DNP 810 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action

Grand Canyon University DNP 810 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action-Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University DNP 810 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for DNP 810 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action                           

Whether one passes or fails an academic assignment such as the Grand Canyon University DNP 810 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for DNP 810 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action                         

The introduction for the Grand Canyon University DNP 810 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for DNP 810 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action                         

After the introduction, move into the main part of the DNP 810 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for DNP 810 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action                         

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for DNP 810 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action                           

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for DNP 810 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action

Re: Topic 8 DQ 2

Genetic and genomic applications are diverse and generalizing about the psychosocial harms of testing in these areas is challenging. Some interrelated factors about genetic and genomic testing must be understood. The first regards the characteristics of the genetic variants themselves, including the likelihood of developing a health condition when the variant is present and the range of severity in the health outcome when the variant is present. These bear on what risk information would be conveyed to an individual who has undergone the testing and how serious those results would be. A second factor concerns the nature of the health condition with which the variant is associated. It is one thing to test for cystic fibrosis and another to test for type 2 diabetes; each has its own range of health impacts, prognosis, and prevention or treatment options. The purpose of the testing is the goal to diagnose an already existing set of symptoms, assess risk for future disease, facilitate an intervention to prevent a disease from occurring. The context in which the testing is done is the test being conducted in a clinical setting with an individual who already has a familial risk for a disease, or is it being applied as a large-scale population screen among individuals with unknown prior risk. The impact of genetic and genomic testing has examined its use as a means of predicting and preventing a disease in pre-symptomatic individuals, the testing is often used to assist in narrowing down or confirming a diagnosis for individuals who are already experiencing symptoms. In the midst of symptom management and diagnostic processes, there is less likely to be time to conduct extensive genetic counseling or space for emotional processing by patients. Therefore, it is valuable to consider how the response of symptomatic patients to genetic and genomic testing may differ from other testing contexts American Society of Human Genetics,2020).

Genetic testing can provide only limited information about an inherited condition. The test often cannot determine if a person will show symptoms of a disorder, how severe the symptoms will be, or whether the disorder will progress over time. Another major limitation is the lack of treatment strategies for many genetic disorders once they are diagnosed. Many of the risks associated with genetic testing involve the emotional, social, or financial consequences of the test results. People may feel angry, depressed, anxious, or guilty about their results. In some cases, genetic testing creates tension within a family because the results can reveal information about other family members in addition to the person who is tested. The possibility of genetic discrimination in employment or insurance is also a concern (F. Vansenne, P. M. Bossuyt, and C. A. de Borgie, 2019).

References

American Society of Human Genetics, American College of Medical Genetics. (2020). Points to consider: Ethical, legal, and psychosocial implications of genetic testing in children and adolescents. American Journal of Human Genetics, 57, 1233-1241.

63. Vansenne, P. M. Bossuyt, and C. A. de Borgie, “Evaluating the Psychological Effects of Genetic Testing in Symptomatic Patients: A Systematic Review,” Genetic Testing and Molecular Biomarkers13 (2019): 555– 63.

Sample Answer 2 for DNP 810 There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action

Genetic research studies consider two general categories of ethical and social issues: genetic privacy and discrimination. Genetic privacy concerns also reside within criminal contexts because federal involvement can override the genealogical privacy of criminal suspects and the acquirement of genetic samples (Evans & Jarvik, 2015). The shared genetic information between family members also raises privacy concerns for relatives. The compromise of genetic privacy can ensue should testing companies be allowed the accessibility of your genetic information or if your data is stolen (Evans & Jarvik, 2015). Genetic testing results may impact your ability to obtain life, disability, or long-term care insurance (Tenenbaum & Goodman, 2017). Furthermore, genetic discrimination can follow through under the circumstances surrounding the differing treatment of either insurance company or employer due to a genealogical mutation responsible for inducing or heightening risks concerning an inherited disorder. Fear of discrimination is a common concern among people considering genetic testing (Tenenbaum & Goodman, 2017).

