCREENING AND HOW
EACH STATE WILL IMPLEMENT THAT IN A DIFFERENT WAY.
AND REMIND THEM HOW TO FIND THAT INFORMATION IF MAN OF THEM DO
MOVE OUT OF THE STATE. NURSES WHO BECOME EDUCATED IN
IOWA, REALLY LIKE TO SEE THE MOUNTAINS FOR A LITTLE WHILE IN
COLORADO AND SO OFTEN THEY ARE GOING OFF AND THEN THEY’LL COME
BACK TO IOWA. MANY WHEN THEY GET ALONG LATER
IN THEIR CAREERS. SO THESE THINGS APPEAR IN THE
INFORMATION WE BRING TO STUDENTS.
IT ISN’T UNDER NECESSARILY A GENETICS UMBRELLA OR LABELED AS
SUCH IN THE COURSE BUT IT IS ILLUSTRATED IN EXAMPLES IN THE
CONTENT THAT WE GIVE. ESSENTIAL 7 IS WHERE YOU FIND
THE INFORMATION ABOUT ASSESSMENT, A FAMILY HISTORY
ASSESSMENT, HOW TO CONDUCT A HEALTH HISTORY.
AND SO SANDY TEACH THAT IS IN THE IN INTRODUCTORY LEVEL
COURSE. AND JUST AS WE HAVE HEARD FROM
MANY OTHER PEOPLE, IT IS THE ELEMENTS OF HOW TO CONDUCT A
FAMILY MEDICAL HISTORY, INCLUDING A GENETIC HISTORY.
BUT IT’S NOT LIMITED TO THAT CERTAINLY.
PEDIGREE AND CONSTRUCTION SIMPLE PEDIGREE INTERPRETATION.
AND AGAIN, WHEN TO MAKE A REFERRAL.
JEAN MENTIONED THE FAMILY HISTORY CONSENSUS CONFERENCE AND
ONE OF THE THINGS YOU’LL FIND IF YOU GO OUT AND LOOK AT THAT
DOCUMENT IS OUR EVIDENCE BASE FOR THE CLINICAL UTILITY OF
GENETIC FAMILY HISTORY IS VERY THIN.
IT’S SOMETHING WE HAVE ALL — IT’S BEEN AN ELEMENT OF
HEALTH CARE AND MEDICAL CARE AND NURSING CARE FOR AS LONG AS
ANYBODY CAN TRACE BACK. SO IT EXISTS LONG BEFORE ANYONE
THOUGHT OF THE TERMS EVIDENCE BASE PRACTICE OR EVIDENCE BASE
MEDICINE. BUT WHEN LOOKING AT OUR
EVIDENCE, WE DON’T HAVE AN ORGANIZED BODY OF KNOWLEDGE ON
HOW TO DO IT WELL. WAWORKS WITH PARTICULAR
CULTURES. WHAT ARE THE WAYS TO ASSIST
FAMILY MEMBERS WHO ARE NOT FROM THE DOMINANT CULTURE TO ACCESS
AND COMMUNICATE INFORMATION. WHAT DOES THE TERM FAMILIAR BEE
MEAN IN VARIOUS SET SOMETHING THOSE ARE ALL AREAS WE DON’T
HAVE A LOT OF EVIDENCE TO GUIDE US.
WE HAVE ALL OF OUR TRADITIONS. SO, WE TALK WITH STUDENTS ABOUT
THIS AND AGAIN TRY TO EMPHASIZE WITH THEM WHEN WE GET TO
PEDIGREE AND INTERPRETATION AND MAKING REFERRAL FOR EXAMPLE, BUT
THERE ARE PEOPLE MANY PEOPLE WILL HAVE, IF I ASK YOU TO RAISE
YOUR HANDS, IF THERE IS A FAMILY HISTORY OF HEART DISEASE OR
CANCER OR MEMORY LOSS IN YOUR FAMILY, OR HYPERTENSION OR
DIABETES, PRETTY SOON EVERYBODY’S HANDS WOULD BE UP
BECAUSE THESE ARE COMMON COMPLEX CONDITIONS.
WITHIN EACH OF THOSE CATEGORIES THEY ARE GOING TO BE SUB SETS OF
FAMILIES THAT HAVE PARTICULAR RISKS BASED ON A HIGHER
COMPONENT OF GENETIC RISK IN THAT PARTICULAR FAMILY.
WE WANTED TO GET A SENSE OF THAT.
SO WHEN THEY HEAR A STORY FROM AN INDIVIDUAL AND IT’S MANY
FAMILY MEMBERS WITH EARLY ONSET CANCER FOR EXAMPLE, THAT’S A RED
FLAG THAT SHAY SHOULD BE PAYING ATTENTION TO AND BE THINKING
ABOUT WHAT TO SAY TO THAT FAMILY ABOUT WHAT INFORMATION HAVE THEY
HAD? REMEMBERED THEY LIKE TO HAVE.
DO THEY KNOW ABOUT THE RESOURCES?
THIS COURSE IS PAIRED WITH A COURSE ON COMMUNICATION SKILLS.
AND I VOLUNTEERED TO GIVE A PRESENTATION IN THIS A LONG TIME
AGO THAT WOULD BUILD ON THE ASSESSMENT COURSE BUT THEN TALK
ABOUT HOW THE NURSE WOULD USE THESE NEW COMMUNICATION SKILLS,
WHAT I LEARNED ONCE AS ACTIVE LISTENING, THERAPEUTIC
COMMUNICATION. WHEN YOU YOU’RE TALKING ABOUT
SENSITIVE INFORMATION WITH FAMILIES, SO I CONTINUE WHAT WAS
INTRODUCED IN THE HEALTH ASSESSMENT COURSE AND NOW I TELL
THEM SOME STORIES. I HAVE 3 FAMILIES.
I HAVE PHOTOGRAPHS THAT PEOPLE HAVE GIVEN ME PERMISSION TO USE.
I TELL THEM ABOUT THE FAMILY STORIES AND I SAY WE GO THROUGH
WHAT ARE THE ELEMENTS OF THERAPEUTIC COMMUNICATION AND WE
HOOS O. USE THOSE STORIES TO ILLUSTRATE WHAT IS IT WHEN THEY
ARE IN DENIAL OR ANGER? I ASK STUDENTS HOW MANY TIMES
HAVE YOUR PATIENTS BECOME ANGRY WITH YOU?
WHAT WILL HAPPEN WHEN — WHAT IS YOUR RESPONSE?
WHAT DO I DO WHEN THAT HAPPENS? WHAT ABOUT DENIAL?
WHEN YOU WANT PEOPLE TO UNDERSTAND SOMETHING, THEY ARE
JUST NOT GOING FOR IT. AND I GIVE THEM THE EXAMPLE.
ONE OF MY STORIES IS ABOUT FRAGGIC X SYNDROME.
I SHOW THEM THE FAMILY PICTURE AND I TELL THIS IN THIS FAMILY
THE REASON THOSE YOUNG MEN HAVE LEARNING PROBLEMS WAS BECAUSE
THEIR GRANDMOTHER WRAPPED THEM TOO WARMLY.
AND THEY GOT OVERHEATED. AND THAT IS THE TRUE STORY IN
THAT FAMILY. AND NO MATTER WHAT YOU YOU WHAT
SAY AS A NURSE, IT’S NOT GOING TO CHANGE.
THAT’S THE FAMILY STORY. AND THEN I GO ON TO TELL THEM
HOW WITH — THE MOTHER BECAME ACQUAINTED WITH ME.
SHE SAID TO ME ONE DAY, I HAVE BEEN READ BEING FRAGILE X AND I
THINK OUR FAMILY FITS. I’M NOT BUYING THIS THING ABOUT
GRANDMA WRAPPING THE BABIES TOO TIGHT.
AND I SAID, WELL, I THINK YOU MAKE A REREALLY GOOD POINT HERE
AND THERE ARE PEOPLE HERE THAT COULD HELP YOU FIND ANSWERS TO
YOUR QUESTIONS. I DON’T KNOW WHAT THE ANSWERS
WILL BE. SO SHE WAS AMONG THE FIRST WHO
DID INVOLVE HERSELF IN SOME OF THE RESEARCH ON INJECTION OF THE
GENE FOR FRAGILE X SYNDROME AND IT WAS WHAT WAS GOING ON IN THE
FAMILY. WE TALK ABOUT WHAT KINDS OF
RESPONSES CAN YOU AS A NURSE GIVE WHEN YOU ENCOUNTER
SOMETHING THAT DOESN’T QUITE MAKE SENSE BUT YET THERE IS SOME
RESISTENCE. SO AS WE GO THROUGH THIS ONE
HOUR-LONG PRESENTATION THAT I MAKE, I TALK ABOUT STIGMA.
I TALK ABOUT PRIVACY. I CREATE A STORY ABOUT FAMILIES
WITH COLON CANCER AND THE WORD COLON IS NOT MENTIONED IN THAT
FAMILY AND THEN I TALK ABOUT THE AREA THAT I AM MOST FAMILIAR
WITH, HUNTINGTON DISEASE. EVEN THOUGH IT’S RARE, IT BRINGS
UP A LOT OF ISSUES ABOUT PSYCHIATRIC ILLNESSES.
STIGMATIZING BEHAVIORS THAT ARE NOT ACCEPTABLE WITHIN AND
OUTSIDE OF A FAMILY. THINGS ABOUT FAMILY SECRETS AND
FAMILY METHODS AND THEN AT THE END OF THE CLASS I LEAVE ABOUT
10 MINUTES AND BY THEN THE STUDENTS HAVE WRITTEN DOWN ALL
THE THERAPEUTIC COMMUNICATION SKILLS AND ALL OF THE ELEMENTS
OF WHAT PEOPLE MIGHT DO AND WHAT THEY ARE SUPPOSED TO DO IN
RESPONSE. AND I SAY NOW, THIS THIRD OF THE
ROOM, YOU TURN TO THE PERSON NEXT TO YOU, YOU’RE GOING TO BE
A PAIR. ONE IS A NURSE, ONE IS THE
PATIENT. THIS IS WHERE YOU’RE THINKING
ABOUT COLON CANCER. THIS IS THE FRAGILE X AND WE’RE
GOING TO TALK ABOUT REFRUCTIF ISSUES HERE AND THIS IS THE
GROUP THAT WOULD PAY ATTENTION TO THE RISK FOR HUNTINGTON
DISEASE. AND I ASK THE PATIENT IN THE
PAIR TO COME UP WITH A COMMUNICATION BEHAVIOR.
THEY ARE GOING TO CHALLENGE THEIR NURSE IN SOME WAY.
THEY ARE GOING TO BE ANGRY AND IN DENIAL OR VERY SAD.
THEY ARE JUST GOING TO BE TOTALLY IN INFORMED AND CLUELESS
ABOUT IT AND THEN THE OTHER PART OF THE PAIR IS THE NURSE.
SO THE NURSE WILL HAVE TO RESPOND TO WHATEVER THEIR
PARTNER’S BEHAVIOR IS. GIVE THEM A FEW MINUTES AND THEN
THEY WRITE DOWN FOR ME WHAT THEY DID.
WHAT NURSING — WHAT WAS THE BEHAVIOR OF THIS PATIENT.
WHAT THERAPEUTIC SKILLS WOULD BE APPROPRIATE.
WHAT THE NURSE TRIED. THE PATIENT GIVES A LITTLE
FEEDBACK. HOW WELL DID HIS OR HER PARTNER
DO AND THEN THEY TURN THOSE IN. VERY INSTRUCTIVE FOR ME TO READ
THEM. IT GIVES ME A SENSE WHAT HAVE
DID THEY GET OUT OF THE LECTURE. AND ALSO FACULTY KNOWS WHO WAS
IN CLASS THAT DAY. WE HAVE THOSE BLITZ OF
INFORMATION AND FEEDBACK FROM THE STUDENT.
I MENTIONED THE HONORS INDEPENDENT STUDY AND I HAVE
ALREADY DESCRIBED THIS FOR YOU THAT WE DO TRY TO SET THIS UP.
IT’S VERY POPULAR. AND WE COULD PROBABLY TAKE MORE
IF WE HAD MORE FACULTY WHO COULD TAKE THESE STUDENTS OR THE
CLINICAL FACULTY. STUDENTS WHO WANTED TO HAVE
EXPERIENCE WITH PSYCHE MENTAL HEALTH AND GENETICS ISSUES.
I HAD STUDENTS — A STUDENT WHO WAS INTERESTED IN TURNER
SYNDROME AND SOME OF THE BEHAVIORAL ISSUE THAT IS
FAMILIES FACED AND DEBWAS ONE OF OUR PRESIDENTIAL SCHOLARS AND
SHE WROTE A PUBLISHABLE PAPER ON THAT.
WE HAVE A YOUNG SCIENTIST PROGRAM AT OUR UNIVERSITY FUNDED
BY AN ALUM AND IT IS AN EFFORT TO IDENTIFY THOSE STUDENTS WHO
ARE ESPECIALLY PROMISING AS FAR AS DEVELOPING A RESEARCH CAREER
AND MOVING ON TO NURSING RESEARCH AND STUDENTS COMPETE
FOR THIS AND THEN ASSIGNED TO FACULTY.
SO SOME OF US RECEIVE THESE MATCHES WITH STUDENTS AND I HAD
A YOUNG SCIENTIST STUDENT ADDS AN UNDERGRAD JOIN MY RESEARCH
TEAM, CONDUCT A LITERATURE REVIEW, DID HELPING US WITH A
SURVEY CONSTRUCTION, ON HUNTINGTON DISEASE AND THEN SHE
GOT TO PRESENT THIS TO ISWUNG A POSTER.
WE REALLY INTRODUCED HER TO THE WORLD OF SCIENTIFIC INQUIRY.
AND SHE HAS GONE ON TO HAVE A CAREER AS A RESEARCH
COORDINATOR. THIS IS SOMETHING THAT DIDN’T
WORK SO WELL SO I’M GLAD I PUT THIS IN.
WE HAVE GENETICS JOURNAL CLUB AND WE HAVE THIS PRIMARILY FOR
OUR DOCTORAL AND POSTDOC STUDENTS.
WE THOUGHT FACULTY WOULD BE REALLY ENTHUSED ABOUT COMING AND
YOU KNOW WHAT? THEY WEREN’T.
THEY DON’T COME AND FACULTY ARE VERY BUSY AND WHAT WE DO IN
JOURNAL CLUB IS WE REALLY TRY TO PUSH PEOPLE’S ANALYTIC CRITICAL
THINKING ABOUT WHAT IS PUBLISHED IN THE LITERATURE AND SOME
FACULTY FIND THAT MORE OR LESS INTERESTING I’LL JUST VERY
QUICKLY MENTION WHAT ELSE IS GOING ON BECAUSE I THINK THAT’S
ONE OF THE KEYS TO SUCCESS FOR US IS THAT GENETICS IS PART OF
THE PACKAGE AT IOWA. IT’S ALMOST LIKE A BOOK END.
IT’S PRENURSING ALL THE WAY THROUGH THE POSTDOC AND THEN
INTO THE FACULTY. SO WE HAVE A PRIMARY CARE COURSE
FOR OUR NURSE PRACTITIONERS. I DEVELOPED THAT COMPONENT WHERE
STUDENTS USE CASE STUDIES THAT WERE PUBLISHED IN CONTEMPORARY
PEDIATRICS. LITTLE SNIPPETS OF CLINICAL CASE
THAT IS NURSE PRACTITIONERS REMEMBERED OR PHYSICIANS WOULD
GO THROUGH WHAT IS THIS? WHAT IS THE DIAGNOSIS?
I HAVE A LECTURE SERIES OR SET THAT GOES ONLINE FOR THE COURSE
AND THEN WHEN WE LEAD IN CLASS, I ASK THEM TO DISCUSS THEIR
CASES AND PRIORITIZE WHAT THEIR CLINICAL DECISIONS WOULD BE.
WHAT ARE YOU GOING TO ATTEND TO FIRST?
WHEN YOU DO THAT, WHAT IMPACT DOES THAT HAVE ON THE REST OF
THE FAMILY? FOR EXAMPLE, THERE IS A TEENAGER
THAT LOOKS LIKE HE HAS — SYNDROME.
WHAT WILL YOU DO FIRST? THINK ABOUT CARDIOLOGY OR
PARTICIPATION IN SPORTS? ARE YOU GOING TO THINK ABOUT THE
REST OF THE FAMILY AND THEIR RISK FOR IT?
IT’S A RICH DISCUSSION WITH A NURSE PRACTITIONERS STUDENTS.
THE OTHER THING WE DO IS WE MAKE SURE EVERY NURSE PRACTITIONER
STUDENT IN THIS COURSE SPENDS A FEW HOURS IN OUR GENETICS
PROGRAM OR WITH AN ADVANCED PRACTICE NURSE WORKING IN AN
AREA WHERE THEY APPLY GENETIC KNOWLEDGE.
MAYBE THE HEME FEELIA CLINIC FOR EXAMPLE.
WE HAVE TWO ONLINE COURSES AVAILABLE AT THE MASTERS LEVEL
OR THE GRADUATE LEVEL. AND THESE ARE TAUGHT BY SANDRA
DARK HEMP. THESE ARE ALSO RESOURCES FOR
YOU. IF YOU ARE INTERESTED IN A
GRADUATE LEVEL COURSE WE NOW CAN OFFER THEM FOR VARIABLE CREDIT.
SO EACH TOPIC IS WORTH ONE CREDIT HOUR AND IT IS OFFERED
THROUGH OUR DISTANCE LEARNING PROGRAM ON CAMPUS.
