NUR 610 Module 5 Health Equity and Genomics Discussion Example

Reviewed by Ingrid Vasterling, MSN, RN Arizona State University Updated October 2026

This NUR 610 Module 5 sample is the Week 7 discussion on health equity and genomics in ASU's Genomics and Population Health course for the MS in Nursing. ASU NUR 610 asks students to distinguish health equity from health inequality and to consider the unintended consequences of genomic research and applications for diverse populations. The composite public health nurse examines polygenic risk scores, which combine many genetic variants to estimate disease risk, and the evidence that current scores are several times more accurate for people of European ancestry. She explains why using them in clinics could widen disparities, connects the problem to the structural causes of inequity, proposes conditions for fair use, and replies to two classmates.

CourseNUR 610 Genomics and Population Health
ModuleModule 5
Paper typeDiscussion post with two peer replies
LengthAbout 790 words
FormatDiscussion post with APA 7 citations
SchoolArizona State University
ProgramMS in Nursing
UpdatedOctober 2026

Free sample paper for NUR 610 Module 5

1

Discussion Board: Health Equity and Genomics

A Score That Sees Some People Better Than Others: Polygenic Risk, Ancestry and Health Equity

Initial Post

Health inequality describes differences in health between groups. Health inequity refers to differences that are unfair and avoidable, rooted in social conditions such as income, education and discrimination (Braveman et al., 2011). The distinction matters for genomics, because a new tool can create an inequity even when no one intends it.

Polygenic risk scores are a clear example. A polygenic score adds up the small effects of many genetic variants to estimate a person's risk of conditions such as coronary artery disease or type 2 diabetes. These scores are being marketed and tested for use in clinics. But a 2019 analysis showed that today's scores predict risk several times better for people of European descent than for anyone else (Martin et al., 2019). The cause is not biological: it is that the genome-wide association studies used to build the scores have overwhelmingly included people of European descent. As the authors note, clinical use of current scores would systematically give greater benefit to European-descent populations.

Imagine a clinic in Phoenix that begins using a polygenic score to decide who should start cholesterol-lowering medication early. A white patient might receive a fairly accurate estimate, while a Latino, Black or Native American patient receives a less reliable one, leading to under-treatment or over-treatment. The tool appears neutral, yet it delivers better care to one group. That is an inequity created by research decisions made years earlier.

West et al. (2017) argue that genomics research has missed opportunities to reduce disparities by focusing on discovery rather than on the social and structural factors that drive them. Polygenic scores show both sides of that problem: the research base is not diverse, and even a perfect score would not address the housing, food and care access that shape heart disease risk far more than genes.

I think fair use of polygenic scores would require at least three conditions. First, scores should not be used in clinical decisions for groups in which they have not been validated. Second, research funders should prioritize diverse cohorts, which Martin et al. (2019) found can improve accuracy even with smaller sample sizes. Third, clinics should continue to rely on proven, ancestry-neutral measures, such as cholesterol levels and blood pressure, which already identify most people at risk.

For public health nurses, the lesson is to ask of every new genomic tool: for whom does it work, and who might it leave behind?

Reply to Hannah

Hannah, your post described the history of genetic research with the Havasupai Tribe, where blood samples given for diabetes research were used for other studies without consent. That history is essential context for this week's question. It helps explain why some Native American communities are wary of genomic research, which in turn contributes to the lack of diversity that makes tools like polygenic scores less accurate for them. The answer cannot be simply to recruit more participants. As you noted, tribal nations increasingly set their own rules for research, including community control over data and samples. I think genomic equity depends on research partnerships that respect those rules, even when they slow research down. Do you think large national programs can work within tribal research codes, or will tribes need their own programs to benefit from genomics on their own terms? Some tribal nations have built their own research review boards and data agreements, which could become models for how large programs work with sovereign communities. That approach takes time, but it may be the only one that rebuilds trust.

Reply to Kevin

Kevin, you argued that polygenic scores should be used now because some information is better than none. I understand the appeal, especially for people at high risk. But the evidence (Martin et al., 2019) suggests the problem is not only less information for some groups; it is systematically uneven benefit that could widen existing gaps in heart disease and diabetes outcomes. A tool that improves care for one group while doing little for another increases inequity, even if no one is harmed directly. I also wonder whether scores add much to what clinicians can already measure cheaply, such as cholesterol and family history. Your idea of using scores only in research until they are validated across ancestries seems like a reasonable compromise. Would you support requiring ancestry-specific validation before any clinical use, similar to how drugs must show safety in the populations that will use them? A standard like that might slow adoption, but it would protect patients from tools that look precise but are not, and it would create a strong incentive for developers to include diverse participants from the start rather than adding them later.

