| Course | NUR 610 Genomics and Population Health |
|---|---|
| Module | Module 7 |
| Paper type | Final presentation, slides with speaker notes |
| Length | About 811 words, 5 pages |
| Format | APA 7 slide deck with speaker notes |
| School | Arizona State University |
| Program | MS in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 610 Module 7
Finding the Families: A Case Study of Cascade Screening for Familial Hypercholesterolemia
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
NUR 610: Genomics and Population Health
Instructor Name
Month Day, Year
Slide 1: Finding the Families
A case study of a county cascade screening program for familial hypercholesterolemia (FH). Frameworks: socioecological model, CDC tiers of evidence, Kass's public health ethics framework, health equity.
Speaker notes: Today I present a case study of a program my composite county health department could build to find families with familial hypercholesterolemia. I will apply four frameworks from our course and end with questions for discussion.
Slide 2: The Condition and the Gap
About 0.32% of people, roughly one in 313, have FH. Very high LDL from birth; early heart disease without treatment. Treatment is effective. Most U.S. cases are undiagnosed.
Speaker notes: FH is common, about one in 313 people worldwide (Beheshti et al., 2020). From birth, LDL runs very high, and untreated patients have heart attacks young, yet the condition responds well to treatment. The public health problem is that most people with FH have never been diagnosed (Knowles et al., 2017).
Slide 3: Why Cascade Screening
Each diagnosed person has first-degree relatives with a 50% chance of carrying the variant. Testing relatives finds new cases efficiently. CDC Tier 1 application.
Speaker notes: Because FH is usually inherited in a dominant pattern, parents, siblings and children of someone with FH each face roughly even odds of carrying it. Cascade screening follows those links. The CDC tier system places FH cascade screening among Tier 1 applications with evidence strong enough to support implementation (Dotson et al., 2014).
Slide 4: Who Gets Missed: The Socioecological Model
Individual: low awareness, fear of insurance effects. Interpersonal: families separated by distance or estrangement. Organizational: clinics that do not flag high LDL. Community: few specialists outside cities; mistrust. Policy: uneven coverage.
Speaker notes: My Week 2 analysis showed that finding FH is a social process. Upstream social determinants shape who reaches testing (Braveman et al., 2011). A program must be designed for the people the current system misses.
Slide 5: Program Design
Find index cases through community clinic LDL alerts (190 mg/dL or higher) and referral. Offer genetic counseling and testing. Support family notification: patient-led letters, or health department contact with written permission. Link relatives to testing and treatment. Bilingual staff; tribal partnerships on tribal terms.
Speaker notes: The program would start in community health centers, where an electronic alert flags very high LDL. Patients would be offered counseling and testing, then given a choice of how relatives are notified. The health department would offer direct contact only with written permission.
Slide 6: Ethics: Kass's Six Questions (1-3)
Goals: reduce early heart disease in FH families. Effectiveness: cascade screening identifies new cases; treatment lowers risk. Burdens: privacy, anxiety, insurance concerns, family conflict.
Speaker notes: Applying Kass's framework (Kass, 2001), the goals are clear and the evidence of effectiveness is strong. The burdens are real, especially privacy within families, where news of a genetic condition can reveal information a relative did not choose to share.
Slide 7: Ethics: Kass's Six Questions (4-6)
Minimize burdens: consent for contact, letters that do not name the index patient unless agreed, information on legal protections. Fair implementation: community clinics, multiple languages. Fair balancing: community advisory group.
Speaker notes: Burdens can be reduced through consent, careful letters and clear information. Fairness requires that the program reach uninsured and non-English-speaking families, and a community advisory group would help decide which burdens are acceptable.
Slide 8: Equity Analysis
Risk: program reaches mainly insured families already connected to care. Safeguards: community clinic entry points, free testing for uninsured relatives, tracking participation by language, insurance and ethnicity.
Speaker notes: My Week 7 post warned that genomic tools can widen disparities (Martin et al., 2019). FH testing does not depend on ancestry-biased scores, but the program could still reach mainly privileged families. Tracking who participates lets us correct course.
Slide 9: Evaluation
Process: index cases identified; percentage offering family notification; relatives contacted. Outcome: relatives tested; new FH diagnoses; treatment started. Equity: participation by insurance, language and ethnicity.
Speaker notes: Evaluation would track each step from index case to treated relative, with an equity lens on every measure. A key indicator is the number of new diagnoses per index case.
Slide 10: Lessons From the Case
Proven genomic applications can be public health programs. Social determinants decide who benefits. Ethics frameworks turn enthusiasm into conditions. Equity must be measured, not assumed.
Speaker notes: This case taught me that genomics in public health is mostly about systems: who is found, how families are reached and whether the program is fair. The science of FH is settled; the public health work is not.