PEOPLE WHO TAKE THIS ARE MASTER STUDENTS.
SOME ARE OUR POSTDOCS ARE INTERESTED IF THEY ARE MISSING
CERTAIN COM PONEINENTS THEIR OWN BACKGROUND.
WE HAD FACULTY FROM AROUND THE COUNTRY TAKE THIS AND ALSO HAD
CLINICIANS. WE HAD A NURSE WHO WENT FROM THE
ICU TO A METABOLIC CLINIC. THAT’S A BIG LEAP IN YOUR
CLINICAL PRACTICE. AND SHE WANTED TO PREPARE
HERSELF FOR THAT CHANGE. LIKE MANY PLACES WE HAVE A DMP
PROGRAM AND A GENETICIST. EMERGING SCIENCE COURSE.
KEN TEACH THAT IS AND SOME OF THE CONTENT HE SELECTED.
SANDY GIBBS PRESENTATION ON AGING AT OUR PHD COURSE.
GERONTOLOGY A MAJOR EMPHASIS AT OUR UNIVERSITY AND THESE ARE THE
KINDS OF TOPICS THAT SANDY INFLUENCED.
AND ALSO AT OUR PHD LEVEL WE HAVE THIS SEMINAR AND I
COLLABORATED WITH JULIE SO WE HAVE STUDENTS FROM CLEMSON THAT
COME IN TO DO DISTANCE LEARNING AND OTHER STUDENTS FROM OTHER
UNIVERSITIES OFTEN PEOPLE WHO ARE PLANNING A DISSERTATIONING
ON A GENETICS TOPIC AND THEY WANT TO BE IN A SEMINAR COURSE
EXAMINING THE LITERATURE. SO, WHAT HAPPENS OR WHAT IS
CONTINUING TO HAPPEN WITH US IS WE STARTED OUT AND CONTINUE TO
COLLABORATE WITH COURSE FACULTY. THIS WAS THAT DOOR-TO-DOOR
ONE-TO-ONE COMMUNICATION WITH OUR COLLEAGUES.
WHAT CAN WE DO TO CONTRIBUTE TO YOUR COURSE?
WHAT FITS WITH YOUR COURSE? WE PROVIDE RESOURCES, OURSELVES
OR MATERIALS OR SOMETIMES THOSE ETHICS CASE STUDIES, HOWARD USES
THEM AS HE WISHES. WE V. STUDENTS THAT ARE
INTERESTED. THAT’S A BIG BENEFIT.
AS WAS MENTIONED PREVIOUSLY, THIS IS NOT NEW TO STUDENTS.
THEY ARE NOT DAUNTED BY THE TOPIC AND IT WETS THE APPETITE,
ESPECIALLY THESE EARLY COURSE ARE FOR STUDENTS WHO ARE REALLY
INCLINED TO ENJOY LEARNING MORE ABOUT SCIENCE AND HOW YOU APPLY
IT TO HUMAN HEALTH ISSUES. WE HAVE THE ADVANCED PRACTICE
AND GENETICS OPPORTUNITIES SO THAT DOES LEAD SOMETIMES PEOPLE
ON INTO A CAREER PATH THEY HASN’T CONSIDERED.
SEVERAL FACULTY COMPLETED THE SGI.
WHAT STARTED OUT AS TWO FACULTY, WE HAVE A NUMBER OF PEOPLE WHO
GET IT AND THEY GET IT AND APPLY IT IN DIFFERENT WAYS.
THAT’S VERY HELPFUL. SANDY AND MARTH AREA CONDUCTING
A FACULTY SURVEY ON THE NEEDS AND GENOMIC NURSING AND
EDUCATION ON ASSESSING GENOMIC NURSING EDUCATION IN FACULTY AND
STUDENTS AND ONE OF OUR RESEARCH SCIENCE STUDENTSSHIPPING WITH
THAT. WE PARTNER WITH THE FACULTY THAT
I ALREADY MENTIONED. IT’S ACROSS OUR ENTIRE
CURRICULUM. IT’S PART OF THE RESEARCH
CONDUCTED BY MANY FACULTY. WE HAVE A NETWORK OF CLINICAL
PARTNERS AND WE HAVE BEEN THROUGH 3 DEANS SINCE 95 AND
THEY FOUND THIS TO BE A IMPORTANT PART OF OUR PROGRAM
WHEN I FIRST STARTED MEETING THE PEOPLE ALONG THE WALL, WE
WORRIED ABOUT DEAN AND HOW TO GET DEAN BUY INS AND THEN WE
REALIZED THEY WERE FAR AWAY IN WHAT HAPPENS TO THE DAY-TO-DAY
REALM OF EDUCATION, YET THAT DEAN ENDORSEMENT IS A VERY
POWERFUL ENDORSEMENT BECAUSE IT BRINGS ATTENTION TO THE PROGRAM.
TELL HELPS ELEVATE THE IMPORTANCE IN THIZE OF THE
FACULTY AND STUDENTS. I WHOLE HEARTEDLY ENDORSE
ALLEN’S COMMENTS. PARTNERSHIP IS KEY TO LONG TERM
SURVIVAL. SO YOU HAVE GOT PARTNERSHIP
RIGHT HERE AND I’M GLAD SOMEBODY MENTIONED ISONG.
THAT’S A WONDERFUL PLACE TO GET RENEWED AND GET YOUR BATTERIES
RECHARGE WHEN YOU GET WORRIED ABOUT HOW THIS IS ALL GOING TO
FIT TOGETHER. SO I’LL BE HERE UNTIL 4:00 WHEN
I HAVE TO CATCH A RIDE TO THE AIRPORT AND I WOULD BE DELIGHTED
TO ANSWER QUESTIONS YOU MIGHT HAVE.
[APPLAUSE]>>SO, EVERYBODY KNOWS WE WILL
GO INTO A NICE LONG NIGHT, REALLY AND TRULY.
MOST OF THE PEOPLE HERE I KNOW YOU.
EVERY ONE OF US. I CAN’T THINK OF HOW WE WOULD
HAVE DONE WHAT WE HAVE DONE THROUGH ISONG.
IF YOU HAVEN’T THOUGHT ABOUT IT YOU NEED TO THINK ABOUT IT
BECAUSE THIS IS AN ONGOING JOURNEY FOR YOU.
IT’S NOT A ONE TIME EVENT WHERE YOU’RE GOING TO GO AND DO A
PROJECT AND BE THROUGH IN 6 MONTHS OR A YEAR.
HAVE ANY OF YOU GUYS EVER SEEN THE 5 MINUTE UNIVERSITY ON
YOUTUBE? ALL OF OUR DEANS WERE TALKING
ABOUT IT AND I HAD TO LOOK AT IT.
IT’S REALLY FUNNY. THIS GUY STANDS UP AND GOES, I
CAN GIVE YOU A DEGREE IN 5 MINUTES.
FOR 20 DOLLARS. BECAUSE WHAT I’M GOING TO TELL
YOU IS WHAT YOU’RE GOING TO REMEMBER.
IF YOU ARE POLITICAL SCIENCE MAJOR.
AND HE HAS TWO SENTENCES. AND HE GOES THROUGH ALL OF THE
DISCIPLINES LIKE THIS AND HE SAYS, ONE MINUTE MORE, IF YOU
WANT A DEGREE IN LAW. [LAUGHTER]
SO I GUESS WHAT THAT SAYS TO ME IS, JUDY I THINK YOU MENTIONED,
WE HAVE TO TEACH STUDENTS HOW TO LEARN.
AND WHAT YOU’RE GOING TO FIND IN GENETICS — AND IF ANY SCARES ME
IT’S THAT I’M NOT KEEPING UP. BECAUSE WE ARE VERY BUSY.
AND SO WE ARE BUSY MANAGING AND TEACHING AND DOING RESEARCH AND
EVERYTHING ELSE AND MY ONLY FEAR IS, I WONDER WHAT WAS PUBLISHED
IN THE LAST TWO MONTHS I HAVEN’T READ.
SO WHEN YOU THINK ABOUT GENETICS, YOU HAVE TO THINK
ABOUT, THIS IS A LONG-TERM COMMITMENT NOT TO JUST DOING A
COURSE BUT TO BE CREATING A COURSE THAT COULD BE USED
EFFECTIVELY. SOMEONE SAID HERE THAT THEY
TAUGHT ANATOMY AND PHYSIOLOGY FOR SO MANY YEARS.
WHO WAS THAT? KATHY.
HOW LONG DID YOU TEACH THAT? IT DOESN’T CHANGE.
GENETICS IS NOT THAT COURSE. IF THAT’S THE TYPE OF TEACHING
YOU LIKE, GENETICS IS NOT THE THING FOR YOU.
I’M GOING TO TALK A LITTLE BIT ABOUT THIS.
JANET COULD HAVE TALKED ABOUT SHARED COURSE WEAR.
YOU WHAT SHOULD GET FROM WHAT JAN SET TALKING ABOUT AND WHAT
I’M TALKING ABOUT IS ARE THERE OTHER RESOURCES TO OTHER
UNIVERSITIES THAT HAVE ALREADY DONE THIS?
AND THEY MAY BE AVAILABLE TO YOU AND THEY MAY NOT.
AND THEY MAY BE AVAILABLE FOR SOME STUDENTS BUT NOT FOR ALL
STUDENTS. SO THINK THAT AS YOUR BEGINNING
WHEREVER YOU ARE TO LOOK AT ALL THE RESOURCES.
OTHER INSTITUTIONS AND RESOURCES THAT ARE ON THE WEB.
BECAUSE IT WAS ALREADY SUGGESTED TODAY THAT DATA AND RESEARCH
DONE BY NIH SUPPORTED EFFORTS BELONG TO ALL OF US.
SO YOU CAN SNATCH THOSE NCI SLIDES BECAUSE THEY ARE
BEAUTIFUL. SO, LET ME GO ON TO LOOK AT
THIS. OKAY.
EVERYBODY DOES THIS DIFFERENTLY. I GRADUATED IN 2000 WITH MY
DOCTORATE AND I DID A POSTDOC IN GENETICS.
AND BUT THAT’S SOMETHING WE WEREN’T REALLY INTO GENETICS.
IN FACT, THE MAIN THING I HEARD WAS, DIABETES HAPPENS ACROSS
POPULATIONS BUT WE DON’T HAVE A COURSE ON DIABETES.
I THOUGHT, THAT’S TRUE. YOU KNOW, THAT’S TRUE.
AND I WASN’T CONVINCED THAT I HAD TO TELL EVERYBODY THAT
GENETICS WAS THE WAY THINGS WERE GOING TO GO.
AND I THINK ONE OF THE ISSUES YOU MIGHT HEAR IS PEOPLE SAY, I
KNOW YOU THINK EVERYTHING IS GENES.
NOT THAT WE THINK EVERYTHING IS GENES, WE THINK IF YOU
UNDERSTAND YOUR GENETIC PREDISPOSITION, YOU MAY
UNDERSTAND WHAT THE OR HOW THE ENVIRONMENT AFFECTS YOUR HEALTH.
AND THAT — WHEN I TELL PEOPLE THAT THEY SEEM TO BE MORE OPEN.
I’M NOT JUST — I HAVEN’T GIVEN AWAY NURSING AND THOUGHT, ONLY
AS A SCIENTIST. AND I THINK YOU NEED TO THINK
THAT WHEN YOU GO BACK AND TALK TO YOUR FACULTY.
SO WHAT I DID WAS, PEOPLE WOULD HAVE ME LECTURE IN THEIR
CLASSES. I’M SURE YOU HAVE ALL DONE THAT.
I STILL LECTURE IN SOME OF THOSE CLASSES AND THEN THE FACULTY MS.
ALONG AND OURS ARE PRETTY SOPHISTICATED.
A EP LOT ARE IN ONCOLOGIY WITH MD ANDERSON AND HAVE A PRETTY
GOOD BACKGROUND IN GENETICS. CHECK OUT YOUR FACULTY AND SEE
WHAT THEY KNOW. THEY KNOW MORE THAN YOU THINK
THEY DO. ALL THE NURSING SOCIETIES ARE
TEACHING GENETICS AS IT APPLIES TO THEIR DISCIPLINE.
SO, MY MANTRA IN LIFE IS — AND I DON’T KNOW WHY IT IS, KILL TWO
BIRDS WITH ONE STONE. I DON’T LIKE TO KILL BIRDS.
BUT MAKE THINGS REALLY EFFECTIVE.
SO, WITH WE — I WAS ASKED TO DEVELOP A PROGRAM FOR THE DMP
STUDENTS. THE DOCTORAL OF NURSING
PRACTICE. I THOUGHT, THAT WILL BE REALLY
GREAT. WE WILL DO THIS.
BUT, WHEN WE TALK ABOUT SHARED COURSE WEAR, YOU CAN EVEN SHARE
IT IN YOUR INSTITUTION. BEFORE PEOPLE WOULD COME AND
THEY WOULD SAY I’M A MASTER STUDENT, CAN I TAKE THAT?
THEY COULDN’T. NOW WE THINK WHY NOT?
WHY NOT AS AN ELECTIVE? IF THEY ARE A MASTER STUDENT,
WHY COULDN’T WE KIND OF MAKE A BASIC CLASS THAT WE COULD APPLY
ACROSS OUR CURRICULUM? TO SOME EXTENT, WE HAVE DONE
THAT. SO WE DEVELOPED AN UNLINED
GENETIC COURSE AND THE DMP PROGRAM WAS EMERGING
TECHNOLOGIES. SO I ALSO HAVE TWO HOURS OF THE
GENETIC COURSE THAT CAN STAND ALONE.
THAT’S KILLING TWO BIRDS WITH ONE STONE.
AND THEN, WHEN I ADD IT TO THE DNP COURSE, I HAVE LECTURES
WHERE PEOPLE TALK ABOUT STEM CELLS.
THEY TALK ABOUT PROTEOMICS, THEY TALK ABOUT OTHER THINGS THAT ARE
NOT NECESSARILY RELATED TO GENETICS.
AND YOU HAVE TO REMEMBER THERE IS A BIG DIFFERENCE IN STUDENT
POPULATION. SO I KNOW YOU’RE FROM ALL OVER
THE COUNTRY. AND WE HAVE STUDENTS THAT ARE
EVEN DNP STUDENTS. YOU THINK THEY ARE VERY
SOPHISTICATED AND THEY ARE NOT. THEY COME AND THEY SAY, YOU
KNOW, I COULDN’T HANDLE THE TECHNOLOGY SO I DROPPED IT.
AND I’M NOT TALKING ABOUT SOPHISTICATED TECHNOLOGY, I’M
TALKING ABOUT CLASSES THAT ARE BROADCAST FROM OUR UNIVERSITY
THAT GO TO ANOTHER ONE. SO I THINK REALLY WHEN YOU START
TALKING ABOUT THESE TEACHING METHODS LIKE BLACK BOARD, IT
SOUNDS SIMPLE TO US. IT IS NOT TO NEW STUDENTS.
IT’S NOT TO THOSE DOCTORAL PREPARED STUDENTS OR MASTERS
PREPARED STUDENTS. AND ON SECOND DEGREE STUDENTS.
SO WE HAVE TO THINK ABOUT
THAT. SO, WE STARTED OUR FORMAL
GENETICS COURSE AND I REALLY LIKE DOING THAT.
I LIKE FOCUSING INITIAL 01 POPULATION.
ON ONE STUDENT POPULATION. YOU MAY NOT DO THAT.
YOU MAY GO BACK AND JUST DECIDE TO INTEGRATE IT ACROSS THE
CURRICULUM. WE HEARD BOTH WAYS.
BUT YOU DON’T HAVE TO DO IT ALL IF IT’S ALREADY BEEN DONE.
FIND OUT WHAT HAS BEEN DONE. WE STARTED WITH 16 STUDENTS AND
ALL FROM ALL AROUND TEXAS IN THE NEIGHBORING STATES.
SO, ONE OF THE THINGS YOU HAVE TO REMEMBER WHEN YOU’RE
DESIGNING A CLASS LIKE THIS IS PEOPLE HAVE GENETIC PROBLEMS IN
THEIR FAMILIES, RIGHT? THEY ARE STILL PEOPLE EVEN
THOUGH THEY ARE NURSING STUDENTS AND A LOT OF TIMES YOU’RE GOING
TO HAVE STUDENTS MAYBE FACULTY COME TO YOU BECAUSE THEY HAVE
BEEN TOUCHED PERSONALLY BY WHAT YOU’RE SAYING.
AND YOU CAN’T ALWAYS DO THAT WHEN YOU’RE WORKING ON A
WEB-BASED COURSE. SO THAT’S A DRAWBACK.
SO, I THINK THIS IS NOT THE
PRESENTATION I BROUGHT. BUT THAT’S OKAY.
WE’RE GOING TO GO WITH IT. THAT’S OKAY.
I CAN JUST WING IT.>>I CAN CHANGE IT.
I’M THINKING I’M GOING CRAZY.>>SO THIS COURSE WAS DEVELOPED
FOR THE SREB. ANYONE FAMILIAR WITH THAT.
ARE ANY OF
YOU FROM TEXAS OR SOUTHERN STATES?
I HAVE A LIST OF SOUTHERN STATES HERE AND I DIDN’T KNOW WHAT THEY
WERE. GEORGIA, DELAWARE, FLORIDA,
KENTUCKY, LOUISIANA, MARYLAND. DELAWARE.
YOU SCARED ME. I THOUGHT IT IS ON HERE.