GINA, otherwise recognized as “The Genetic Information Nondiscrimination Act,” is an anti-discrimination law that exempts privacy-related involvement (Tenenbaum & Goodman, 2017). Moreover, this specific act is a preventative measure for both Medicare supplemental plans and group health. However, this act excludes life, disability, or long-term care plans—from using genetic information to discriminate against you regarding insurance (Tenenbaum & Goodman, 2017). In addition, title II of GINA prohibits using genetic information to discriminate in employment decisions, such as hiring, firing, and promoting (Tenenbaum & Goodman, 2017). An Executive Order accompanying GINA acts as a prohibitive measure concerning federal government agencies, which obstructs their ability to obtain gene-related information on either job applicants or employees and utilize similar information for hiring and promotion decisions (Tenenbaum & Goodman, 2017).

In 2013, HIPAA regulations were amended through the HIPAA Omnibus Rule, enabling the inclusion of genetic information in the definition of Protected Health Information (PHI) (Evans & Jarvik, 2015). Moreover, this specified rule serves as a preventive measure for employing that data for other variants regarding the plan of medical care but not for a long or otherwise lifetime duration (Evans & Jarvik, 2015).

As an advocate, it is essential to increase awareness of genetic testing, awareness of genetic nondiscrimination laws, concern about genetic discrimination in determining life insurance eligibility and cost, and the perceived importance of genetic nondiscrimination laws that address life insurance (Parkman et al., 2015). Continued dialogue regarding how GINA protects the privacy of and guards against the misuse of genetic information obtained through research (Parkman et al., 2015). The law reassures research participants that they can volunteer for studies without it harming their job or health insurance. The growing concern about employers needing to obtain or disclose genetic information about employees or potential employees under most circumstances. Genetic testing and employers’ use of genetic information should be permitted in the following situations to ensure workplace safety and health and preserve research opportunities (Parkman et al., 2015). California Governor Gavin Newsom signed the Genetic Information Privacy Act (GIPA) into law recently, which went to effect in January. The law requires genetic testing companies to be transparent about data collection practices regarding genetic data and obtain written consent from individuals to use the data (Parkman et al., 2015).

References

Evans, B. J., & Jarvik, G. P. (2018). Impact of HIPAA’s minimum necessary standard on genomic data sharing. Genetics in Medicine, 20(5), 531-535.

Parkman, A. A., Foland, J., Anderson, B., Duquette, D., Sobotka, H., Lynn, M., … & Cox, S. L. (2015). Public awareness of genetic nondiscrimination laws in four states and the perceived importance of life insurance protections. Journal of genetic counseling, 24(3), 512-521.

Tenenbaum, J. D., & Goodman, K. W. (2017). Beyond the Genetic Information Nondiscrimination Act: ethical and economic implications of excluding disability, long-term care and life insurance. Personalized medicine, 14(2), 153-157.

DNP 810A Reflective Journal Sample Answer

DNP 810A Reflective Journal  

A reflection comes at the end of a course, where a student gets a chance to self-reflect on the achievements made in the course and potential challenges witnessed during the course. As such, the current reflection essay purposes of presenting learnings and experiences achieved during the Grand Canyon University’s DNP 810A: The emerging areas of human health. The challenges and achievements related to fulfilling the course objectives and the American Association of Colleges of Nursing Essentials of DNP will be explored (Ahmed et al., 2018). The importance of the American Association of Colleges of Nursing Essentials of DNP emanates from the fact that DNP students are required to meet the essentials to be considered competent. 

The Reflection 

The major focus of undertaking the DNP 810A was to achieve the formulated course objectives. Therefore, course activities and learning experiences were important for completing direct practice improvements and course objectives. Learning aspects, strategies, and approaches were employed to help to meet the AACN essentials and the course objectives. For example, discussion questions related to weekly course topics were undertaken. These discussions were all revolving around emerging areas of human health hence key to completing the course objectives. In addition, weekly assignments were done throughout the course to help explore more and develop a deeper understanding of the emerging areas of human health hence achieving the AACN essentials. 

