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  • ISSN: 2379-9501
    Volume 8 Issue 1
    Review Article
    Samreen Siraj*, Shyrose Sultan, Zainish Hajani, Afsheen Hirani, and Salima Siraj
    Theoretical framework plays an essential role in guiding advanced nursing practices. The theoretical foundation of nursing discipline is based on various grand and middle range theories. Despite of progressive change in nursing knowledge and care; nightingale model of care is still the basis of all nursing practice. This paper aims to discuss the implications of nightingale theory in clinical setting through a clinical scenario. It will discuss the significance of 13 canons of nightingale theory with the significance in todays advanced care. Nightingale’s theory is purely applicable in clinical setting and it guides health care professional to increase patient’s wellbeing and restore health by making alteration in the surrounding.
    Research Article
    Prisca Adejumo, Iyanuoluwa Ojo*, Mary Abiona, Ogundeji Kolawole, Odinaka Ani, OlaOluwa Yaya, Kehinde Akinyemi, Olubunmi Ajayi, Oluwamotemi Adeyoola, Toyi Aniagwu, Aderanti Adigun, Margaret Ogundeji, Abiodun Oni, Evelyn Afun, Abiola Adefolaju, Millicent Ogun, and Jesudasolami, Adewuyi
    Introduction: Final year nursing students are the nursery of the nursing profession and tomorrow’s professionals. This group of people are expected to apply personalized care in clinical practice in order to give holistic nursing care to the patient. Therefore, the researcher seeks to assess their knowledge of genomic concept and readiness for using this knowledge in practice.
    Methods: Descriptive cross-sectional design was employed in this study. A total of 347 nursing students from six schools participated in the study. Validated Genetic Nursing Concept Inventory (GNCI) on knowledge and self-developed questionnaire that assessed participants perceived readiness and curriculum content were used to elicit information. Descriptive statistics were used to present results and hypotheses were tested with chi-square p≤0.05.
    Results: All the 347(100%) of students had poor knowledge of genetics and genetic disorders. lesser than half of the respondents 122(35.2%) responded positively that they will be ready to learn about genetics and majority 103(29.7%) affirmed that there was no genetic content in their school curriculum.
    Odinaka Benardette Ani*, Prisca Olabisi Adejumo, Adubi Iyanu Ojo, Joel Ojo Aluko, and Lucia Y. Ojewale
    Purpose: Personalized nursing is becoming the order of the day, hence nurses need to be prepared to engage with genetics and genomics in practice, in order to attend to individual patient needs. There is therefore a need to identify factors that could impede integration of genetics and genomics into practice among nurses working in oncology units of a Nigerian Tertiary hospital, with the aim of providing lasting solutions to them before genetics can be integrated into oncology nursing practice.
    Design: The descriptive cross-sectional study design, using the in-depth interview was used for the study. The data was recorded, transcribed and grouped into themes and sub themes. Responses to questions were analyzed thematically.
    Results: Results from the study show that the greatest proportion of the participants were Bachelor of Nursing Science degree holders and 40.0% had 20-29 years of experience in nursing practice. Responses gotten from assessment of knowledge showed a poor knowledge of genetics and genomics as about 60% of them were not able to associate it with genes and hereditary. Also, about 95% of the participants implicated the following factors: availability of human resources, time, lack of priority for genetics in healthcare and healthcare records, shortage of staff, heavy workload, lack of motivation, financial implications, lack of interest on the part of patients among other factors.
    Conclusion: It is important to identify factors that may impede integration of genetics and genomics into oncology nursing practice, as a way to improve nurses’ readiness for its use in practice.
    Prisca O. Adejumo, Roselyn E. Ilesanmi, Toyin I. G. Aniagwu*, Babatunde O. Adedokun, Joel Aluko, Gbonjubola Owolabi, and Olufunmilayo I. Olopade
    Purpose: Nurses constitute an important cadre of health workers especially involved in counseling of individuals with genetic diseases and their families. Additionally, with the advances in genomics where genetic variants have been identified and genetic testing is now available for many diseases, genetics services will become more relevant for many other diseases in the future. The recent advances in genomics suggest an urgent need to improve on the existing genetics content of the nursing curriculum particularly in developing countries. The objective of this study is to determine the genetic and genomic content of the courses taught by nurse educators to provide a theoretical basis for students in six Schools of Nursing in Ibadan, Nigeria. This is with the view of a proposed intervention study for Nurse Educators in selected nursing programmes. Methods: This qualitative study was conducted using Focus group discussions and In-depth interviews were conducted among nurse educators in Schools of Nursing in Ibadan, southwest Nigeria. Data were collected on knowledge about genetics and genomics, genetics content of existing curriculum, and perceptions about modes of integration of genetics and genomics in existing nursing curriculum. Data were analysed using thematic analysis.

    Results: The overall impression among study participants is paucity of genetics content in the current nursing progamme curricula. Nurse educators expressed a high level of enthusiasm about training in genetics and genomics. However, there were contrasting opinions about the changes to be made to the current nursing curriculum, with educators favouring embedding genetics content into the already existing courses while others preferred a separate genetics course, because they felt the existing curriculum is overloaded. However, respondents expressed a high level of enthusiasm about a training in genetics and genomic.

    Conclusion: Nurse educators were enthusiastic about inclusion of genetics in the curricula. There is need for active engagement of the Nursing and Midwifery Council to facilitate the prompt revision of the current nursing curriculum and its adoption by nursing schools in Nigeria.

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