DEL WAWEAR, GEORGIA, KENTUCKY. LOUISIANA.
MARYLAND, MISSISSIPPI, NORTH CAROLINA, OKLAHOMA,
SOUTH CAROLINA, TENNESSEE, TEXAS, VIRGINIA AND WEST
VIRGINIA. THEY ARE IN THE SOUTH.
I DON’T KNOW BECAUSE I’M NOT A NATIVE.
I WAS SURPRISED. BUT ANY WAY, IF YOU’RE IN THOSE
STATES, WE NOW HAVE A WEBSITE OR ELECTRONIC CAMPUS, A WAY FOR YOU
OR YOUR GRADUATE STUDENTS, FACULTY AND DNP AND PHD STUDENTS
TO GET ON OUR CAMPUS AND TAKE THIS CLASS AS PART OF YOUR
CAMPUS. YOU’LL GET CREDIT FOR IT AT YOUR
CAMPUS. THIS WAS SOMETHING THAT WE
STARTED YEARS AGO. SHARON AND I WERE ON THIS
PROGRAM TOGETHER. AND IT’S NEED BECAUSE YOU
CAN — YOU DON’T HAVE TO DEVELOP IT FOR THEM BUT THEY COME TO THE
UT CAMP US AND SIGN ON AS UT REGISTER WITH OUR CAMPUS AND WE
ACTUALLY TEACH THE COURSE. SO BECAUSE WE WERE GOING TO
DEVELOP THIS FOR OTHER STATES AND FOR OUR SCHOOL, WE WANTED TO
DO A VERY GOOD JOB. IT’S VERY NERVE RACKING TO TEACH
IT AT YOUR OWN SCHOOL BUT WHEN OTHER PEOPLE START COMING TO
YOU, YOU REALLY WANT TO DO A STELLAR JOB OF THIS.
SO, WHAT I DID WAS, HOW MANY OF YOU HAVE INSTRUCTIONAL DESIGN
SPECIALISTS? GET THIS ONBOARD.
BECAUSE I THINK YOU’RE REALLY GOING TO NEED THEM.
IF YOU HAVEN’T DONE ANYTHING LIKE THIS BEFORE AND YOU HAVEN’T
USED COURSE WEAR, I’M SURE MOST OF YOU HAVE.
BUT YOU HAVEN’T DONE A COMPLETELY DIFFERENT COURSE AND
IF YOU’RE GOING TO DO A STAND ALONE COURSE, I DID.
WHAT I DID WAS, I THOUGHT I’M A NURSE BUT I GOT FROM A NURSING
BACKGROUND WHO IS A GENETICIST WITH ME AND A GOT A SPECIALIST
AND A BASIC SCIENTIST TOGETHER. AND AS A TEAM, WE DEVELOPED THE
COURSE. SO IT WAS REALLY NICE.
BUT THAT INSTRUCTIONAL DESIGN SPECIALIST BROUGHT THE WHOLE
PROJECT INTO PERSPECTIVE. WE EACH HAD OUR NICHE.
I WAS THE NURSE. WE HAD THE SCIENTISTS.
AND WE EACH HAD SOMETHING THAT WE WANTED TO PUT IN THE COURSE.
SHE MADE SURE THAT IT WAS BALANCED IN THE SCOPE WAS GOOD
AND THAT IT RAN WELL TOGETHER. WE MET 6 MONTHS FREQUENTLY EVERY
WEEK TOGETHER AS A TEAM BEFORE WE PUT THE COURSE TOGETHER.
IT WAS A DISTANCE COURSE AND WE WANTED TO BE REALLY GOOD.
AND WE HAD A STEERING COMMITTEE WITH THE SRE.
AND IDENTIFIED TOPICS AND OBJECTIVES FOR THOSE TOPICS AND
LIKE EVERYBODY ELSE, FOR OUR TOPICS, WE USED THE ESSENTIALS
OF NURSING PRACTICE AND GENETICS AND GENOMICS.
WE WENT DOWN EACH ONE OF THOSE AND REALLY TOOK FROM THEM WHAT
WE WANTED TO PUT IN THE CLASS. WE WANTED THEM TO UNDERSTAND
BASIC GENETICS AND GENOMICS CONCEPT.
WE WANTED TO ANALYZE FAMILY HISTORY AND PEDIGREE WHICH WE
HAVE DONE. WE TALKED ABOUT A LOT HERE.
ADVOCATE FOR THE RIGHTS OF CLIENTS.
APPLY UNDERSTANDING OF RELATIONSHIP IN GENOMICS TO HELP
PREVENTIONS SCREENING AND DIAGNOSTICS.
YOU’LL GET ALL THIS. LOOK AT THE COMPETENCY.
THEN WE ALSO WANTED THEM TO INTERPRET GENETIC RESEARCH
APPLIED PRINCIPLES THAT DIDN’T FACE CLINICAL PRACTICE.
BECAUSE IT’S BEEN SAID HERE AND I I THINK THE IMPORTANT PART OF
ALL OF THIS IS NOT THAT THEY KNOW ABOUT MYTOSIS.
WHO REALLY CARES? BUT THEY CAN APPLY IT TO
CLINICAL PRACTICE. WHATEVER THAT IS.
YOUR STORY WAS GREAT. IT WAS JUST TAKING THE PEDIGREE.
THAT WAS APPLICATION INTO PRACTICE.
IT CAN GO FROM THERE TO BEING VERY SOPHISTICATED.
IN THOSE DECISIONS. BUT FOR THE NP STUDENTS, WE
REALLY FOCUSED ON THEIR CLINICAL PRACTICE.
I HAVE HERE EXAMPLES OF THINGS THAT WERE GEARED FOR THE
CLINICIAN. EACH STUDENT HAD TO DEVELOP A
CASE STUDY USING A PATIENT THEY WERE LIKELY TO ENCOUNTER IN
THEIR POPULATION. IF YOU’RE NOT WITH THOSE
STUDENTS, YOU HAVE TO PUT, LIKELY TO ENCOUNTER.
I APPRECIATE THE FACT YOU DIDN’T WANT TO LOOK AT THEIR PEDIGREE
BECAUSE IT’S PERSONAL TO THEM. AND I AGREE THAT THAT TO SOME
EXTENT TOO. YOU HAVE TO KIND OF WANG IT ON
THESE — WING IT ON HOW YOU DO YOUR PROJECTS.
ON THIS ONE, SOME STUDENTS ACTUALLY HAVE A CASE STUDY AND
SOME DON’T. ONCE THEY HAVE A CASE STUDY, WE
WANTED THEM TO WRITE THEM UP. AND WE HAD THE HAND UP IN THE
AIR THERE. — WE WANTED THEM TO DO A CASE
STUDY THAT WAS REALLY GOOD. SO THIS IS JUST DOWN UNDER SRE.
AND NONPROFIT. AND WE ARE ON THERE THEIR
ELECTRONIC CAMPUS. YOU CAN LEARN AND UNDERSTAND
EDUCATIONAL OPPORTUNITY. GO ON THE ELECTRONIC CAMPUS IN
THE SOUTH.>>[LOW AUDIO]
>>JUST SREB. YOU CAN GOOGLE IT.
I GOOGLE IT ALL THE TIME. SO THE COURSE DEVELOPMENT IS
WEB-BASED COURSE. IT’S TO SUIT THE NEEDS OF THE
NURSE CLINICIAN. LET’S TALK ABOUT BARRIERS.
WE HAD TO BREAKTHROUGH THE COST F YOU HAVE STUDENTS FROM OTHER
UNIVERSITIES, YOU CAN’T CHARGE THEM FOR LABS.
YOU CAN’T CHARGE THEM FOR LIBRARY.
I HAD TO SIT DOWN AND NEGOTIATED THIS.
WITH THE REGISTRAR AND WITH EVERYBODY AT OUR UNIVERSITY AND
THAT SOUNDS LIKE AN EASY THIS THING TO DO.
IT WAS NOT. AND EVERY TIME I WOULD THINK IT
WAS ACCOMPLISHED, THE NEXT SEMESTER IT WAS LIKE WE ARE BACK
AT STAGE ONE AND I HAVE TO SAY, WHO DO I HAVE TO TALK TO NOW?
AND THEN, I WOULD TALK TO THE SREB, TALK TO NUMEROUS PEOPLE.
IT WAS REALLY ENOUGH TO DRIVE YOU CRAZY.
SO IF YOU’RE GOING TO DO THAT, THINK ABOUT IT UPFRONT AND THE
REGISTRAR YOU WOULD THINK IT MIGHT BE THEIR JOB BUT IT IS
NOT. IT’S YOUR JOB.
I THINK. IS IT AT MY UNIVERSITY.
SOCIETY OTHER THING, AND THAT’S A CONTINUAL JOURNEY EVERY
SEMESTER. YOU HAVE TO REVISIT THAT.
REFERENCE BOOKS, WE DID NOT USE A REFERENCE BOOK.
IT WAS HARD FOR OUR STUDENTS. WE NEED TO DO THAT.
THEY DIDN’T LIKE IT. AND DIFFERENT WAYS THAT FACULTY
APPROACH IT F YOU’RE TEACHING A COURSE WITH OTHER FACULTY, YOU
HAVE TO KNOW THAT EVERYBODY DOES THINGS DIFFERENTLY AND THE
STUDENTS HAVE TO GET USED TO THAT.
SUCCESSES, WE DEVELOPED THE TEAM THAT WORKS WELL TOGETHER.
THE STUDENTS LOVE THE COURSE. AND THEY HELP SHAPE THAT COURSE
FROM YEAR TO YEAR. YOU CAN ACTUALLY, I KNOW THERE
ARE OTHER METHODS OR OTHER COURSE WEAR BESIDES BLACK BOARD.
HOW MANY OF YOU USE BLACK BOARD. THERE ARE OTHER METHODS.
AND I DON’T REMEMBER THE NAMES OF THEM.
>>[LOW AUDIO]>>D2L.
THERE ARE TWICE TRANSFER COURSEES TO DIFFERENT COURSE
WEAR AND YOU HAVE GOT TO ARRANGE THEM ACCORDING TO SPECIFIC
STANDARDS WHEN YOU DO THAT SO IF YOU PLAN TO DO THAT, MAKE SURE
YOU HAVE A SPECIALIST WORK WITH YOU.
THAT’S A PRIORITY. I ENJOYED STARTING WITH A NEW
PROGRAM. I’M A FOCUSED PERSON.
I’M A RESEARCHER. IT WAS GREAT.
THEY DIDN’T COME TO ME AND SAY, INTEGRATE IT EVERYWHERE IN THE
PROGRAM. THAT DOES NOT APPEAL TO ME.
SO I THINK YOU WHAT HAVE TO DO IS — I WAS ALSO GIVEN THE TASK
WE WOULD HAVE THE STUDENT SIT ARE SIT FOR A REQUIRED COURSE.
I LIKE THAT METHOD. HAVE ENOUGH EXPERIENCE FACULTY
AND MAINTENANCE ISSUES. YOU CAN’T DESIGN A COURSE LIKE
ANATOMY IN BLACK BEARD OR ANYTHINGELSE AND EXPECT IT TO BE
GOOD FOR 10 YEARS OR A YEAR. THINGS CHANGE.
SO YOU ARE GOING TO GO BACK WITH THAT FACULTY AND VISIT IT EACH
SEMESTER AND UPDATE IT. THAT HAS TO BE DONE.
WORK WITH A CURRICULUM DEVELOPED EXPERT.
I HAVE GREAT RESPECT FOR THEM. USED INTERACTIVE LEARNING BLOGS,
REFLECTION AND DISCUSSION BOARD DIRECTED DISCUSSION, I WASN’T
INTO DOING THE BLOG. THE STUDENTS LOVED THEM.
USE A TEXTBOOK. OFFER A LECTURE IF POSSIBLE IN
BASIC GENETIC. OUR STUDENTS TO BE HONEST, DID
NOT LIKE THE BASICS. THEY WANTED TO TALK TO A REAL
LIFE PERSON AND WE ARE GLAD BECAUSE WE LIKE TO BE REAL LIFE
PEOPLE. THE OTHER THING I WANTED TO TALK
ABOUT THAT IS EXCITING IS HOW MANY PEOPLE ARE — I KNOW WE
TALKED ABOUT THE NEIGHBORHOOD. HOW MANY PEOPLE ARE FAMILIAR
WITH SECOND LIGHT? HOW MANY HAVE AN AVATAR.
MY AF TAR’S NAME IS GINGER. IT’S ITALIAN AND I CAN’T
REMEMBER THE LAST NAME. [LAUGHTER]
AND THAT IS WHO I AM AS TEACHER. AND SO, WE, ACROSS THE UT
SYSTEM, SO THAT MEANS THERE ARE TWO UT PEOPLE HERE AND I’M NOT
TRYING TO GLORIFY TEXAS. [LAUGHTER]
WHAT WE ARE GOING TO DO IS HAVE A SYSTEM WIDE INITIATIVE IN
NURSING WHERE WE WILL HAVE AN ISLAND.
IF YOU DON’T KNOW THIS LANGUAGE, I DIDN’T KNOW IT EITHER SO IT’S
OKAY. AND THAT ISLAND IS WHERE YOU
DEVELOP A COMMUNITY OF AF TARS. AND THE STUDENTS WILL COME AS AF
TARS AND ATTEND OUR CLASSES AND WE ARE GOING TO PROBABLY PUT
GENETICS IN SECOND LIFE. AND SO THERE IS LOTS.
WHEN YOU TALK ABOUT IT, IT’S SO EXCITING HOW EDUCATION IS
CHANGING. HOW WE CAN GO FORWARD.
HOW WE CAN MAKE THIS EXCITING. THE ONLY THING THAT SCARCE ME IS
THE FACULTY ARE NOT REALLY WITH IT.
I’M NOTE WITH IT. BUT YOU KNOW, I CELEBRATE EACH
AND EVERYONE OF YOU GUYS BECAUSE YOU HAVE VOLUNTEERED TO DO
SOMETHING DIFFERENT, TO GO BEYOND YOU WHAT KNOW TO APPLY
IT, TO BE SCARED. THERE IS A FEAR FACTOR.
KEEP GOING. ANYTHING TA COMES UP, USE IT.
HAVE FUN WITH THOSE STUDENTS. LISTEN TO THEM.
DON’T BE AFRAID. BECOME AN AVATAR.
AS I’M NOW A GINGER. AND HAVE FUN WITH THIS
[APPLAUSE]>>KATHY IS FINDING SLIDES.
I CAME ABOUT FROM THE OTHER SIDE IN THAT I HAD NO BASIC EDUCATION
OR INTEREST IN GENETICS OTHER THAN I’M THE SOLE SURVIVOR OF 3
SIBLINGS BORN TO PARENTS BOTH WHO CARRIED THE GENE FOR
CYSTICKIFY BROSEIS AND MY BROTHER DIED BEFORE I WAS BORN.
MY SISTER DIED WHEN I WAS 10 AND SHE WAS 6.
SO I WAS INTERESTED IN GENETICS FROM A PERSONAL PERSPECTIVE.
AND I HAD A DOCTORAL STUDENT WHO WAS WORKING WITH ME NAMED
SHIRLEY JONES, ONE OF THE LEADERS IN THE GENETICS MOVEMENT
AND SHE CAME TO ME AS WANTING ME TO CHAIR HER DISSERTATION ON THE
DIFFUSION OF INNOVATION AND THE INNOVATION SHE WAS LOOKING AT
WAS GENETICS IN PRACTICE. SHE WAS PRESIDENT OF ISONG THAT
YEAR. THAT’S WHAT I CALLED IT.
AND SO, SHE SAID, YOU ALWAYS HAD AN INTEREST IN GENETICS.
I THINK YOU SHOULD JOIN ISONG. I WAS TRYING TO BE SUPPORTIVE OF
MY DOCTORAL STUDENTS SO I SURE, I CAN DO THAT FOR YOU, SHIRLEY.
IT’S ONLY 100 DOLLARS. WHAT’S THE BIG DEAL?
AND THE NEXT THING I KNOW, I GOT A PHONE CALL ONE DAY.
SHIRLEY HAD NOMINATED ME TO BE THE NURSE ON THE SECRETARY’S
ADVISORY COMMITTEE ON GENETIC TESTING AND DEJA VU ALL OVER THE
AGAIN. THIS WAS ITS ROOM WE MET IN FOR
3 YEARS. AND I SAID, I REALLY DON’T KNOW
VERY MUCH ABOUT GENETICS. SHIRLEY SAID THAT’S GOOD BUT YOU
KNOW ABOUT PUBLIC POLICY AND NURSING.
AND WE NEED NURSING VOICE AT THE TABLE.
IT’S VERY SCARY TO REPRESENT 2.7 MILLION PEOPLE AND I KNEW I
COULD NEVER REPRESENT NURSING BECAUSE WE DON’T AGREE ON A
WHOLE LOT OF THINGS. BUT WHAT I COULD DO IS BRING A
NURSING PERSPECTIVE TO THE TABLE.
SO HERE I SAT WITH THE LAST GENETICS I HAD HAD WAS WITH
1968. SHIRLEY WAS MY FRIEND.
AND I WAS A PRACTITIONER AND MY PHD IS IN PUBLIC POLICY SO I
THOUGHT IT WAS GOING TO BE COOL TO MAKE POLICY.
AND WE SAT HERE FOR 3 YEARS UNTIL THE SECRETARY CHALET LA TO
WHOM HAD APPOINTED US IN THE CLINTON ADMINISTRATION.