References

Braveman, P., Egerter, S., & Williams, D. R. (2011). The social determinants of health: Coming of age. Annual Review of Public Health, 32, 381-398. https://doi.org/10.1146/annurev-publhealth-031210-101218

Martin, A. R., Kanai, M., Kamatani, Y., Okada, Y., Neale, B. M., & Daly, M. J. (2019). Clinical use of current polygenic risk scores may exacerbate health disparities. Nature Genetics, 51(4), 584-591. https://doi.org/10.1038/s41588-019-0379-x

West, K. M., Blacksher, E., & Burke, W. (2017). Genomics, health disparities, and missed opportunities for the nation's research agenda. JAMA, 317(18), 1831-1832. https://doi.org/10.1001/jama.2017.3096

NUR 610 Module 5 instructions, in plain terms

The syllabus posted for this term sets Week 7 on health equity and genomics, with objectives to differentiate health equity from health inequality, understand the nuances of promoting equity in genomics among diverse populations, and distinguish potential unintended consequences of genomic research and applications. The usual 500-word Friday post and two 250-word Tuesday replies apply, and the conversation carries into class. The instructions usually call on you to define the terms, analyze an equity issue in genomics, and propose how it could be addressed. Assigned readings for the week should anchor your analysis. Many students draw on earlier weeks here, since equity connects the social determinants, ethics and precision medicine discussions that came before.

Inside the NUR 610 Module 5 example

The post opens by distinguishing inequality from inequity with a reading, then introduces polygenic scores and the evidence on ancestry-related accuracy. A local composite example shows how an apparently neutral tool could deliver uneven care. A second reading connects the problem to structural causes, and the writer proposes three conditions for fair use. The last line turns the analysis into a question nurses can ask of any tool. Each reply connects a classmate's point to the equity argument and ends with a question for class. The post keeps the science brief, one paragraph on how scores are built, so most of the word count goes to equity analysis and proposals. Its closing question gives the class a tool to reuse.

Where the marks sit in the NUR 610 Module 5 rubric

Equity discussions are usually graded on accurate definitions, a clear example of an equity issue in genomics, analysis of causes and unintended consequences, realistic proposals, use of readings, and replies that deepen the discussion, along with word counts and deadlines. High-scoring posts tend to be ones that explain how inequity arises from research and implementation choices rather than from biology. Proposals with specific conditions show applied thinking. Respectful engagement with classmates who hold different views, using evidence, supports the course's discussion-based format. Posts that explain the cause of inequity precisely, such as who was included in the studies that built a tool, show the analytical depth this week is designed to build.

NUR 610 Module 5 help from the desk

Students often use the terms equality, equity and inequality interchangeably. Define them precisely. Another mistake is attributing disparities in genomic tools to biological differences rather than research design. Explain the cause. When discussing specific communities, use accurate history and respectful language. Propose something concrete. Keep replies focused on the classmate's argument. If you would like help analyzing a genomic equity issue for this board, send us the prompt. If you discuss a specific community's experience with research, use well-documented sources and describe events accurately and respectfully. Avoid claiming a tool harms a group without evidence; describe the risk carefully. Link your proposal to the week's readings.

Write yours, or have the desk draft it

This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

More NUR 610 and MS in Nursing sample papers

NUR 610 Module 5 questions, answered

Where can I find a free NUR 610 Module 5 sample paper?

The health equity discussion is on this page in full: polygenic risk scores and ancestry, how a neutral tool can create inequity, conditions for fair use, two replies and references.

What is the difference between health equity and health inequality?

Inequality is any difference in health between groups; inequity is a difference that is unfair and avoidable, rooted in social conditions.

What is a polygenic risk score?

A number that combines the small effects of many genetic variants to estimate a person's risk of a condition such as heart disease.

Why are polygenic risk scores less accurate for some groups?

Because the studies used to build them have mainly included people of European ancestry.

How can genomics promote health equity?

By diversifying research, validating tools across populations, partnering respectfully with communities and continuing to address social determinants.