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Background: For enhancing nursing education, we conducted concept synthesis and empirical validation of the essential genetic/genomic nursing competencies on cancer medicine for all nurses. Methods: First, 41 articles were reviewed to produce a prototype concept of the essential genetic/genomic nursing competencies on cancer medicine (Study A). Second, focus group interviews were conducted with 21 standard-level nurses in cancer care, genetic/genomic nursing practices were extracted, and these were synthesized into Study A results. Consequently, although two new nursing practices were generated, analysis was terminated because no new concepts were created (Study B). Lastly, two experts performed empirical validation for all subjects. Results: The following seven concepts were identified: "Utilization of genetic/genomic information," "Prevention of cancer including family members," "Adjustment of genome-related resources," "Attitude toward diversity in individuals," "Fulfillment of basic responsibilities," "Acquisition of specific medical knowledge," and "Awareness of the contribution of genetic/genomic medicine." Discussion: Compared with the existing genetic nursing core competencies, cancer management systems and technological reforms have led to the addition of "administration management of molecularly targeted drugs" and "harmonization with organizational and regional policies." Thus, the nursing practice behind the concept has shifted from the legally prescribed "medical treatment for injured and ill persons" to "assistance in medical care" involving family members. Others concepts included core competences of general genetic/genomic nursing similar to cancer care.
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In the 18th workshop of educators on post-graduates in Tokai University Hospital as faculty development, we held a unit of ″Career Design for Residents″ . The association between the changes in the social structure and career development of doctors was first shown, and the background of the necessity of career support was outlined. In addition, participants experienced the use of a worksheet for residents' career instruction. In the review of the workshop, the necessity of organic coordination in group guidance by the training division with individual counseling by mentors was suggested. We will continuously offer career education as career path support.
RESUMEN
<p> Since the statement made by the ECMFG, WFME Global Standards have been focused on by medical departments, and pre-graduate behavioral science education which is one of the requirements included in these standards has gained prominent attention in Japan. In Japan's society, where the birthrate is decreasing and the population is growing older, physicians are required to have a patient-centered viewpoint instead of focusing on specialized treatment and hospital-oriented medical care. It has been 10 years since early clinical training became mandatory, and there is a need to develop medical education that allows physicians to nurture their professionalism and clarify their types of competence. In addition, using materials and strategies necessary for medical practice, medical departments need to provide education in practical medical behavioral science that facilitates the comprehensive learning of professionalism, medical ethics, NBE, and medical safety.</p>