SHE WAS GONE AND THE NEW ADMINISTRATION CAME IN AND THEY
HAD A DIFFERENT VIEW ON GENETICS AND THEY APPOINTED A DIFFERENT
COMMITTEE. BUT I SALT HERE FOR 3 YEARS.
KNEW VERY LITTLE ABOUT THIS AND THEN I THOUGHT, I WAS ABLE TO
REPRESENT GENETICS PERSPECTIVE TO THE TABLE AND TALK ABOUT
CLINICIAN AS OPPOSED TO MEDICINE, HEALTH CARE AS OPPOSED
TO MEDICINE, PRIMARY CARE PROVIDER AS OPPOSED TO
PHYSICIAN, AND MAKE SURE THAT A NURSING PERSPECTIVE WAS PART OF
ALL THE DISCUSSIONS. SO MUCH I DID THAT FOR A WHILE
AND THEN I THOUGHT, I REALLYO THE NURSING COMMUNITY SOMETHING.
THIS HAS BEEN A PEAK LIFE EXPERIENCE FOR ME.
SO DALE WAS SITTING WITH ME. SHE IS THE GUILTY PARTY.
AND I SAID TO HER ONE DAY, I’LL BE REALLY HAPPY TO HELP THE
GENETICS COMMUNITY BECAUSE THIS HAS BEEN A GREAT EXPERIENCE.
I’M HAPPY TO HELP. I COULD BE A BOARD MEMBER OR
SOMETHING AND THE NEXT THING I KNOW I GOT A PHONE CALL FROM THE
EXECUTIVE SECRETARY SAYING WE ARE SO PLEASED YOU’RE RUNNING
FOR THE PRESIDENCY OF ISONG. I AM?
DALE, WHAT DID YOU DO TO ME? I DECIDEDDA AT THAT POINT I HAD
BETTER LEARN SOMETHING ABOUT GENETICS OTHER THAN THE COURSE I
TOOK IN 1968 AND MY ONGOING INTEREST IN WHAT I HAD LEARNED
BEING ON THE SECRETARY’S ADVISORY COMMITTEE.
SO AT THAT POINT, I SIGNED UP FOR CINDY’S WEB-BASED GENETIC
INSTITUTE. TOOK THAT FOR 18 WEEKS AND THEN
SIGNED UP FOR THE SUMMER GENETICS INSTITUTE HERE AT NIH.
DID THAT FOR 8 WEEKS AND THEN I FIGURED I KNEW A LITTLE BIT
ABOUT GENETICS AND THEN I WAS READY TO BE PRESIDENT OF ISONG
AND KATHY FOLLOWED ME AND SHE CAME THAT SUMMER WHILE I WAS
HERE. SHE INTERVIEWED ME BEFORE SHE
AGREED TO RUN FOR PRESIDENT-ELECT.
BECAUSE SHE WANTED TO KNOW WHAT MY STRATEGIC PLAN WAS.
SO I SAT THERE WITH A REALLY GOOD — SOMEBODY WHOA HAD REALLY
GOOD BASICKIC CLINICAL KNOWLEDGE.
I HAD TAKEN THESE TWO COURSES AND I WAS READY TO ROLE.
THAT’S HOW I GOT INTO GENETICS. WHICH WAS VERY DIFFERENT THAN
MOST OF THE OTHER PEOPLE SITTING ON THIS SIDE WHO HAD A LOT OF
FORMAL TRAINING. I WAS ALWAYS INTERESTED.
I HAD A PASSION FOR IT. IT WAS SOMETHING THAT HAD MY
MOTHER LIVED SHE WOULD HAVE BEEN REALLY PLEASED THAT HI DONE
THIS. AND THEN I WENT BACK HOME AND I
WITH RESPECTED TO START PUTTING THIS IN THE CURRICULUM.
UNTIL GIN Y I FOUND OUT BEING FROM BOSTON AND MOVING TO
VIRGINIA WAS A REAL EYE-OPENING EXPERIENCE BECAUSE WE DO
THINGS — IF MR. JEFFERSON DIDN’T WANT IT DONE, IT DIDN’T
GET DONE. THINGS MOVED REALLY SLOWLY.
THE WHITE HOUSE WAS IN THE MIDDLE OF OUR CAMPUS.
THEY KEPT REENACTING THE WAR OF NORTHERN AGGRESSION HOPING IT
WILL COME OUT DIFFERENTLY. IT’S JUST A VERY DIFFERENT PLACE
TO BE. SO WHAT HAPPENED TO ME WAS, I
WAS TEACHING UNDERGRADUATE NURSING OF WOMEN.
HAD GENET NIX THAT COURSE, THAT WAS FINE.
AND OUR PROGRAM IS SET UP SO THE RN TO BF STUDENTS HAD TO TAKE AN
ELECT AND I HAVE THEY WERE LOOKING FOR ENOUGH ELECTIVES
BECAUSE WE HAD OVER ENROLLED STUDENTS.
DIDN’T HAVE ENOUGH ELECTIVES TO GO AROUND.
SO A FRIEND OF MINE SAID, HOW WOULD YOU LIKE TO TEACH AN
ELECTIVE IN GENETICS? I THOUGHT, I KNOW THIS STUFF
NOW, I CAN DO THAT. SO FOR 3 TIMES, I TAUGHT THIS
COURSE. AND YOU CAN, IN OUR SCHOOL,
TEACH A COURSE THAT IS A SPECIAL TOPICS FOR 3 TIMES WITHOUT
GETTING FORMAL CURRICULUM APPROVAL.
SO MY COLLEAGUE WHO WAS MY BIG CHAMPION WHO WAS THE COORDINATOR
OF THE RN PROGRAM, WE OFFERED THIS COURSE 3 TIMES.
IT NEVER DID GET TO GO THROUGH THE FORMAL CURRICULUM APPROVAL
PROCESS. WHEN SHE SAID TO ME, HOW WOULD
YOU LIKE TO TEACH THIS COURSE, I HAD RETIRED THAT THE POINT.
SO A LITTLE EXTRA INCOME IS NOT BAD.
I’M GOING TO BE TEACHING IT ONLINE.
BUT I NEEDED — I DIDN’T HAVE A SEMESTER TO DEVELOP THE COURSE
BECAUSE WHEN YOU’RE AN ADJUNCT FACULTY MEMBER THEY DON’T GIVE
YOU RELIEF TIME. NOR DO THEY PAY YOU FOR COURSE
PREPARATION. I REMEMBERED THE MATERIAL CINDY
WILL BE TALKING TO YOU ABOUT, AND HAD DEVELOPED IT AS PART OF
THE WEB-BASED GENETIC INSTITUTE AND I NOTICED YOU COULD:THIS
MATERIAL. I SAW IT WAS ABOUT 300 DOLLARS.
I’M SURE IT IS MORE NOW. BUT IT WAS MAYBE 5,000 DOLLARS.
SOMEWHERE IN THAT RANGE T WASN’T ASTRONOMICAL.
SO I WENT TO THE SCHOOL AND I SAID, LIVED RED LIED LOVE TO
TEACH THIS COURSE. ED THIS IS WONDERFUL.
I WOULD LOVE TO TEACH THIS THIS COURSE.
AND THEY SAID, I’M NOT INTERESTED IN THAT.
I THOUGHT, I’M GOING MAKE MY LIFE EASY.
I BOUGHT
IT. SI TOLD MY FRIEND IF I LEAVE
TEACHING SHE WAS GOING TO BUY THIS COURSE.
SO WE SET IT UP FELTY ONLINE AS UNELECTEDDIVE.
YOU CAN SEE WHAT THE ENROLLMENT WAS.
A TOTAL OF ABOUT 70 STUDENTS OVER A CALENDAR YEAR.
AND THESE WERE STUDENTS WHO RANGED FROM BRAND NEW ASSOCIATE
DEGREE GRADUATES OR DIPLOMA SCHOOL GRADUATES, WE STILL HAD
DIPLOMA SCHOOLS, THEY ARE ALIVE, WELL AND THRIVING.
AND SO THE STUDENTS RANGE FROM PEOPLE WHO HAD GRADUATED THE
MONTH BEFORE THEY STARTED THE RN PROGRAM, TO PEOPLE WHO HAVE BEEN
OUT THERE FOREVER PRACTICING AND FOR SOME REASON THEY WERE GOING
BACK TO THE BACHELOR DEGREES. THEY WERE ALL WORKING AS
REGISTERED NURSES. WHAT I LEARNED FROM WHAT THEY
KNEW ABOUT SOME OF THE PRACTICE ISSUES, THAT’S SCARY.
BUT THEY ARE ALL OUT THERE WORKING AS REGISTERED NURSES.
CINDY’S MATERIAL HAD 16 MODULES IN THIS.
THE FIRST TIME I TAUGHT THE COURSE WAS IN THE SUMMER AND
IT’S 6 WEEKS. SO I LOOKED AT WHAT CAN I DO
WHEN I TOOK 8 OF THE 16 OR 10 OF THE 16 MODULES AND PUT TOGETHER
THIS STUFF THAT DIDN’T INCLUDE THE BASIC CLINICAL GENETICS BUT
INCLUDED THE APPLICATION. CINDY HAD HAS IT LAID OUT IN A
WAY THAT SAYS, HERE IS WHAT YOU DOCK IF IT’S A STAND ALONE
COURSE. HERE IS YOU WHAT CAN DO FOR
CLINICAL PA PRACTICE. I STARTED WITH THESE PARTICULAR
UNITS. THIS IS OUT OF THE SYLLABUS.
THOSE ARE THE DATES THAT WILL I USED TO GIVE YOU A SENSE OF HOW
LONG THE STUDENTS HAD. THEN WHEN I TAUGHT IT FOR A FULL
YEAR, FOR A FULL SEMESTER, THAT WAS 16 WEEKS LONG, I DECIDED TO
USE ALL 16 MODULES. AND THE STUFF IS OUT THERE IT’S
A BEAUTIFULLY DESIGNED THING. IF YOU WANT TO MAKE YOUR LIFE
EASY, GET STUNNEDY’S LICENSE AND I’M NOT SELLING HER MATERIAL.
THIS IS — I’M SORRY. BUT I WAS OUT THERE.
I’M AN ADJUNCT, RETIRED. I WANT TO MAKE LIFE SIMPLE.
SOMEBODY ALREADY DEVELOPED THIS STUFF.
WHY WOULD I REINVENT THE WHEEL? EVERY WEEK THERE IS READINGS,
CASE STUDIES, QUIZZES, ALL SORTS OF STUFF IT’S JUST THERE.
CUT AND PASTE AND PUT IT INTO BLACK BOARD.
I SAID IF I COULD JUST COPY IT, LIFE WOULD BE MUCH EASIER.
I WOULDN’T HAVE TO CUT AND PASTE.
I KNOW HOW TO CUT AND PASTE REALLY WELL.
SO I PUT THE COURSE TOGETHER AND THEN IN THE ENTERING OF 2008, IT
LOOKED BASICALLY THE SAME. WHAT HAPPENED?
THERE WERE AAMOUNTS AND QUIZZES. THE QUIZES ARE IN THE COURSE.
JUST TAKE THE QUIZ AND PUT IT INTO BLACK BOARD.
BLACK BOARD GRADES IT AND IT’S EASY.
DISCUSSION FORUMS, LIKE ONE OF THE DISCUSSION FORUMS WAS READ
THE NEWSPAPER. FIND SOMETHING IN THE NEWSPAPER
THAT RELATES TO GENETICS OR GENOMICS.
DISCUSS IT IN 250 WORDS OR LESS. YOU HAVE TO RESPOND TO AT LEAST
ONE OF YOUR CLASSMATES. PEDIGREE INTERPRETATION.
PEDIGREES IN THE COURSE, CUT AND PASTED IT.
ASKED THE STUDENTS TO DO THE PEDIGREE.
WHAT I DECIDED FOR THESE RNs WHO WERE SCARED TO DEATH OF THIS
STUFF, ESPECIALLY THE ONES IN PRACTICE FOR 20 YEARS.
THEY WERE SCARED SPITLESS OR MADE NOT SPITLESS, BUT THEY WERE
OUT THERE. I DECIDED THAT THEY WOULD GET
CREDIT IF THEY COMPLETED THE ASSIGNMENT.
THERE WOULD BE NO TAKING OFF POINTS IF YOU GOT IT WRONG.
OTHER THAN ON THE QUIZZES. IF YOU COMPLETE THE ASSIGNMENT,
YOU GET FULL CREDIT. AND WHAT I WOULD DO IS I WOULD
LEAVE THE ASSIGNMENT THE LAST DAY, I WOULD POST THE ANSWER AND
SAY TO THEM, TAKE A LOOK AT YOU WHAT DID.
COMPARE IT TO THE ANSWER. SO THAT YOU HAVE THE INDIVIDUAL
LEARNING BUT I’M NOT GOING TO GRADE YOU AS WRONG.
THAT WAS VERY INTERESTING BECAUSE IN SOME OF THE ETHICAL
ISSUES, THESE NURSES WHO HAD BEEN PRACTICING FOR 20 YEARS,
THEY KNEW THE ANSWER. THE WORLD IS BLACK AND WHITE.
THE FAMILY MUST DO DA DA DA. THEN READ MY ANSWER WHICH WOULD
SAY THESE ARE THE ISSUES YOU MAY WANT TO CONSIDER IN TALKING TO
FAMILY. BUT I DECIDED I NEVER CALLED
ANYBODY OUT ON THEIR RIGID ANSWERS.
IT WAS LIKE, IT WAS LEARNING AT THE SELF LEVEL.
THEY GOT TO DRAW A PED COUNTRY. THEY GOT MR. SMITH AND
MR. JONES. — PEDIGREE.
I HAD THEM SET UP AND GIVEN A PARTNER AND MAKE A PHONE CALL,
DO IT OVER THE PHONE. THESE RNs THAT WAS 22
STRESSFUL. THEY WORKED DIFFERENT HOURS AND
THEY DIDN’T KNOW THEIR PARTNER, THEY WERE SCARED TO DEATH TO
MAKE THE PHONE CALL. SO ANY WAY, I JUST GAVE THEM A
HISTORY AND SAID, GIVE THE ANSWER.
DRAW THE PEDIGREE. SUBMIT IT BY E-MAIL.
THEY HAD TO IDENTIFY RESOURCES. THERE WERE CASE STUDIESES AND
CASE SCENARIOS AND AT THE BEGINNING I ASSIGNED CASES.
RANDOMLY. SO THEY COULDN’T JUST CHOOSE THE
CASES THAT THEY WERE PART OF THEIR PRACTICE.
IF YOU WERE — BECAUSE CINDY WORKS AT A CHILDREN’S HOSPITAL,
THE NICE THING IS THE PIECED PEOPLE DON’T FEEL LIKE ORPHANS.
A LOT OF TIME THE APPELLATE PEOPLE FEEL LIKE ORPHANS.
I WOULD JUST ASSIGN THEM 5 IF YOU DO THIS CASE AND 5 IF YOU DO
THIS CASE AND 5 IF YOU DO THIS CASE.
AND AT THE END, AFTER THEY WENT THROUGH 4-5 CASES, I SAID PICK
THE SCENARIO YOU WANT. SO TOWARDS THE END, THEY HAD
SOME CHOICES OVER WHICH SCENARIOS THEY PICKED.
SO THE — THEY HAD REQUIRED TEXTBOOKS WHICH WERE THE
CONSENSUS DOCUMENT. THE ISONG STANDARDS AND JEAN AND
DALE HAVE A WONDERFUL BOOK THAT IS CASE STUDIES THE STUDENTS
LOVE THE BOOK. AND THEN I GAVE THEM SOME
OPTIONAL READINGS AND I SAID TO THEM, I SENT THEM AN E-MAIL THAT
SAID, HERE IS SOME OPTIONAL BOOKS.
TAKE A LOOK AND FIGURE OUT WHICH ONES BEST FIT YOUR LEARNING
STYLE. AND THEY HAD BOOKS THEY COULD
CHOOSE IF THEY WANTED THEM F THEY DIDN’T WANT THEM.
BUT A LOT OF THEM FELT LIKE THEY NEEDED SOME OF THAT BASIC
GENETIC INFORMATION. BECAUSE THEY DIDN’T HAVE ACCESS
TO IT. SO THEY HAD SOME CHOICES IN
TERMS OF TEXTBOOKS. THESE ARE ADULT LEARNERS.
THESE ARE THE STUDENTS COMMENTS I GOT.
UNSOLICITED. THESE WERE NOT ON THE COURSE
EVALUATIONS. THESE WERE E-MAILS I GOT FROM
THE STUDENTS TOWARDS THE END OF THE COURSE.
I REALLY ENJOYED LEARN BEING GENETICS NOW I HAVE A BETTER
UNDERSTANDING. SO IT WAS REALLY INTERESTING IN
TERMS OF WHAT SOME OF THE STUDENTS SELF ADMITD TO
LEARNING. AND I DID FIND PEOPLE WHO WERE
REALLY — THEIR LIGHT GOT TURNED ON AND THIS PARTICULAR STUDENT
IS LOOKING AT A ADVANCED PRACTICE ROLE IN GENETICS AND
NOT SURE WHETHER SHE IS GOING TO DO A MASTERS DEGREE IN NURSING
OR GOING TO DO THE GENETIC COUNSELING.
