الفهرس 
IntroductionOnly 14 pages are availabe for public view
 |  | from | 188 |  |  |
| | | from | 188 | | |
Abstract
One out of every ten adults have a genetic defect. Genetic disorders affect about 5% of the world population with diseases. Genetic diseases result from genetic mutations or chromosomal abnormalities and easily can be passed to an individual’s offspring. Most of genetic diseases have chronic nature with no definitive cure, require lifelong management, and exerts heavy economic and psychosocial burden on patients, their families, and community. University students in their early adulthood are young enough to make effective decisions that are able to promote their health and prevent illness. They have many of important decisions to take in relation to employment, marriage, reproduction, and even the followed lifestyle, which all are affected by their health situations. Guided by adequate knowledge of genetic disorders and genetic counseling, university students as young adults will be able to reap the health benefits of genomics advancements that serves health, solves many of health problems and giving them the chance for a better healthier life. Aim of the study This study was done to assess knowledge and attitude of Tanta university students regarding genetic disorders and genetic counselling. Materials and Method Study design: - Descriptive cross-sectional study design was used in this study. CHAPTER Study settings: - This study was conducted in medical and non-medical Faculties of Tanta University. Four Faculties were selected randomly through using simple random technique (cluster sample) from the two fields; these involved Faculty of Nursing (medical field), Faculty of Pharmacy (medical field), Faculty of Arts (non-medical field) & Faculty of Engineering (non-medical field). Subjects of the study: - A stratified random sampling technique was used for selecting subjects of the study from the selected faculties. The sample size was calculated using Epi-info program and the total number of subjects in the studied sample was 1005 students. Tools of the study: - Two tools were used to collect the required data for the study (appendix I). Tool I: structured interview schedule on knowledge of university students about genetic disorders and genetic counselling. A structured interview schedule was developed by the researcher based on review of related literature and used to collect the necessary data for the study. It included the following four parts: Part I: Socio-demographic characteristics of students: This part included socio-demographic data of studied students such as age, sex, residence, field of study, parents’ level of education, parents’ job and family income. CHAPTER VII SUMMARY 107 Part II: Knowledge of university students regarding genetic disorders: This part included data about students’ knowledge of genetic disorders such as definition and types of genetic disorders. Part III: Knowledge of university students regarding genetic counselling: This part included data about students’ knowledge of genetic counselling such as definition and purpose of genetic counselling. Part IV: - Sources of university students’ information regarding genetic disorders and genetic counselling: - This part included data about the different sources of students’ information about genetic disorders and genetic counselling such as school and internet. Scoring system of students’ answers: - The total number of questions was seventeen. Each question was scored 2 points for complete correct answer, 1 point for incomplete correct or correct answer, and 0 point for incorrect or don’t know answer. The total score was calculated and equaled to 29 points and students’ level of total knowledge scores was classified as follow: - - Good → >70% of total knowledge score. - Fair → 60 - 70 % of the total knowledge score. - Poor → < 60% of total knowledge score. Tool II: A three-points Likert scale on attitude of university students toward genetic disorders and genetic counselling: - Guided by other tools in previous studies, this tool was developed (88, 99, 107-112). statements number 1&2 written by the researcher. The tool was used to assess attitude of university students toward genetic disorders and genetic counselling. Scoring system of students’ attitude: - Scoring of attitude statements (thirteen statements) was done through a three-points Likert scale (Agree (2), neutral (1), and disagree (0)). Statements number 2, 4, 7, and 12 reflected negative attitude and scored 0 point for agree, 1point for neutral and 2points for disagree with the statement. The total score of attitude statements was calculated and equaled to 26 points and students’ attitudes were classified into two categories: - - Positive attitude → > 60% of total attitude scores. - Negative attitude → ≤60% of total attitude scores. The findings of this study can be summarized according to the following: - The mean age of studied students was 21.91±0.96 years. - About two thirds (69.7%, 63.8%, 63.7%) of studied students were single, had rural residence, and were females respectively. - Less than two thirds (63.1%) of students in the sample studied in field of arts, less than one fifth (16.2%) studied in field of pharmacy, and the minority (12.3%, 8.4%) of students studied in fields of Engineering and Nursing respectively. - More than half (54.8%) of studied students had moderate family size, about one third (32%) had large families, and the minority (13.2%) of students had small families. - Less than two thirds (63.2%) of students had moderate family