Slide 11: Questions for Discussion
Should health departments ever contact relatives without the index patient's consent? How should tribal nations shape programs like this? What would make you trust a letter about your relative's genetic test?
Speaker notes: I would like to close with these three questions. Each reflects a tension we discussed this semester, and I look forward to your views.
References
Beheshti, S. O., Madsen, C. M., Varbo, A., & Nordestgaard, B. G. (2020). Worldwide prevalence of familial hypercholesterolemia: Meta-analyses of 11 million subjects. Journal of the American College of Cardiology, 75(20), 2553-2566. https://doi.org/10.1016/j.jacc.2020.03.057
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
Dotson, W. D., Douglas, M. P., Kolor, K., Stewart, A. C., Bowen, M. S., Gwinn, M., Wulf, A., Anders, H. M., Chang, C. Q., Clyne, M., Lam, T. K., Schully, S. D., Marrone, M., Feero, W. G., & Khoury, M. J. (2014). Prioritizing genomic applications for action by level of evidence: A horizon-scanning method. Clinical Pharmacology & Therapeutics, 95(4), 394-402. https://doi.org/10.1038/clpt.2013.226
Kass, N. E. (2001). An ethics framework for public health. American Journal of Public Health, 91(11), 1776-1782. https://doi.org/10.2105/AJPH.91.11.1776
Knowles, J. W., Rader, D. J., & Khoury, M. J. (2017). Cascade screening for familial hypercholesterolemia and the use of genetic testing. JAMA, 318(4), 381-382. https://doi.org/10.1001/jama.2017.8543
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
NUR 610 Module 7 instructions, in plain terms
The current syllabus describes the final presentation, worth 20% of the course, as a 30-minute presentation on a case study in genomics and population health that applies frameworks learned throughout the class. Slides are uploaded before student presentations in Week 14, and the outline assignment earlier in the term helps students choose and scope the topic. Expect the presentation to define the case, apply several course frameworks, make an ethics-based argument and engage classmates in discussion. Confirm timing, slide format and upload deadlines with your instructor, since this campus course meets in person. Many students build the presentation from their outline's recommended topic and the instructor's feedback, then rehearse it aloud to fit the time.
Inside the NUR 610 Module 7 example
Eleven slides move from the condition and the diagnosis gap to justification, design, ethics, equity and evaluation, and end with discussion questions. Each framework from the course gets a slide or two: the socioecological model, the tier system, Kass's six questions and the equity lens. Speaker notes explain each slide in sentences that could be spoken, with citations in the notes. Earlier boards are referenced to show how the presentation builds on the semester's work, and six sources support the case. The program design slide gives enough detail to evaluate, which is what lets the ethics and equity slides reach conclusions rather than generalities. Discussion questions close the talk.
Reading the NUR 610 Module 7 grading rubric
Final presentations are commonly graded on a clearly defined case, accurate science, rigorous application of course frameworks, a coherent ethics-based argument, attention to equity and population health, organization, timing and engagement of the audience. Faculty look for presentations that apply frameworks to reach conclusions rather than only describing them. Program design with evaluation measures shows translation to practice. Ending with genuine questions supports the discussion-based format of the course. Citations on slides or in notes are expected. Presenters who connect the case to earlier course weeks show integration across the semester, which faculty often reward. Handling questions thoughtfully is part of engagement. Clear slides support the spoken argument.
NUR 610 Module 7 help: mistakes that cost marks
The most common weakness is a presentation that describes a genomic condition at length and applies frameworks only briefly. Spend most of the time on analysis. Another is running over time; rehearse with a timer. Use fewer words on slides and more in your spoken explanation. Make your ethical position clear. Prepare questions that invite disagreement. If you would like help building a case study presentation from your outline, send the outline and frameworks to the desk. Plan about two to three minutes per slide for an eleven-slide, 30-minute talk, and leave time for discussion at the end. Upload slides before the deadline. Cite sources in your notes and on a final reference slide, and make sure every figure matches its source.
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.
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NUR 610 Module 7 questions, answered
Where can I find a free NUR 610 Module 7 sample paper?
The final case study presentation is above in full: eleven slides with notes on cascade screening for familial hypercholesterolemia, applying the socioecological model, CDC tiers, Kass's framework and an equity lens.
How long is the NUR 610 final presentation?
The syllabus describes a 30-minute presentation on a case study in genomics and population health.
What frameworks should the NUR 610 presentation use?
Frameworks learned in the course, such as the socioecological model, public health ethics frameworks like Kass's, evidence tiers and health equity concepts.
When are NUR 610 presentation slides due?
The syllabus asks students to upload final presentation slides before the start of the presentation class in Week 14.
How should I end my NUR 610 presentation?
With a summary of lessons and specific questions that invite classmates to discuss the case's ethical tensions.