I TRIED TO WORK WITH OUR GENETIC COUNSELING FOLKS TO SEE IF MAYBE
WE COULD COMBINE THE NURSING COURSE AND THE GENETIC
COUNCILLING TO MAKE A HYBRID PROGRAM BUT THE DIRECTOR OF THAT
PROGRAM DIDN’T THINK IT WAS APPROPRIATE FOR NURSEES TO HAVE
THAT KIND OF CONTENT. SO I DECIDED I WASN’T GOING TO
FIGHT THAT BATTLE ANYMORE. AND THESE ARE THE KIND OF
COMMENTS THAT I GOT FROM STUDENTS.
LOOKING AT THEIR INTEREST. TO ME THIS WAS
VERY — ADDITIONAL COMMENTS ON THE COURSE OUTLINE BUT I JUST
WENT WITH WHAT I HAD IN MY E-MAIL IN BOXES.
I PREPARED THESE SLIDES BECAUSE I ENDED UP NOT HAVING AS MUCH
TIME AS SOME OF THE OTHERS BECAUSE I EVENEDDED UP BEING A
LAST MINUTE SUBSTITUTE. I JUST PUT THIS TOGETHER WITH
WHAT WAS IN MY IN BOX. THEY REALLY DID LEARN A LOT AND
ENJOYED THE COURSE. IT WAS A GOOD LEARNING
EXPERIENCE. MOST OF THEM.
SO HERE IS SOMEBODY RUNNING LATE.
I THINK IT’S WONDERFUL BECAUSE YOU CAN LEARN AT YOUR OWN PACE.
I’M TEACHING ONLINE. RIGHT NOW TEACHING A COURSE IN
OUR PROGRAM CALLED INFORMATION LITERACY AND HEALTH CARE.
WE STARTED IN AUGUST. ONE OF THE STUDENTS HAS
COMPLETED ALL THE ASSIGNMENTS. EXCEPT FOR THE COLLABORATIVE
PROJECT. THERE WERE OTHERS WHO ARE STILL
ON WEEK 1. SO WHAT HAPPENED TO THE COURSE?
THE CURRICULUM CHANGED. ELECTIVES WERE NO LONGER
NECESSARY. SO THE STUDENTS NO LONGER HAVE
AN ELECTIVE. AND THEN, GIVEN LIKE ALL OF US
ARE FACING BUDGETARY ISSUES, ANYTHING THAT IS NOT REQUIRED
ISN’T OFFERED ANYMORE. WE WILL CUT TO THE BONE.
THE COORDINATOR CHANGED. SO MY CHAMPION IS LIVING IN
CALIFORNIA DOING STAINED GLASS. [LAUGHTER]
I’M GOING TO HER NEXT MONTH. I HOPE IT’S PRETTY.
IF SOMEBODY BELIEVES THIS IS IMPORTANT, OKAY, THE MATERIAL IS
NOW QUOTE/UNQUOTE INTEGRATED IN THE CURRICULUM.
WHATEVER THAT MEANS. I DON’T BELIEVE IT.
WE ARE A NLNIC SCHOOL AND OUR SITE VISIT IS INCOME EVERNEXT
MONTH AND WE JUST GOT THE FINAL COPY OF THE STUDY IN A PDF.
I FOUND 5 INSTANCES OF THE WORD GENETIC.
TWO OF THEM I KNOW ARE NOT ACCURATE.
THE OTHER 3 ARE EXAMPLES OF WHAT IS HAPPENING.
AND I STILL AMGOING IN IN THE NURSING OF WOMEN COURSES IN
GENETICS AND THAT’S NOT EVEN LISTED IN THE STUDY.
SO I DON’T KNOW WHERE THEY ARE AT BUT IT JUST WENT AWAY BECAUSE
IT WASN’T SOMETHING THAT WAS PUTTING INTO PRACTICE.
SO WHAT IS NEEDED? I THINK THAT WHAT IS NEEDED LIKE
WHEN KATHY CALLED AND TOLD ME ABOUT THIS FACULTY CHAMPION
MEETING, I’M NOT THE RIGHT ONE I SAID.
YOU REALLY NEED A FACULTY CHAMPION.
THAT IS VERY IMPORTANT OF. YOU NEED SOMEONE 53ING
ATTENTION. AND THERE NEED TO BE MANDATES.
I THINK THE ESSENTIALS ARE GOING TO MAKE A WHOLE WORLD OF
DIFFERENCE. — THIS IS VERY IMPORTANT.
I HAVE THIS CARTOON. IT’S A BUNCH OF DOGS AND ONE IS
COMING UP TO THE DESK OF THE TEACHER.
AND THE DOG’S STUDENTS IS GOING, IT’S ROLLING OVER ON THE FINAL.
IF IT’S NOT ON THE TEST, IF IT’S NOT IN THE ACCREDTATION
DESK – AL YOU KNOW, WE’RE NOT GOING TO DO IT.
WE ARE NO DIFFERENT THAN THE DOG WHO ISN’T GOING TO ROLL OVER IF
IT’S NOT ON THE FINAL. THERE NEEDS TO BE CARROTS BUT
THERE ALSO NEEDS TO BE STICKS AND I BELIEVE THAT IS IMPORTANT.
I ALSO BELIEVE YOU NEED TO HAVE SUPPORT FROM THE ACADEMIC
LEADERS IN THE INITUTION. WHEN THE BOOK CAME OUT TO TALK
ABOUT THE COMPETENCY, THEY MADE A APPOINTMENT WITH THE
UNDERGRADUATE CURRICULUM COMMITTEE AND WITH THE GRADUATE
CURRICULUM COMMIT TOW BRING IN THE BOOK AND SHARE THE
COMPETENCIES WITH THEM. THEY WERE VERY POLITE.
THEY TOOK THE BOOK AND SAID THANK YOU.
AND I SAID, DO YOU HAVE ANY QUESTIONS?
NO, IF WE DO WE’LL BE IN TOUCH. THAT’S THE LAST I HEARD FROM
THEM. WE HAVE AN ASSOCIATE DEAN THAT
DOESN’T SEE THIS. NOT AS IMPORTANT AS I SEE IT.
YOU REALLY NEED TO HAVE SOME CHEERLEADERS IN THE INSTITUTION.
I THINK THAT’S VERY CRITICAL. SO WHAT I WOULD SAY IS GET A
FRIEND AND BE OBNOXIOUS. BECAUSE THAT IS WHAT MAKES
CHANGE HAPPEN. NICE PEOPLE DON’T GET CHANGE
MADE. WHAT IS IT A CARTOON THAT SAYS
NICE WOMEN NEVER CHANGE THE WORLD?
BEING NICE ISN’T ENOUGH SO YOU NEED TO FOCUS AND WORK WITH
PEOPLE AND I HAD A GREAT FUN DEVELOPING THE COURSE.
I WAS SAD WHEN IT WENT AWAY. ALL I CAN SAY IS THE STUDENTS
WHO HAD THE EXPERIENCE FOUND IT TO BE VERY GOOD AND MY ADVICE
IS, DON’T SPEND HUNDREDS OF HOURS RE-CREATING THE WHEEL
THERE. IS LOTS OF WONDERFUL GOOD
RESOURCES OUT THERE IF YOU KNOW HOW TO COPY AND PASTE AND ASK
PEOPLE FOR PERMISSION AND LICENSING.
IT’S VERY EASY TO GET GOOD MATERIAL AND YOU DON’T HAVE TO
SPEND HOURS AND HOURS DEVELOPING IT ON YOUR OWN BECAUSE IT’S
ALREADY OUT THERE. BRILLIANT PEOPLE HAVE DONE IT.
AND IF ANY OF YOU HAVE BEEN IN THINGS LIKE THE FAMILY GENETIC
INSTITUTE OR THE WEB-BASED GENETICS INSTITUTE OR ANY OF THE
THESE SHORT COURSES, THERE ARE CONTINUES OF MATERIAL.
AND IF IT MAKES VERY EASY TO GET WHAT YOU NEED.
I THANK YOU VERY MUCH. AND I WISH YOU LUCK.
AND I’M HAPPY TO TALK TO ANYONE WHO IS LOOKING FOR HELP AND
GUIDANCE ALONG THE WAY. [APPLAUSE]
>>THANK YOU VERY MUCH. SO TODAY I’M GOING TO TALK ABOUT
THE INTERDISCIPLINARY MODEL AND WHAT WAS DONE AT THE UNIVERSITY
OF PITTSBURGH. I THINK IT’S IMPORTANT TO
DISCUSS THIS MODEL BECAUSE SOME OF YOU MAY NEED IT, WANT IT, MAY
NEED IT AT THE BEGINNING WHEN YOU’RE GETTING THINGS OFF THE
GROUND AND THEN NOT NEED IT SO MUCH ANYMORE BUT I THINK IT’S
IMPORTANT THAT WE DISCUSS THIS MODEL BECAUSE — AND TO DISCUSS
THE BARRIERS THAT I RAN INTO AS WELL AS SOME OF THE LITTLE
NUGGETS OF ADVICE THAT I HAVE FOR YOU.
SO LET ME TELL YOU BACKGROUND ABOUT HOW I CAME TO BE AT A
SCHOOL OF NURSING. SO, WHEN YOU START TALKING ABOUT
THIS TOP DOWN APPROACH AND HAVING THE BUY IN FROM YOUR
UPPER ADMINISTRATION, THE DEAN AT THE SCHOOL OF NURSING AT THE
UNIVERSITY OF PITTSBURGH WAS RECRUITING A FACULTY MEMBER TO
COME INTO THE SCHOOL TO INTEGRATE GENETICS AND GENOMICS
INTO THE CURRICULUM AS WELL AS HOPEFULLY BRING ONBOARD SOME OF
THE GENETIC AND GENETIC RESEARCH INTO THIS SCHOOL AS MORE AND
MORE OF THE NURSE SCIENTISTS BECAME INTERESTED IN INTEGRATING
GENOMICS INTO THE RESEARCH. SO SHE TRIED VERY, VERY HARD TO
FIND A NURSE FACULTY MEMBER WHO COULD BRING ALL OF THAT.
WE ARE TALKING ABOUT THE END OF 1999 HERE AND IT WAS JUST REALLY
HARD TO FIND THOSE INDIVIDUALS. AND THAT IS NOT THE CASE
ANYMORE. THINGS HAVE PROGRESSED
ENORMOUSLY OVER THE LAST 10 YEARS.
BUT, AT THAT POINT IN TIME, HER ONLY ALTERNATIVE WAS TO LOOK
TOWARDS A NON-NURSE TO BRING INTO THE SCHOOL OF NURSING.
THIS IS NOT UNUSUAL FOR THE UNIVERSITY OF PITTSBURGH.
WE HAVE A FAIR NUMBER OF NON-NURSE FACULTY THAT TEACH IN
OUR PROGRAM AND THAT ARE OR HAVE THEIR PRIMARY APPOINTMENTS IN
THE SCHOOL OF NURSING. SO BUT HOWEVER, I WANTED TO
POINT IT OUT THAT WORN OF THE THINGS THAT HAPPENED THAT THAT
POINT IN TIME MAY NOT NEED TO HAPPEN TODAY, BUT IT’S STILL AN
OPTION FOR YOUR SCHOOL. SO, IN THE YEAR OF 2000, I CAME
ONBOARD AT THE SCHOOL OF NURSING, PRIMARY APPOINTMENT IN
THE SCHOOL WITH A SECONDARY APPOINTMENT IN THE DEPARTMENT OF
HUMAN GENETICS SO I COULD KEEP MY GRASSROOTS SIMMERING THERE IN
THE DEPARTMENT. AND I’LL TELL YOU A LITTLE BIT
ABOUT SOME OF THE ADVANTAGES AND DISADVANTAGES OF HAVING A
GENETICIST IN YOUR SCHOOL OF NURSING.
SO FIRST LET ME TELL YOU THE ADVANTAGES.
TO ME THEY FAR OUT WEIGHED ANY ADVANTAGES.
ADVANTAGES TO THE SCHOOL HAVE BEEN THAT FOR THOSE OF YOU WHO
ARE HERE, AND FRETTING ABOUT INCORPORATING GENETICS AND
GENOMICS INTO YOUR CURRICULUM, IF A GENETTIST WERE TO COME
ALONG AND BE ABLE TO DO ALL OF THAT FOR YOU, YOU MAY BREATHE A
SIGH OF RELIEF. SO THAT’S ONE ADVANTAGE THAT YOU
CAN BRING IN SOMEONE WHO CAN ACTUALLY INCORPORATE THIS INTO
THE CURRICULUM AND ALLEVIATE THAT FROM SOME OF THE FACULTY
WHILE THEY ARE ALSO TRYING TO INCORPORATE GENETICS AND
GENOMICS INTO THEIR CURRICULUM. SO, IT ALLEVIATE SOME OF THE
BURDEN ON THE FACULTY. I’LL TALK A LITTLE BIT ABOUT THE
BARRIERS THAT I ENCOUNTERED LATER ON BECAUSE THE FACULTY, A
LOT OF THEM WERE HAPPY TO HAVE THIS PERSON COME ONBOARD AND
HELP THEM BUT THEN THERE WERE ALSO FACULTY WHO WERE PART OF
THE BARRIER THAT I ENCOUNTERED. ANOTHER ADVANTAGE TO THIS SCHOOL
IS HAVING BROUGHT IN A GENETICIST THAT BROUGHT IN THE
ABILITY TO INCORPORATE GENETIC AND GENOMIC RESEARCH INTO THE
NEUROSCIENCE TRAJECTORY. SO OVER TIME, WE HAVE NOW HAVE
YOU’RE IN THE MINORITY IF YOU’RE A NURSE SCIENTIST AT THE SCHOOL
OF NURSING AT THE UNIVERSITY OF PITTSBURGH, AND DO NOT HAVE A
GENETIC OR GENOMIC COMPONENT. SO WOO HAVE BEEN ABLE TO
FACILITATE THAT AND I’LL TALK ABOUT OUR TRAINING GRAB LATER
AND HOW TRAINING GRANT AS WELL AS THE RESEARCH THAT IS GOING ON
AT THE SCHOOL BENEFITS OUR YOU UNDERSTAND GRADUATE STUDENTS SO
THEY ARE NOT MUTUALLY EXCLUSIVE ISSUES.
I HAVE SEEN GREAT ADVANTAGES TO MYSELF AND ONE OF THE BEST
ADVANTAGES THAT I CAN TELL YOU IS FROM DEALING WITH MY NURSE
COLLEAGUES, I HAVE A BETTER APPRECIATION OF THE PHENOTYPE
THAT I WANT TO INVESTIGATE AND I’LL GIVE YOU A REALLY GOOD
EXAMPLE. SOME OF MY NIH FUNDED RESEARCH
IS LOOKING AT THE CONTRIBUTIONS OF MOLECULAR VARIATION THAT
ACCOUNTS FOR RECOVERY AFTER TRAUMATIC BRAIN INJURY.
SO, THAT’S WHY I LOVE HEARING DR. GUTTMACHER TALK BECAUSE I
WAS LOVE TO JUST PICK UM HUM UP AND PLOP HIM IN STUDY SECTION SO
PEOPLE REALIZE THIS IS STUFF BEE NEED TO BE DOING.
WE NEED TO BE LOOKING AT HOW THE GENETIC VARIATION THAT WE BRING
TO THE TABLE OF OUR — FOR FOES WHO — FOLKS WHO SUSTAINED, HOW
YOU RECOVER CAN BE VERY VARIABLE.
AND I DID NOT HAVE AN APPRECIATION FOR PATIENT OUTCOME
UNTIL I CAME TO THE SCHOOL OF NURSING.
SO A BIG CHUNK. MY RESEARCH TRAJECTORY, I OWE TO
COLLABORATIONS WITH MY NURSE COLLEAGUES.
SO I HAVE BY-AND-LARGE ENCOUNTERED A LOT OF ADVANTAGES
FROM BEING IN A SCHOOL OF NURSING.
I WOULD SAY A DISADVANTAGE HAS ALSO BEEN SOMEWHAT OF AN
ADVANTAGE. SO I AM AN AUDITEE.
SO WHEN I GO TO THE ISONG MEETINGS, I KNOW THAT I AM ONE
OF THE FEW NON-NURSE MEMBERS OF ISONG.
SO IT IS — I AM A LITTLE BIT OF AN ODDITY.
AND SOMETIMES THAT GIVES YOU A FEELING LIKE YOU WANT PEOPLE WHO
ARE LIKE YOU AND UNDERSTAND YOU, SOMETIMES IT’S DIFFICULT TO BE
ODD. BUT AT THE SAME TIME, THAT
ODDITY IS ACTUALLY BEEN AN ADVANTAGE TO ME.
THE PRESIDENT OF THE AMERICAN SOCIETY OF HUMAN GENETICS
INVITED ME TO BE A MEMBER OF THE INFORMATION AND EDUCATION
COMMITTEE FOR 3 YEARS FOR THE SOCIETY AND THAT WAS BASED ON MY
UNIQUE ROLE AS A NURSE EDUCATOR. AND SO BEING ODD HAS ITS
ADVANTAGES AND DISADVANTAGES. YOU MIGHT THINK THE ODDITY HAS
BEEN MORE THAN ADVANTAGE OVER THE YEARS.
SO, WHAT HAVE WE DONE? SO I KNOW THAT THERE IS LESS
ADVOCACY FOR A STAND ALONE COURSE THAN SOME OF THE OTHER
MODELS YOU HAVE PROBABLY HEARD ABOUT.
