Hemşirelik ve Ebelik Öğrencilerinin Genetik Danışmanlık Rolleri ile İlgili Görüşleri

Amaç: Hemşirelik ve ebelik öğrencilerinin genetik danışmanlık rolleri ile ilgili görüşlerinin belirlenmesidir.Gereç ve Yöntem: Tanımlayıcı tipte çalışma, Mart-Nisan 2013 tarihleri arasında bir sağlık bilimleri fakültesinin toplam 130 hemşirelik ve ebelik son sınıf öğrencisiyle yapıldı. Veriler literatüre dayalı oluşturulan yedi soruluk anket formu aracılığıyla toplandı. Anket formunda yer alan ilk dört soru öğrencilerin sosyodemografik ve eğitim özelliklerini yaşı, cinsiyeti, okuduğu bölüm, genetik konusunda alınan eğitimi yeterli bulma durumu tanımlamaya yönelikti. Diğer üç soru ise genetik danışmanlık sürecindeki mesleki rol ve sorumluluklar ile genetik hastalıkların sosyal etkileri hakkındaydı. Verilerin analizi bilgisayar ortamında yapıldı ve ortalama, sayı ve yüzdeden yararlanıldı.Bulgular: Öğrencilerin çoğunluğu genetik ile ilgili aldıkları eğitimin yeterli olmadığını bildirdi. Öğrenciler hemşirelerin genetik danışmanlık rollerini çoğunlukla “genetik teste bireyi hazırlama”, “bireyin geçmiş sağlık öyküsünü alma”, “genetik testlerden önce birey ve aileye gerekli konularda danışmanlık yapma” ve “aileye psikolojik destek sağlama” şeklinde ifade etti. “Aileye psikolojik destek sağlama”, “genetik testlerin ve danışmanlık sürecinin sosyal etkileri ile ilgilenme”, “genetik test sırasında birey ve aileye gerekli danışmanlığı yapma” ve “soy ağacı çizme” ise ebelerin genetik rolleri arasında en sık belirtilenlerdi. “Genetik alanında uzmanlaşma”, “genetik test sonuçlarıyla ilgilenme”, “genetik testler ve danışmanlık süreciyle ilgili araştırmalar yapma” ise her iki mesleğinde genetik danışmanlık rolleri arasında oldukça az oranda ifade edildi. Sonuç: Genetik danışmanlık ile ilgili verilen eğitimlerin içeriği mesleğe özgü rol ve sorumluluklar doğrultusunda geliştirilmeli, bu süreçte yer alan güncel uygulamalar öğrencilere öğretilmelidir

NURSING AND MIDWIFERY STUDENTS’ OPINIONS ABOUT THEIR ROLES IN GENETIC COUNSELING

Aim: To identify nursing and midwifery students’ opinions about their roles in genetic counseling.Materials and Methods: This descriptive study was carried out between March-April 2013 with total of 130 final year nursing and midwifery students in a health sciences faculty. Data were collected through a seven-item questionnaire which was developed according to literature. The first four questions of the questionnaire were aimed to determine socio-demographic and educational characteristics of the students age, gender, department, genetics, adequate education . The other three questions were related to professional roles and responsibilities of the genetic counseling process with the social effects of genetic diseases. Data were analysed via a computer and the mean. Numbers and percentages were used in the analysis.Results: The majority of students reported that education about genetics was not sufficient. Students mostly stated nurses’ roles in genetic counselling as “preparing the patientfor the genetic test”, “taking the patient’s medical history”, “counselling the patient and his/her family members before the genetic tests”, and “supporting the family psychologically”. Most frequently stated genetic roles for midwives were “supporting the family psychologically”, “dealing with the social effects of genetic testing and counseling”, “counseling the patient and his/her family members during genetic tests” and “drawing pedigree”. ““Specialization in the field of genetics”, “dealing with genetic test results” and “conducting research on genetic testing and counseling procedures” were mentioned sparsely as roles in genetic counseling for both professions.Conclusion: The contents of genetic counseling related to education should be developed according to the occupational roles and responsibilities. Furthermore, the current practices should be taught to the students in this process

Keywords:

Midwife genetic counseling, nurse,

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