income, about one third (30.3%) had low family income, and the minority (6.5%) of students had high family income. - The majority (82.8%) of students’ fathers were employed and about three quarters (73.5%) of students’ mothers were housewives. - More than one third (35.6%) of students’ fathers had secondary education, one third (32.7%) had university education, and less than one fifth (16%) were illiterate. The minority (3.3%) of students’ fathers had post graduate degree. - More than one third (36%) of students’ mothers had secondary education, more than one quarter (27.3%) were illiterate, and less than one fifth (19.4%) had university education. The minority (2.7%) of students’ mothers had post graduate degree. - The majority (77.8%) of studied students didn’t hear about genetic counselling before this study. - The minority (3.4% and 11.9%) of studied students had personal and/or family history of genetic diseases respectively. - About one fifth (21%, 20.2%) of studied students didn’t know their personal or family history of genetic diseases. - Internet was the main source of students’ information regarding genetic disorders (reported by 54.2% of students) and genetic counselling (reported by 17.8% of students). - Three quarters (75%) of students hadn’t any source of information about genetic counselling. - The majority (77.6%) of studied students had poor total knowledge scores about genetic disorders & genetic counselling and only 10% of studied students had good total knowledge scores. - Most (87.2%) of studied students expressed positive attitude toward genetic disorders and genetic counseling. - There was a positive linear correlation of statistical significance between age of studied students and their total knowledge scores (r = 0.196, p = 0.001) and total attitude (r = 0.075, p=0.018) scores. - There was a statistically significant relation between field of study and total knowledge scores of students (X2 = 50.015, p = 0.001). Medical students demonstrated better knowledge scores than non-medical students. - There was a statistically significant relation between sex of students and their total knowledge scores regarding genetic disorders & genetic counseling (X2 = 24.001, p = 0.001). Females had better knowledge than males. - There was a statistically significant relation between marital status of students and their total knowledge scores regarding genetic disorders & genetic counseling (P = 0.037). - There was no statistically significant relation between the family size of students and their total knowledge scores of genetic disorders and genetic counseling. - There was a statistically significant relation between students’ family income and their total knowledge scores regarding genetic disorders and genetic counseling (X2=13.212, p=0.01). - There was a statistically significant relation between levels of father education and total knowledge scores of students regarding genetic disorders and genetic counseling (X2=31.545, p=0.001). - There was a statistically significant relation between level of mother education and total knowledge scores of students regarding genetic disorders and genetic counseling (X2=40.60, p=0.001). - There was a statistically significant relation between employment of fathers and total knowledge scores of students regarding genetic disorders and genetic counseling (X2=10.344, p=0.006). - There was a statistically significant relation between employment of mothers and total knowledge scores of students regarding genetic disorders and genetic counseling (X2=55.681, p=0.001). - There was a statistically significant relation between sex of students and their total attitude scores towards genetic disorders & genetic counseling (X2=17.200, p=0.001). Females showed more positive attitude. - There was a statistically significant relation between field of study and total attitude scores of students towards genetic disorders and genetic counseling (X2=26.942, p=0.001). Medical students demonstrated better attitude scores than non-medical students. - There was a positive linear correlation of statistical significance between total knowledge scores and total attitude scores of studied students (r = 0.295, p=0.001). Based on the results of this study, the following recommendations were suggested: 1- Integration of modern genomics into basic and advanced educational programs in Egypt. 2- Highlighting the importance of family history (a minimum of three generations & including 1st, 2nd, and 3rd degree relatives), genetic testing and genetic counselling as a mean that is used for prevention of genetic diseases in individuals and their offspring among university students through educational campaigns, booklets and brochures. 3- Genetic carrier screening of university students through their personal and family health history for early detection of carriers, genetic conditions, and chances of disease occurrence in offspring. Genetic carrier tests of prevalent genetic diseases among Egyptians should be made available for university students with accepted costs and adequate coverage. 4- Integration of genetics/genomics nursing specialty into all nursing educational programs. 5- Time have come for the establishment of genetics and genomics nursing department at the faculties of nursing. There are thousands of genetic diseases, many of health problems that have genetic roots, and advancements in genetics and genomics capabilities are not limited to a specific period of time. 6- Increasing media coverage of important genetic counseling issues on TV, radio, newspapers, magazines and internet.