BUT I ADVOCATED REAL STRONGLY FOR A FULL SEMESTER GENETICS,
GENOMICS, MOLECULAR THERAPEUTICS COURSE FOR OUR UNDERGRADUATE
STUDENTS. AND SINCE THE YEAR 2000, ALL OF
OUR UNDERGRAD STUDENTS HAVE BEEN REQUIRED TO TAKE A FULL SEMESTER
OF GENETICS COURSE. FOR OUR OTHER DOCTORAL STUDENTS
AS WELL AS OUR SPECIALTY ROLE STUDENTS, THE COURSE IS AN
ELECTIVE, HOWEVER, LET ME GIVE YOU BACKGROUND ABOUT WHY I
ADVOCATE FOR THE STAND ALONE COURSE.
I ALSO ADVOCATE FOR THE THREADING AND INTEGRATION
THROUGHOUT THE CURRICULUM. I THINK IT’S A VERY IMPORTANT
PIECE BECAUSE AS YOUR STUDENTS MOVE THROUGH THE CURRICULUM IT’S
VERY IMPORTANT WE SHOW SOLIDARITY HERE.
IF YOU HAVE FACULTY NOT INCORPORATING WHEN IT’S
APPROPRIATE, OUR FACULTY NEED TO BE INCORPORATING IT BECAUSE WE
NEED TO THREAD THAT AND SHOW STUDENTS WE HAVE
SOLBEIRUTIDARITIY AND WHAT THEY ARE LEARNING IN THAT SEMESTER IN
THE STAND ALONE COURSE IS BEING APPLIED.
SOLIDARITY. I ADVOCATED FOR THE FULL
SEMESTER STAND ALONE COURSE BECAUSE MY PHILOSOPHY IN
TEACHING IS, IF YOU TEACH THE STUDENTS THE SCIENTIFIC BASIS OF
GENETICS AND GENOMICS, YOU HAVE NOW EMPOWERED THEM TO UNDERSTAND
WHAT IS CURRENTLY GOING ON IN GENETICS AND GENOMICS AND
EMPOWERED THEM TO UNDERSTAND WHAT IS GOING TO HAPPEN 10 YEARS
FROM NOW. THAT IS INCREDIBLY IMPORTANT
BECAUSE AS WE ALL KNOW, WE ARE RIGHT NOW AT THE TIP OF THE
ICEBERG. FOR UNDERSTANDING GENETICS,
GENOMICS, HOW OUR GENOME WORKS, HOW THE ENVIRONMENT WORKS WITH
OUR GENES, WE ARE ONLY SEEING THE TIP OF THE ICEBERGING AND AS
FAR AS TRANSLATION TO HEALTH CARE AND CONCERNS.
WE ARE NOT EVEN AT THE TIP OF THE ICEBERG YET.
SO EMPOWER YOUR STUDENTS BY MAKING SURE THEY UNDERSTAND THE
BASIC SCIENCE OF — SCIENCE OF GENETICS AND GENOMICS AND THAT
WILL SERVE THEM WELL INTO THE FUTURE.
THIS MAY SOUND SCARY BUT THAT’S WHY SOMETIMES YOU NEED TO BRING
IN SOMEONE WHO CAN DO THAT IF YOU DON’T FEEL COMFORTABLE DOING
THAT YOURSELF. AND I’LL TALK A LITTLE BIT ABOUT
WHERE YOU CAN FIND THESE EXPERTS.
I ADVOCATE FOR THIS BECAUSE — FOR INTEGRATION
THROUGHOUT THE CURRICULUM BECAUSE I THINK WE NEED TO SHOW
OUR STUDENTS RESOURCES THAT THEY CAN USE TO CARRY THEMSELVES
FORWARD. I THINK THAT REALLY GOOD EXAMPLE
IS A LOT OF US WILL TALK ABOUT ONCOTYPING IN OUR COURSES.
SO ONCOTYPE DX IS A TEST THAT LOOKS AT THE LEVEL OF GENE
EXPRESSION OF A BATTERY OF GENES IN BREAST CANCER CELLS.
AND WE USE A LOT OF THAT INFORMATION FOR PROGNOSTICATING.
WE USE A LOST INFORMATION FOR FIGURING OUT WHAT INTERVENTION,
WHAT CHEMOTHERAPY MIGHT WORK BEST FOR SOME OF THESE
INDIVIDUALS. AND IT’S BASED ON THE GENE
REGULATION THAT IS GOING ON IN THEIR CANCER CELLS.
NOW, IF YOU TALK ABOUT THAT WITHOUT DISCUSSING WITH YOUR
STUDENTS SOME OF THE BACKGROUND SCIENCE IN GENE REGULATION AND
GENE EXPRESSION, AND THE NEXT TIME, THE NEXT TEST COMES ALONG
THAT USES A LOT OF THE SAME TYPE OF INFORMATION, THEY ARE GOING
TO HAVE TO RELEARN. BECAUSE THEY ARE LEARN BEING A
NEW TEST. IF THEY LEARN THE UNDERLYING
SCIENCE BEHIND THESE TESTS, ITS NEXT TIME A NEW TEST COMES OUT,
THEY ARE NOT GOING TO HAVE TO REEDUCATE THEMSELVES.
THEY ARE GOING TO SAY, THIS IS JUST ANOTHER APPLICATION FOR
THAT SCIENCE. SO IF WE TEACH THEM ABOUT GENE
REGULATION AND EXPRESSION AND TELL THEM HOW OUR ENDOGENOUS
ENVIRONMENT, HORMONES, AS WELL AS OUR EXOGENOUS ENVIRONMENT
SUCH AS MICRONUTRIENTS, VITAMINS, MEDS.
HOW THOSE ACTUALLY INTERACT WITH OUR GENES TO TURN THEM ON AND
OFF, EXPLAIN THE SCIENCE THATCH TO THEM, THE NEXT MED THAT COMES
ALONG THAT INTERACTS WITH THE GENE AND THAT IS THE MECHANISM.
ACTION, THEY WILL UNDERSTAND THEY WILL GET IT.
EVEN THOUGH THAT MED MAY NOT BE OUT FOR ANOTHER 5-10 YEARS.
THAT WAS MY BIGGEST ADVOCACY FOR A STAND ALONE COURSE.
IF WE COULD GET THE SCIENCE ACROSS WITH WITHIN THAT FULL
SEMESTER COURSE AND INTEGRATE THROUGHOUT THE CURRICULUM, THEN
I THINK WE WOULD BE SETTING OUR STUDENTS UP FOR THE BEST SUCCESS
FOR THE FUTURE. SO WE DO HAVE SEPARATE COURSES
FOR UNDERGRADUATE AND GRADUATE STUDENTS.
AND I’LL TALK A LITTLE BIT ABOUT THAT LATER WHEN I TALK ABOUT MY
ADVICE TO YOU GUYS BECAUSE ONE OF THE THINGSA THAT WE DID NOT
START OUT DOING WAS SEPARATE AND LEARNED VERY QUICKLY WE NEEDED
TO DO THAT. WE DO CROSS LIST OUR GRADUATE
COURSE AND I WILL TALK TO YOU ABOUT THE ADVANTAGES OF THAT,
WHAT IT BRINGS TO THE TABLE FOR THAT GRADUATE COURSE.
WE DO HAVE OTHER FULL SEMESTER OFFERINGS.
WE HAVE A MINOR IN GENETICS AS WELL AS A POSTBAC AND A POST
MASTERS HEALTH CARE CERTIFICATE IN GENETICS WE OFFER TO OUR
STUDENTS. AND A LOT OF THE FULL SEMESTER
COURSES WE HAVE BEEN ABLE TO DEVELOP AS ELECTIVES AND THESE
ADDITIONAL COURSES, THOSE HAVE COME ABOUT BECAUSE OF THE
TRAINING GRANT WE BOUGHT THROUGH THE NINR.
SO AGAIN, YOU SEE A LOT OF THINGS INTERTWINING TO PULL IN
RESOURCES AND THEN HOW IT HELPS OUR STUDENTS.
SO OUR UNDERGRAD STUDENTS ARE WELCOME TO TAKE GRADUATE LEVEL
ELECTED COURSE. WE ENCOURAGE IT IN THEIR LAST
SEMESTER OF COURSE WORK BECAUSE THE WAY THE UNIVERSITY OF
PITTSBURGH WORKS IS THAT AUTOMATICALLY BECOMES A GRADUATE
COURSE YOU CAN APPLY TOWARDS YOUR GRADUATE EDUCATION DEGREE.
SO WE DO ADVOCATE FOR STUDENTS TO TAKE GRADUATE LEVEL CLASSES.
SO, I’M NOT SUGGESTING THAT EVERYBODY GO OUT AND HIRE
SOMEONE. BRING SOMEONE IN TO TEACH
GENETICS. ESPECIALLY IN OUR CURRENT
ECONOMIC ENVIRONMENT WHERE IT’S HARD TO BRING IN ANYBODY.
BUT, TO REALLY GIVE SOME THOUGHT TO — IF YOU DON’T FEEL
COMFORTABLE, WOULD YOU FEEL MORE COMFORTABLE BRINGING SOMEONE IN
TO EITHER HELP CO-TEACH A COURSE WITH YOU, LECTURE IN YOUR
COURSES, OR MAYBE EVEN BRING SOMEONE IN TO TEACH A STAND
ALONE COURSE TO YOUR NURSING STUDENTS FROM SOMEWHERE ELSE
CAMPUS? SO IN OTHER WORDS YOU’RE NOT
HIRING SOMEONE. THE UNIVERSITY AND YOUR SCHOOL
OF NURSING IS NOT HIRING SOMEONE.
YOU’RE USING EXPERTISE FROM ELSEWHERE ON CAMPUS.
AND WE USE THIS A LOT AT THE UNIVERSITY OF PITTSBURGH.
WE ACTUALLY OL – A LOT OF OUR UNDERGRADUATE MORE BASIC SCIENCE
COURSES ARE NOT TAUGHT BY SCHOOL NURSING PACK TOO.
WE BRING IN FOLKS FROM OTHER SCHOOLS IN THE HEALTH SCIENCES
TO TEACH THE COURSES FOR US. AND THAT WORKS OUT OLLIE WELL
BECAUSE EVERYBODY DOES WHAT AT A DO BEST.
AND OUR STUDENTS BENEFIT FROM IT.
SO, IT IS SOMETHING THAT I THINK EVERYONE HERE NEEDS TO
ENTERTAIN. GOING OUT AND LOOKING ON CAMPUS
AND SEEING WHO YOU HAVE AVAILABLE TO YOU TO BRING IN AND
HELP YOU TEACH THESE COURSES. AT LEAST IN THE BEGINNING.
AND THEN AS YOU FEEL MORE COMFORTABLE WITH THE CONTENT,
MOVE TOWARDS RELYING MORE ON YOUR OWN IN HOUSE FACULTY.
SOME OF THE BARRIERS WE ENCOUNTERED.
AGAIN, WE HAD THAT UPPER-LEVEL BUY IN FROM THE ADMINISTRATION.
BUT I ENCOUNTERED A LOT OF FACULTY WHO REALLY WEREN’T SURE
WHY WE WERE BRINGING IN GENETICS INTO THE CURRICULUM.
WHO REALLY WEREN’T SURE WHY WE NEEDED TO EVEN HIRE SOMEONE TO
THINK ABOUT BRINGING THIS INTO THE CURRICULUM.
AND SO THAT BARRIER, ONE OF THE WAYS THAT WE CAME UP TO DEAL
WITH THAT BARRIER, BECAUSE WE THOUGHT THAT MAYBE SOME OF THE
BARRIER WAS IGNORANCE. AND SO, WE MOVED AHEAD WITH
FACULTY WORKSHOPS. WE HAD 4, HALF DAY FACULTY
WORKSHOPS SPREAD OUT OVERPOWER WEEKS.
IT WAS ELECTIVE AND IN SOME RESPECTS WE WERE PREACHING TO
THE CHOIR TO THE FOLKS WHO SHOWED UP TO THESE WORKSHOPS.
HOWEVER, IN THE END, I THINK WHAT THESE WORKSHOPS DID WAS
THEY GAVE FACULTY A LITTLE BIT MORE EMPOWERMENT BECAUSE THEY
NOW HAD MORE OF AN UNDERSTANDING ABOUT GENETICS AND GENOMICS AND
HOW IT WAS IMPACTING CLINICAL CARE.
CLINICAL CARE IN THEIR ARENA, THEIR AREA OF EXPERTISE.
THEY WEREN’T NECESSARILY FULLY APPRECIATIVE OF.
SO ONCE FACULTY REALIZED HOW MUCH BACK IN 2000 GENETICS AND
GENOMICS WAS GETTING INTO THE HEALTH CARE SYSTEM, THEN THEY
REALIZED THAT MAYBE THIS IS SOMETHING I NEED TO BE PAYING
ATTENTION. TO THE OTHER THING WAS, BRINGING
FACULTY ONBOARD GIVING THEM EMPOWERMENT WITH A BETTER
UNDERSTAND OF GENETICS AND GENOMICS, LETTING THEM KNOW WHAT
KIND OF EXPERTISE THEY COULD PULL UPON AND THEN ALSO GIVING
THEM IDEAS ABOUT WHERE TO GO AND GET MORE INFORMATION IF THEY
NEEDED TO BE BROUGHT FOR UP — MORE UP-TO-DATE IN THEIR
AREA OF EXPERRITIES. THAT WAS PASSED ALONG TO THE
STUDENTS. SO WE HAD NURSING FACULTY WHO
NOW FELT EM POWDERS AND EMPASSIONED AND THEN BROUGHT
THAT INTO THEIR COURSES AND THAT WAS PASSED ALONG TO THE
STUDENTS. SO REALLY WE TOOK THIS TOP DOWN
APPROACH WHERE WE HAD BUY IN FROM THE ADMINISTRATION AND THEN
BROUGHT IN THE REST OF THE FACULTY THROUGH EDUCATION.
ANOTHER BARRIER THAT I ENCOUNTERED AND SOME OF YOU MAY
HAVE THIS SITUATION WHERE I HAVE IMPORTANT ISED ALSO.
OTHERS SCHOOLS ON CAMPUS, SCHOOLS IN THE HEALTH SCIENCES.
HAD NO IDEA WHAT WE’RE DOING AT THE SCHOOL OF NURSING.
AND SO THIS IS TRUE I THINK OF ALL CAMPUSES.
A LOST TIMES YOU DON’T REALIZE WHAT IS GOING TO DOWN THE
STREET. YOU MAY KNOW MORE ABOUT WHAT IS
GOING ON ACROSS THE COUNTRY THAN WHAT IS GOING ON DOWN THE
STREET. AND THIS WAS EXACTLY WHAT WAS
GOING ON AND I WOULD TALK TO COLLEAGUES OUT OF THE SCHOOL OF
NURSING AND TOLD THEM WHERE I WAS RESIDING.
THEY HAD NO IDEA THE GREAT THINGS THAT THE SCHOOL OF
NURSING WAS UP TO. THE RESEARCH THAT WAS GOING ON
THERE. THE CURRICULUM THAT HAD BEEN
DEVELOPED. THE EXTENT OF EDUCATION THAT WE
COULD OFFER NURSES AT THE SCHOOL OF NURSING.
THEY HAD NO IDEA AND SO I WAS OUT THERE ADVOCATING FOR THE
SCHOOL OF NURSING AND YOUR PROFESSION WITH ALL OF THE
NON-NURSE PEOPLE TO BRING THEM UP-TO-DATE BECAUSE PEOPLE DIDN’T
HAVE AN APPRECIATION OF THE AWESOME THINGS THAT WERE GOING
TO AT THE SCHOOL. SO THAT WAS A BARRIER FOR A
LITTLE WHILE. MOST OF THESE BARRIERS ARE NOW
GONE. I WISH I COULD SAY EVERY FACULTY
MEMBER NOW IS RAWRA INTO GENOMICS.
–RARA. BUT AT LEAST THEY ARE
LIKE — OKAY. [LAUGHTER]
IT’S BETTER. WE HAVE BUILT A LARGE CADRE OF
FOLKS WHO ARE NOT ONLY INTERESTED IN GENETICS AND
GENOMICS BUT NOW ARE ADVISING STUDENTS WHO ARE INTERESTED IN
GENETICS AND GENOMICS. IF YOU’RE A FACULTY MEMBER AT
THE UNIVERSITY AND YOU’RE NOT INTO GENETICS AND GENOMICS,
VERBALLY A STUDENT WILL COME ALONG WHO WILL GET YOU INTO IT
BECAUSE OUR STUDENTS ARE ALSO PUSHING.
EVENTUALLY A STUDENT WILL COME ALONG.
SO SOME OF THESE SUCCESSES, THE STUDENT FEEDBACK HAS BEEN
WONDERFUL AND NOTHING IS MORE HART WARMING THAN HAVING A
STUDENT WHO IS TAKING YOUR CLASS, COME UP TO YOU AND SAY,
YOU’RE NOT GOING TO BELIEVE WHAT I SAW AT CHILDREN’S HOSPITAL
TODAY. AND I ACTUALLY UNDERSTOOD WHAT
WAS GOING ON. OR, I WAS IN THE ADULT CANCER
RISK ASSESSMENT CLINIC DOWN AT THE HOSPITAL AND YOU’RE NOT
GOING TO BELIEVE IT. I COMPLETELY UNDERSTOOD WHAT WAS
THEY WERE TALKING ABOUT. AND IT’S SO HEART WARMING TO
KNOW THAT YOU PARTICIPATED IN THAT.
AND I HAD STUDENTS SAY TO ME, I WAS AT CHILDREN’S HOSPITAL AND I
SAW A CHILD WITH — A PARTICULAR CONDITION.