The DNP-810A course was particularly important in driving the DNP candidate towards acquiring the needed knowledge key in patient diagnosis and practice management through making appropriate and relevant decisions. The DNP candidate was also able to participate in research and literature search to study current trends in strategies for improving human health, acquisition of skills used in coaching communities, patients, and their families on the importance of health and why it is important to approach human health from a holistic perspective. Therefore, the following specific essentials were achieved during DNP 810-A. 

Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice 

DNP essential number III is one of the essentials that was directly achieved by undertaking DNP 810A. As part of the course, the DNP candidate explored genetics and how it relates to chronic conditions. Therefore, such a study ensured that the student explored evidence-based practice and analyzed the presented evidence through analytical methods on the current trends used in managing and treating such genetic disorders. In addition, other aspects were also explored, including disease prevalence and incidence and why family members should be included in such care efforts and strategies. These were all achieved by exploring a case study which was studied throughout the weeks of the study (Al-Alawi et al., 2019). In efforts to find out the best management and treatment strategies, a literature review was accomplished in search of the best evidence, hence contributing to the development of analytical skills. Genetic disorders’ clinical aspects were also studied in this course which was again important in the development of clinical scholarship. 

Essential V: Health Care Policy for Advocacy in Health Care 

The next essential that was accomplished through DNP 810 is essential number IV, health care policy for advocacy in health care. As in the case of the essential discussed earlier, assignments and discussions were completed dealing with the health care policy related to the various current healthcare issues like genetics. As part of the course, a case study involving genetics was explored and the impacts that genetics have on policy and policy formulation. The implication is that the DNP candidate was able to study more policy hence acquiring valuable skills and knowledge related to healthcare policy and advocacy (Phillips et al., 2018). Even though there is always a need to improve patient care and ensure that patients have better outcomes, several factors influence such outcomes. For example, health care policy has been known to impact the quality of patient care services offered to the patient. As such, it was key that the DNP students participate in activities and course aspects that improve skills related to healthcare policy and advocacy.  

Essential VII: Clinical Prevention and Population Health for Improving the Nation’s Health 

The next DNP essential met in the DNP 810A course is essential number seven which focuses on the clinical prevention and population health for improving the health of a nation. In some of the weeks’ assignments, illnesses connected to genetic disorders and diagnostic strategies that can be used for the conditions were explored. Therefore, the student was able to acquire skills in clinical prevention. Class discussions were also key in the achievement of the essential; for example, evaluation of the impact of treatment options chosen, selecting treatments, diagnosis, patient screening, counseling, and nutritional assessments were all undertaken (Ahmed et al., 2018). The discussions covered several aspects of clinical prevention and population health hence helping the DNP leaner to meet the requirement of the DNP essential number seven. 

Conclusion 

This reflection essay has focused on various achievements accomplished by the DNP candidate by completing the Grand Canyon University’s DNP 810 A course. The achievements are related to the course objectives and the DNP essentials. The class assignments and discussion questions undertaken throughout the course were all key in achieving the course objectives and the DNP essentials. In particular, DNP essentials number III, V, and VII were all achieved by completing the course. 

References 

Ahmed, D. N. P., Stephanie, W., WHNP, L. C., Davis, D. N. P., Sheila, M., & Fuller Ph.D., D. N. P. (2018). DNP Education, Practice, and Policy. Springer Publishing. 

Al-Alawi, K., Al Mandhari, A., & Johansson, H. (2019). Care providers’ perceptions towards challenges and opportunities for service improvement at diabetes management clinics in public primary health care in Muscat, Oman: a qualitative study. BMC health services research, 19(1), 1-17. https://doi.org/10.1186/s12913-019-3866-y. 

Phillips, K. A., Deverka, P. A., Hooker, G. W., & Douglas, M. P. (2018). Genetic test availability and spending: where are we now? Where are we going?. Health Affairs, 37(5), 710-716. https://doi.org/10.1377/hlthaff.2017.1427