I THOUGHT YOU MADE THAT UP. IT SOUNDED SO ODD THAT IT
COULDN’T POSSIBLY BE REAL. AND I SAID, YOU KNOW, NATURE IS
ODD ENOUGH. WE DON’T NEED TO MAKE THINGS UP.
AND SO, THE STUDENTS REALLY BROUGHT THAT FORWARD AND THEIR
FEEDBACK HAS BEEN WONDERFUL. THE OTHER THING I THINK IS WHEN
WE BEEN BENEFITS TO THE CLINICAL SITES, OUR UNDERGRAD STUDENTS
ARE OUT THERE A LOT OF TIMES EDUCATING STAFF NURSE WHOSE DID
NOT HAVE GENETICS OR GENOMICS AS PART OF THEIR CURRICULUM.
SO THE NUMBER OF TIMES I HAD STUDENTS SAY, WE SAW SOMEONE
WITH THIS RARE DISEASE AND NOBODY REALLY KNEW WHAT TO DO.
AND SO, I TOOK THEM TO ONLINE MANDELIAN ENHANCES LIKE YOU TOLD
US TO DO. WE LOOKED IT UP.
AND WE FOUND OUT THE CLINICAL SYNOPSIS IS WHAT THE GENE IS AND
WE WENT TO SEE IF TESTING WAS AVAILABLE.
AND THEY ALSO EMPOWERED THAT STAFF NURSE AT THE HOSPITAL TO
ALSO UNDERSTAND A LITTLE BIT MORE ABOUT GENETICS OR GENOMICS
THAN WHAT AT A DID BEFORE THEY CAME ON THE JOB THAT DAY.
SO THERE IS BENEFITS. THERE IS A WHOLE TRICKLE DOWN
INTO THE CLINICAL SITES BY HAVING OUR STUDENTS HAVE THIS
EDUCATION AND THEN BRING IT TO THE CLINICAL SITES.
WE DO NOW HAVE RECOGNITION ACROSS CAMPUS.
WE HAVE, ESPECIALLY IN OUR GRADUATE GENETICS COURSE, WE
HAVE A FAIR NUMBER OF NONNURSING STUDENTS THAT REGISTER FOR OUR
NURSING GENETICS CLASS. AND I HAVE TO TELL YOU, A LOT OF
IT IS BECAUSE WE BRING TO THE BASIC SCIENCE PIECE OF GENETICS
AND GENOMICS. WE BRING IN THE CLINICAL
ASPECTS. SO, WE USE THE SAME TEXTBOOK AS
THE FOLKS THAT ARE IN — WHO ARE BIOLOGY MAJOR.
WE USE THE EXACT SAME TEXTBOOK. BUT IT IS A COMPLETELY DIFFERENT
LECTURE COURSE. BECAUSE WE BRING IN THE CLINICAL
ASPECTS THAT THE FOLKS DOWN IN THE DEPARTMENT OF BIOLOGY ARE
NOT GETTING. WE GOT A LOT OF FOLKS WHO
REGISTER FOR OUR COURSE. A LOT HAS TO DO WITH THE FACT
THAT IT’S CROSS LISTED. SO WHAT THAT MEANS IS THE
GRADUATE GENETICS COURSE OFFERED THROUGH THE SCHOOL OF NURSING IS
CROSS LISTED AND ALSO OFFERED TO THE DEPARTMENT OF HUMAN
GENETICS. SO A LOT OF TIMES, YOU’RE LIKE
STUDENTS LOOKING FOR INTRODUCTORY BASIC GENETICS
COURSE AT THE GRADUATE LEVEL. THEY WILL GO TO THE DEPARTMENT
OF HUMAN GENETICS AND SAY, I’M GOING TO REGISTER FOR THEIR
COURSE. THEN THEY FIND OUT WHEN THEY
SHOW UP THAT IT’S CROSS LISTED WITH THIS NURSING COURSE.
IT’S GREAT. BECAUSE OF THE DIVERSITY IN
STUDENT BODY THAT THEN SHOWS UP THAT THE GRADUATE COURSE.
EVERY TIME WE OFFER THIS COURSE, WE HAVE EPISTUDENTS,
REHABILITATION SCIENCE STUDENTS, COMMUNICATION DISORDER STUDENTS,
DENTAL MEDICINE STUDENTS, IN THERE WITH NURSING STUDENTS WHO
AGAIN BRING A BROAD ARRAY OF EXPERTISE TO THE TABLE
THEMSELVES. AND THE DIALOGUE THAT YOU HAVE
BECAUSE OF THE DIVERSITY AND BACKGROUND OF THESE STUDENTS IS
AMAZING. SO WE REALLY HAVE PUT THE WORD
OUT ACROSS CAMPUS EITHER THROUGH CROSS LISTING OR BECAUSE OF WORD
OF MOUSE AND PEOPLE ARE REGISTERING FOR THE NURSING
COURSE. NOW, BY ALLOWING
OTHER — STUDENTS FROM OTHER DISCIPLINEOS CAMPUS TO COME IN
AND TAKE THIS GENETICS CLASS, THAT THEN ALLOWS US A LITTLE
BARGAINING CHIP TOP SAY, WE NOW NEED YOUR EXPERTISE TO COME IN
AND GIVE A LECTURE OR PROVIDE A PIECE OF THIS COURSE.
AND THERE IS A LITTLE BIT OF THAT BACK AND FORTH.
WE ARE SUPPLYING YOUR STUDENTS WITH SOMETHING, CAN YOU SUPPLY
OUR STUDENTS WITH SOMETHING. AND THEY REALLY GET THE
SCRATCHING OF THE BACK THING THAT GOES ON A LITTLE BIT.
THE T32 WE HAVE NOW, THIS IS FOR PREDOCK STUDENTS AS WELL AS
POSTDOC FELLOWS. AND WHILE THAT IS NOT REALLY
WHAT WE ARE HERE TO TALK ABOUT, I CAN’T SAY ENOUGH ABOUT HOW YOU
NEED TO ALSO GIVE SOME THOUGHT TO BRINGING ON SOME RESOURCES
INTO YOUR SCHOOL THAT CAN SHOW, THAT CAN BE AN EXEMPLAR OF HOW
YOUR SCHOOL IS MOVING FORWARD WITH GENETIC AND GENOMIC
INTEGRATION. AND ONE OF THE WAYS THAT YOU CAN
DO THAT IS TO BRING IN SOMETHING LIKE A TRAINING PROGRAM.
ESPECIALLY IF YOU’RE AT A RESEARCH INTENSIVE UNIVERSITY.
THE RESOURCE THAT IS COME ALONG WITH THAT THAT BENEFIT OUR
UNDERGRADUATE STUDENTS ARE IMMENSE.
THOSE OTHER COURSE THAT IS HAD TO BE DEVELOPED ADDS PART OF
THAT TRAINING PROGRAM THAT IS NOW AVAILABLE TO OUR
UNDERGRADUATE STUDENTS. IT BRINGS IN MORE STUDENTS, MORE
POSTDOC FELLOWS AND AS A RESULT, IT HAS BROUGHT IN MORE FACULTY
THAT ARE INVOLVED WITH GENETICS AND GENOMICS.
THAT OPENS UP RESEARCH OPPORTUNITIES FOR UNDERGRADUATE
STUDENTS. A LOT OFURE STUDENTS PARTICIPATE
IN RESEARCH AS A RESULT A FAIR NUMBER ARE INTERESTED IN GENETIC
AND GENOMIC RESEARCH. AND THE OTHER THING THAT IT
BRINGS IN IS SOME OTHER RESOURCES THAT THE T32 BRINGS IN
LIKE A JOURNAL CLUB THAT WE HAVE.
SO WE ARE REALLY DIVERSIFYING OURSELVES ACROSS THE CURRICULA
BY OFFERING MANY DIFFERENT THINGS, ELECTIVE AND REQUIRED
FOR OUR STUDENTS. SO OUR STUDENTS SEE A WHOLE MEN
YOU — MENU OF THINGS THEY CAN DO AT THE SCHOOL AND IT’S NOT
JUST SOMETHING THAT WILL GET A TASTE OF HERE AND THERE.
SO A COUPLE OF NUGGETS OF ADVICE.
SO YES, I THINK THAT YOU HAVE HEARD FROM OTHER FOLKS USE THE
COMPETENCY TO GUIDE THE COURSE OBJECTIVES.
IT’S WONDERFUL A LOT OF WHAT HAS BEEN DEVELOPED AND WHAT IS OUT
THERE WAS DEVELOPED WITH WITH BLOOM TAXONOMY BECAUSE IT MAKES
IT EASIER TO INTEGRATE INTO YOUR OBJECTIVES.
WHICH IS SOMETHING OUR SCHOOL IS REALLY BIG ON.
THOSE LEVELS, MAKING SURE IT’S AT THE RIGHT LEVEL.
AND INCORPORATE CLINICAL EXAMPLES AS MUCH AS POSSIBLE.
LIKE I MENTIONED BEFORE, THE SCHOOL NURSING COURSE APART FROM
ANY OF THE OTHER COURSES OFFERED ON CAMPUS.
FOR NURSING STUDENTS, REALLY HELPS BRING IT TO REALITY.
THEY CAN SEE HOW THEY MAY BE ABLE TO USE IT IN CLINIC OR
REMEMBER A CLINICAL EXPERIENCE THAT THEY HAD AND BRING IT INTO
REAL LIFE FOR THEM. I ARE I MENTIONED UNDERGRADUATE
STUDENTS ARE DIFFERENT FROM GRADUATE STUDENTS.
WHEN WE FIRST STARTED OUT, WE THOUGHT, UNDERGRAD STUDENTS AND
GRADUATE STUDENTS NEED THE ARE THE SAME TOPIC.
THEY NEED THE SAME INFORMATION. WHY SHOULD WE PUT OURSELVES OUT
THERE? LET’S HAVE A COMBINED COURSE.
WE’LL HAVE, ASSIGN A DUAL NUMBER BUT EVERYBODY WILL SIT THERE
TOGETHER AND MAYBE WE EVALUATE THEM A LITTLE BIT DIFFERENTLY
DEPENDING ON WHAT THEY HAVE REGISTERED FOR, BUT THE DELIVERY
OF THE CONTENT WILL BE THE SAME. BECAUSE EVERYBODY GETS THE SAME
TOPIC. WE STARTED TO REALIZE WHAT HAS
BEEN MENTIONED HERE. IT’S THE RECIPROCAL OF YOU WHAT
MIGHT THINK FOR OTHER TOPICS. THE UNDERGRADS ARE COMING IN ALL
READY WITH AN APPRECIATION OF GENETICS AND GENOMICS AS WELL AS
PRETTY DECENT FOUNDATION OF SOME OF THE BASICS, ESPECIALLY WHEN
IT COMES TO INHERENT PATTERNS. AND OUR GRADUATE STUDENTS DID
NOT HAVE HAVE THAT. THEY EITHER — THEY DIDN’T HAVE
IT IN NURSING UNDERGRAD CURRICULUM AND PROBABLY NOT IN
THEIR HIGH SCHOOL CURRICULUM AND DIDN’T HAVE THE APPRECIATION.
SO WHAT WE REALIZED WAS IF WE SEPARATED THE TWO COURSES, THE
UNDER GRADS NEEDED A LITTLE BIT MORE TIME SPENT ON THE CLINICAL
APPLICATIONS WHEREAS THE GRADUATE STUDENTS YOU STILL HAD
THE CLINICAL APPLICATIONS BUT THEY GOT BACK MORE QUICKLY BUT
YOU HAD TO SPEND MORE TIME ON SOME OF THE EARLIER THINGS.
SOME OF THE MORE BASIC THINGS. YOU WOULD BE SURPRISED HOW MANY
GRADES STUDENTS IN OUR GENETIC COURSES HAVE NOT DONE A PUNDIT
SQUARE BEFORE. IF THEY HAVE, IT’S BECAUSE THEY
SAT DOWN WITH THEIR CHILD THAT IS IN SEVENTH GRADE AND WATCHED
THEM DO A PUNDIT SQUARE. SO THESE ARE THE THINGS WE WERE
DEALING WITH. NOW WE SEPARATED THEM FOR
LOGISTICAL PURPOSES AND THEY REMAIN SEPARATED NOW.
I CAN’T EMPHASIZE ENOUGH, WHEN YOU CAN USE ONLINE RESOURCES.
LIKE JUDY MENTIONED, DON’T REINVENT THE WHEEL.
THAT’S ONE REASON. BUT I CAN’T EMPHASIZE ENOUGH IF
YOUR JOB AS A TEACHER IS TO MAKE SURE THAT YOU’RE EMPOWERING YOUR
STUDENTS FOR THE FUTURE, GIVE THEM TOOLS THAT ARE GOING TO
GROW WITH THE FUTURE. SO IF YOU GIVE THEM A TEXTBOOK,
AND 5 YEARS FROM NOW THEY OPEN THAT TEXTBOOK, IT’S GOING TO BE
COMPLETELY OUT-OF-DATE. IT’S QUITE SAD.
I KEEP MY OLD GENETICS TEXTBOOKS SO I CAN GO BACK AND APPRECIATE
WHAT HAPPENED OVER THE LAST 10-15-20 YEAR OLDS.
SO, THAT’S NOT GOING TO DO IT FOR THEM.
IF YOU’RE GOING TO EMPOWER YOUR STUDENTS, INTRODUCE THEM TO THE
ONLINE, ONGOING CONSTANTLY UPDATED WEBSITE AND ONLINE
RESOURCES SO A YEAR FROM NOW WHEN THEY ENCOUNTER SOMETHING,
YOU TAUGHT THEM WHAT TOOLS TO USE.
THEY CAN GO OUT THERE AND THAT POOL WILL BE UPDATED A YEAR FROM
NOW. AND OF COURSE MAKE SURE THAT
THEY ARE GOOD WEB SITES FROM GOVERNMENT AND EDUCATIONAL
INSTITUTIONS AND THINGS LIKE THAT.
BUT EMPOWER YOUR STUDENTS FOR THE FUTURE BY INTRODUCING THEM
TO SOME OF THESE ONLINE TOOLS THAT ARE CONSTANTLY KEPT
UP-TO-DATE. BRING IN CONTENT EXPERTS WHEN
APPROPRIATE. AGAIN, WITH ALL OF THE
TECHNOLOGY THAT WE HAVE TODAY, THIS DOESN’T HAVE TO BE SOMEONE
AT YOUR UNIVERSITY. IF YOU FEEL LIKE THE MOST
APPROPRIATE PERSON TO DELIVER SOME CONTENT FOR YOUR COURSE IS
ACROSS THE COUNTRY, THERE ARE WAYS TO BRING THAT PERSON IN
WITHOUT PHYSICALLY BRINGING THEM IN TO GIVE A LECTURE IN YOUR
COURSE. TAKE ADVANTAGE OF THE
TECHNOLOGY. WAY BACK WHEN WHEN THIS
TECHNOLOGY WASN’T AS WELL DEVELOPED,EE BROUGHT EXPERTS TO
PITTSBURGH. AND TAPED THEM DELIVERING
LECTURES AND USED THOSE TAPED LECTURES FOR YEARS.
BECAUSE WHAT THAT DID FOR OUR NURSING STUDENTS WAS IT SHOWED
THEM HOW NURSES WERE INCORPORATING GENETICISTS INTO
THEIR CLINICAL PRACTICE. WE DIDN’T HAVE ANYONE WHO COULD
DO THAT FROM THE CAMPUS. WE HAD TO BRING THEM FROM THE
COUNTRY. NOW YOU CAN JUST WEB THEM IN.
ALL KINDS OF TECHNOLOGY IS AVAILABLE.
SO DON’T BE AFRAID BECAUSE THERE IS EXPERTS OUT THERE TO HELP
YOU. SO EVENLY IF YOU WHAT DECIDED AT
YOUR SCHOOL’S NURSING YOU’RE GOING TO — IT DOESN’T MEAN YOU
STILL NEED TO DO EVERYTHING BECAUSE IT’S INTEGRATED INTO
YOUR PARTICULAR COURSE YOU HAVE BEEN DOING FOR 10 YEARS.
BRING IN A CONTENT EXPERT. OWN UP A LITTLE BIT OF TIME TO
BRING THAT PERSON IN FROM OUTSIDE.
IT DOESN’T ALWAYS HAVE TO BE A NURSING COLLEAGUE.
THE STUDENTS HAVE ALWAYS APPRECIATED THAT I HAVE DONE AT
THE BEGINNING OF EVERY CLASS. I HAVE A LITTLE NEWS SEGMENT.
AND ESPECIALLY FOR STUDENTS READING LAY PRESS ON A WEEKLY
BASE. IF YOU DON’T READ THE LAY PRESS,
GRANTED YOUR STUDENTS PROBABLY ARE.
SO TO MAKE IT MORE REAL FOR THEM, YOU CAN DO IT IN THE NEWS
SEGMENT AT THE BEGINNING OF EACH OF YOUR CLASSES.
HELPS TO KEEP IT REAL. AND I THINK ONE OF THE IMPORTANT
PIECES THAT YOU CAN DO IS SIGN UP FOR THE CDC’S PUBLIC HEALTH
GENOMICS WEEKLY UPDATE. AND WHAT THEY’LL DO FOR YOU IS
E-MAIL TO YOU ONCE A WEEK WHAT IS OUT THERE IN THE SCIENTIFIC
LITERATURE AS WELL AS THE LAY PRESS THINGS THAT YOUR STUDENTS
ARE PROBABLY READING. GIVE YOU A LITTLE FLAVOR FOR
WHAT HAS BEEN OUT THERE. GIVE YOU RESOURCES TO GET TO THE
ACTUAL SCIENTIFIC LITERATURE TO BACK IT UP IF YOU WANT TO DO
THAT. BUT, IT GIVES YOU AN IDEA OF
WHAT YOUR STUDENTS MIGHT BE READING AND GIVES YOU AN
OPPORTUNITY TO BRING IT IN IN A VERY FRESH WAY TO YOUR STUDENTS
AND THAT’S BEEN AN IMPORTANT PIECE OF WHAT I HAVE GOTTEN
FEEDBACK FROM MY STUDENTS ABOUT. THEY REALLY APPRECIATE THAT.
AND THEN THE LAST THING THAT I’LL MENTION IS THE UNIVERSITY
OF PITTSBURGH SCHOOL OF NURSING IS AN ADVOCATE FOR EVIDENCE
BASED PRACTICE AND AS A RESULT, ALMOST ALL OF OUR COURSES HAVE
TO HAVE A COMPONENT IN IT WHERE STUDENTS ARE REVIEWING THE
LITERATURE. AND CRITIQUING THE LITERATURE IN
A VERY SPECIFIC WAY. WE EVEN HAVE FORMS FOR STUDENTS
TO USE WHEN THEY ARE CRITIQUING THE LITERATURE.
WHEN THE COURSE, WE DO A CRITIQUE OF THE LITERATURE FROM
A GENETICS POINT OF VIEW SO STUDENTS CAN EVALUATE WHAT IS
OUT THERE. SO THEY CAN UNDERSTAND WHAT THE
DIFFERENCE IS BETWEEN METANALYSIS VERSES SOMETHING
THAT IS OUT THERE, A CANDIDATE GENE ASSOCIATION STUDY ON 100
PEOPLE THAT HAS NEVER BEEN REPLICATED.
SO THERE IS SAY LOT OF INFORMATION IN THE LITERATURE.
GUIDE YOUR STUDENTS BY PROVIDING THEM WITH LITERATURE TO READ AND
THEN DISCUSSING THAT LITERATURE. AGAIN, IF YOU DON’T FEEL
COMFORTABLE DOING THAT, THERE IS ADVANTAGES TO GET YOUR STUDENTS
OUT THERE AND READING THE LITERATURE.
IF YOU DON’T FEEL COMFORTABLE, BRING SOMEONE IN WHO DOES FEEL
COMFORTABLE. I THINK SHOWING THEM HOW YOU CAN
BRING EVIDENCE BASED PRACTICE INTO GENETICS MAKES IT VERY REAL
CLINICALLY FOR THEM ALSO. SO THOSE ARE MY WORDS OF ADVICE.
AGAIN, YOU HAVE MY E-MAIL ON THE LIST AND FEEL FREE TO E-MAIL ME
ANY TIME. BUT ALSO IF YOU HAVE QUESTIONS I
THINK THE PANEL WILL ENTERTAIN THEM.
[APPLAUSE] [LOW AUDIO]
>>DR. CONNOLLY CAN YOU SHARE HOW YOU DIFFERENTIATE THE
CONTENT FOR YOUR GRADUATE AND UNDERGRADUATE COURSE, GENETICS
COURSE.>>THE TOPICS?
THE WEEKLY TOPICS ARE IDENTICAL. THE TOPICS THEMSELVES ARE NO
DIFFERENT FOR THE UNDERGRAD VERSES THE GRADUATE COURSES.
WHAT IS SLIGHTLY DIFFERENT — I WILL SAY A BIG DIFFERENCE
BETWEEN THE TWO IS IN THE GRADUATE LEVEL COURSE I DO COVER
RESEARCH DESIGN. SO I COVER WHAT AN ASSOCIATION
STUDY IS. WHAT A LINKAGE STUDY IS.
WHAT A GENOME-WIDE ASSOCIATION STUDY IS.
WHAT ALL OF THESE THINGS ARE AND HOW TO, WHEN YOU SEE IT IN THE
LITERATURE, INTERPRET WHAT YOU’RE SEEING.
THAT’S NOT OF INTEREST TO OUR UNDERGRAD STUDENTS.
AT LEAST I DON’T THINK IT WOULD BE WHEN YOU’RE TEACHING A CLASS
THE SIZE OF — WE HAVE NOW DIVIDED OUR UNDER GRADUATES UP
SO WE TEACH IT ONCE IN THE FALL AND ONCE IN THE SPRING AND SO WE
EASTERLY HAVE ABOUT 75 STUDENTS PER SEMESTER.
BUT THEY ALL USED TO BE GROUPED TOGETHER INTO 150 STUDENTS IN A
LARGE LECTURE HALL. SO THAT REALLY IMPIECED SOME OF
YOU WHAT CAN DO AND GRANTED THE MAJORITY OF STUDENTS WOULD NOT
APPRECIATE THE RESEARCH DESIGN STUFF.
SO SOME OF THE TOPICS ARE BRIT DIFFERENT BUT FOR THE MOST PART,
SAME TOPICS. WE JUST GO INTO DIFFERENT DEPTH
AND I WILL SAY THAT THE UNDERGRAD AS WELL AS THE GRADE
LEVEL, I NEVER HOLD STUDENTS TO THE CLINICAL PRESENTATION OF
DISEASE. AND THIS IS BECAUSE MY
PHILOSOPHY IS IF YOU CAN LOOK IT UP, I DON’T WANT YOU TO COMMIT
IT TO MEMORY. I RATHER YOU DEVELOP A BASIC
UNDERSTANDING, UNDERSTAND GENETICS FROM A CONCEPTUAL POINT
OF VIEW SO YOU CAN THINK ABOUT THE SITUATION.
YOU CAN ALWAYS LOOK UP WHAT THE CLINICAL PRESENTATION OF
SOMETHING IS AND THE WEEK AFTER YOU TAKE AN EXAM, YOU’RE
PROBABLY NEVER GOING TO REMEMBER WHAT THAT CLINICAL PRESENTATION
WAS. YOU’RE NOT GOING TO TRUST
YOURSELF SO YOU’RE GOING TO LOOK IT UP.
A LOT OF GENETIC CONDITIONS ARE RARE ENOUGH THAT YOU PROBABLY
WON’T TRUST YOURSELF TO YOU WHAT LEARNED A YEAR AGO, TWO YEARS
AGO, BECAUSE YOU HAVEN’T SEEN IT SINCE THEN.
SO YOU’RE GOING TO WANT TO LOOK IT UP.
BUT WHEN IT COMES TO THE CLINICAL PRESENTATION AND
BRINGING IT TO THE CLINICAL PHENOMENON.
WE DO THAT A LITTLE BIT LESS IN THE GRADUATE COURSE.
A LITTLE BIT MORE IN THE UNDER GRAT COURSE BECAUSE OUR STUDENTS
HAVEN’T DONE AS MUCH CLINICAL. WHEREAS WHEN YOU’RE TEACHING THE
GRADUATE STUDENTS AND YOU’RE BRINGING UP SOMETHING THAT IS
KINICALLY RELEVANT, SOME TESTING FOR EXAMPLE, THEY’LL ALL BE
SHAKING THEIR HEADS. THEY HEARD ABOUT IT.
YOU FEEL LIKE YOU DON’T NEED TO GO AS IN DEPTH WITH THE KIN CALL
PRESENTATION — THE CLINICAL APPLICABILITY OF THAT PARTICULAR
TOPIC, BUT THEN YOU FIND YOURSELF NEEDING TO GO INTO MORE
DEPTH ABOUT THE CONCEPTUALIZATION OF THAT TEST.
WHAT IS DONE WHEN THEY DO THAT GENETIC TESTING.
THAT SORT OF THING. AND THEN I WILL SAY WE DO HAVE
ETHICAL, LEGAL AND SOCIAL IMPLICATIONS WITHIN THE
UNDERGRAD AND GRADUATE COURSE, HOWEVER, THAT IS SOMETHING AGAIN
THAT HAS BEEN INTEGRATED THROUGHOUT THE CURRICULUM.
WE DO HAVE A STAND ALONE ETHICS COURSE AND A STAND ALONE HEALTH
PROMOTION COURSE AND BOTH OF THOSE COURSE VS ONE DAY SET
ASIDE FOR GENETIC AND GENOMIC TESTING AND FAMILY DYNAMICS AND
ALL THAT AND ALL THE IMPLICATION THAT IS GO FORWARD.
AND THAT’S DIFFERENT. THAT’S ALSO DIFFERENT AT THE
GRADE AND UNDERGRADUATE LEVEL. THE GRADUATE AND UNDERGRADUATE
LEVEL. MOST OF THE TOPICS ARE
IDENTICAL. IT’S JUST HOW IN-DEPTH
CLINICALLY VERSES HOW IN-DEPTH BASIC SCIENCE SHOULD GO.
IT’S A LITTLE BIT DIFFERENT 14 THE UNDERGRADUATE AND THE
GRADUATE AND THE EVALUATION IS DIFFERENT.
ESPECIALLY WHEN YOU TALK ABOUT A LARGE UNDERGRAD CLASS VERSES A
CLASS OF 30 GRADUATE STUDENTS WHERE YOU CAN DO OR GET MORE
CREATIVE IN HOW YOU EVALUATE THEM.
>>ON THE TRADITIONAL OR STAND ALONE COURSES, ARE THEY OFFERED
IN A TRADITIONAL WAY, FACE-TO-FACE LECTURE OR IS PART
TESTIFY ONLINE OR IS THE WHOLE COURSE ONLINE?
>>THE COURSE THAT I TAUGHT WAS TOTALLY ONLINE.
BECAUSE FIRST OF UL, THAT’S WHAT I WANTED TO DO.
AND SECOND OF ALL, I REALLY BELIEVE FOR THE STUDENT WHO IS
WORKING FULL-TIME, WHO HAS FAMILY RESPONSIBILITIES
FULL-TIME, MANY OF WHOM IN THIS DAY AND AGE ARE THE SOLE SUPPORT
FOR THEIR FAMILIES BECAUSE THEIR HUSBANDS AREN’T WORKING OR THEIR
WIVES AREN’T WORKING TO BE ABLE TOL HAVE THE FLEXIBILITY OF
BEING ABLE TO SCHEDULE WHEN YOU’RE GOING TO LEARN, I FELT
FOR ME THAT WAS VERY IMPORTANT TO BE SURE THAT THE STUDENTS HAD
AS MUCH CONTROL AS POSSIBLE AS USING PRINCIPLES OF ADULT
LEARNING. FACE-TO-FACE, YES, BUT I REALLY
BELIEVE THAT ONLINE LEARNING IS MORE RIGOROUS.
I BELIEVE THAT YOU CAN’T SIT IN THE BACK OF THE ROOM AND BE THE
QUIET ONE. EVERYONE HAS TO HAVE A VOICE.
YOU CAN’T BE THE ONE IN THE FRONT OF THE ROOM WHO IS
MONOPOLIZING THE TEACHER. EVERYONE HAS THE OPPORTUNITY TO
PARTICIPATE AND I FEEL THAT AN ONLINE COURSE ENHANCES LEARNING
IN A WAY THAT A FACE-TO-FACE COURSE DOESN’T.
>>THE 3 COURSES THAT I MENTIONED ARE ALSO ONLINE.
THEY ARE OPEN TO OUR CENTER CREDIT PROGRAMS.
SO THE HUMAN GENETICS COURSES ONLINE.
TOPICS ARE COVERED ON A WEEKLY BASIS ASSIGNMENTS SAME WAY WITH
ADVANCED PRACTICE COURSE. THAT’S A DISCUSSION TOPIC WITH A
DISCUSSION OPPORTUNITY. AND OUR UNIVERSITY PEOPLE CAN
SIGN UP FOR AS MANY AS 3 COURSES WITHOUT BEING ENROLLED IN THE
UNIVERSITY. AND THAT’S BEEN IN PLACE FOR A
LONG TIME AND MANY, MANY NURSES HAVE TAKEN COURSES FOR
PROFESSIONALS, FOR EXAMPLE, UNDER THAT FORMAT.
SO THAT’S HOW THESE COURSES ARE OFFERED AS WELL.
>>AND FOR US AT THE UNIVERSITY OF PITTSBURGH, THEY ARE
TRADITIONAL FACE-TO-FACE. THEY ARE WEB ASSISTED.
SO A LOT OF THE LECTURES ARE VIABLE ONLINE.
THE LECTURES I TALKED ABOUT WE RECORDED FROM THE EXPERTS.
THOSE ARE AVAILABLE ON DEMAND THROUGH THE WEB ASSIST.
HOWEVER, THE UNIVERSITY OF PITTSBURGH TOOK A VERY STRONG
STAND AGAINST ONLINE TEACHING AND ONLY THIS SEMESTER OPENED UP
ONLINE TEACHING AS A POSSIBILITY FOR OUR FACULTY.
SO A COURSE THAT WAS 100% ONLINE.
ONLY THIS SEMESTER, THIS IS THE FIRST TIME THEY ALLOWED US TO DO
THAT. SO IT HAS ALWAYS BEEN
FACE-TO-FACE AND BUT SOME OF THAT DECISION WAS MADE FOR US BY
THE UNIVERSITY.>>CAN YOU TELL ME WHAT THE
RATIONAL WAS FOR BEING SO STRONGLY AGAINST ONLINE AT THE
UNIVERSITY OF PITTSBURGH?>>I WON’T PRETEND TO UNDERSTAND
EXACTLY HOW THE UPPER ADMINISTRATION AT THE UNIVERSITY
WORKS. HO EVER, THEIR BIG STAND WAS THE
CALIBER OF TEACHING. THAT FELT STUDENTS GOT ONLINE
VERSE — THAT THERE WERE — YOU COULD HIDE A LOT OF POOR
TEACHERS IN ONLINE COURSES. AND SO, WE NEEDED
FACE-TO-FACE — I AND I DISAGREE WITH THAT AND I THINK IT’S A LOT
OF WORK TO DO ONLINE COURSE AND IT’S A LOT OF TIME.
HOWEVER, THAT WAS THEIR STAND THAT THEY DID NOT WANT ONLINE
COURSES AVAILABLE. THAT IF SOMEBODY WANTED THAT
THEY COULD GO ELSEWHERE TO GET IT.
AND IT HAS TAKEN THE STANCE ON MANY THINGS.
YOU CAN GO ELSEWHERE TO GET IT. WE ARE NOT GOING TO BE
EVERYTHING TO EVERYBODY. ALL RIGHT.
SO THEN WE FAST FORWARD TO THIS SEMESTER AND BECAUSE WE
ARE — NOBODY WANTS TO THINK OF A UNIVERSITY AS A BUSINESS, BUT
WHEN SOME OF YOUR BUSINESS STARTS GETTING TAKEN AWAY, YOU
START TO CHANGE. SO WHILE I ALWAYS DISAGREED WITH
THEM ABOUT THEIR STANCE ON ONLINE.
THEY WEREN’T SUPPORTING IT AND WITHOUT THE INFRASTRUCTURE TO DO
ONLINE COURSES, YOU JUST CAN’T DO IT.
SO WE HAD OUR HANDS TIED. IT HAS CHANGED NOW.
BUT AGAIN, I DO NOT CLAIM TO UNDERSTAND THE WORKINGS OF THE
UPPER ADMINISTRATION. I COMPLETELY DISAGREE WITH A LOT
OF THE THINGS THEY ORIGINALLY USED AS RATIONAL FOR NOT DOING
IT.>>ONE OF THE CHALLENGES I HAD
WITH ONLINE TEACHING AND I’VE BEEN DOING IT NOW FOR 10 YEARS
IN VARIOUS SUNDRY WAYS, IS THE PHILOSOPHY THAT YOU CAN CREATE
THE COURSE ONLINE AND THEN ASSIGN AS MANY AS 60 AND 70
STUDENTS IN AN ONLINE COURSE. IN WHICH CASE YOU SECTION THE
COURSE. I BASICALLY TEACH 6 SECTIONS AND
THAT’S YOU WHAT NEED IN THAT PARTICULAR COURSE.
EDUCATING PEOPLE IN OUR ADMINISTRATION, WE HAVE THE
ISSUES THAT WE — MY SUCCESSOR IN THE ROLE OF DIRECTOR OF
INFORMATION TECHNOLOGY HAS PRESENTED THE ADMINISTRATION
WITH EVIDENCE AS TO THE OPTIMAL SIZE FOR ONLINE TEACHING.
IT’S LIKE THAT’S NOT — YOU JUST NOT TEACHING IT RIGHT.
BUT REALLY THE EVIDENCE SAYS THAT ONCE YOU GET BEYOND ABOUT
25, IT’S VERY DIFFICULT TO HAVE THESE KIND OF INTERACTIVITIES
THAT YOU NEED IN AN ONLINE COURSE SO THE SAME AS WE HAVE TO
EDUCATE PEOPLE ABOUT GENETICS AND GENOMICS, SOMETIMES WE
SHOULD TO EDUCATE FOLKS ABOUT TEACHING STRATEGIES.
AND THERE ARE LOTS OF BALTS YOU CAN CHOOSE TO FIGHT.
>>
WE HAVE REACHED THE 3:00 P.M. POINT, WHICH IS THE CLOSE OF THE
WEBINAR. THANK YOU FOR THOSE OF YOU WHO
JOINED IN THE WEBINAR PROCESS AND WE LOOK FORWARD TO WORKING
WITH YOU IN THE FUTURE. AND FOR THOSE IN THE ROOM, IT’S
BREAK TIME. FOR 15 MINUTES.
[APPLAUSE]

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