Amy Nicole Burne Johnston

Solution Focused Teaching: A Transformative Approach to Teaching Nursing

Nurses work in complex health care systems, which today are based not only on medical treatment and cure, but also on enabling individuals and strengthening communities. This paper describes a curriculum approach to teaching nursing in an Australian university which seeks to prepare students for this environment. Underpinned by transformative education principles, and termed Solution Focused Nursing, specific teaching and learning strategies are discussed. A goal is to cultivate critical thinkers and knowledge workers, that is, nurses who are not only able to work skillfully, strategically, and respectfully with clients, but who also demonstrate discernment, optimism, and vision about nursing and health care.

APP is required during an early phase of memory formation

The amyloid β/A4 protein precursor (APP) has been shown to be implicated in age‐associated plastic changes at synapses that might contribute to memory loss in Alzheimers disease. As APP has previously been reported to have multiple functions during normal development, we have employed a one‐trial passive avoidance task in day‐old chicks to study its role in the process of memory formation. Administration of anti‐APP antibodies, injected 30 min pretraining, prevented memory for a one‐trial passive avoidance task in day‐old chicks without effects on general behaviour or initial acquisition. Amnesia was apparent by 30 min post‐training and lasted for at least 24 h. The same result was obtained by down‐regulation of APP expression by APP‐antisense, injected 8–12 h pretraining. However, injections of anti‐APP antibodies or APP antisense at later post‐training time did not cause amnesia for the task. Unlike antibodies and antisense, injection of the APP328–332 pentapeptide, in either orientation, 30 min pretraining, rescued the memory and prevented antisense‐induced amnesia. The post‐training time within which the antibody‐ and antisense‐induced amnesia, and within which the APP peptides prevent amnesia, correspond to that during which memory formation is vulnerable to disruption of the putative signal transduction functions of APP. These results suggest that: (i) APP is required during an early phase of memory formation, and (ii) the memory enhancing effect of secretory APP is localized within a 5‐mer sequence of growth‐promoting domain.

Light experience and the development of behavioural lateralisation in chicks II. Choice of familiar versus unfamiliar model social partner

In late-stage embryos of domestic fowl, exposure of the right eye to light entering through the shell induces asymmetry of the thalamofugal visual pathway, together with differences in performance according to whether the right or left eye (RE, LE) is in use (Behav. Brain Res. 38 (1990) 211). Nevertheless, at least some of the main specialisations of the right and left eye systems (RES, LES) are not dependent on such exposure. Higher ability of LES to assess and respond to novelty is present in dark-incubated (Da) chicks. This is probably also true of RES ability to control response, and specifically to inhibit shift to an alternative response (i.e. to a novel stimulus). We imprinted chicks on red table-tennis balls with a horizontal, white strip on their equator. At test, they chose between this and a ball with a vertical, white strip. Da chicks showed clear choice with the LE, but not with the RE. Unexpectedly, light-incubated (Li) chicks failed to show LE/RE differences in choice. Exploratory pecks at a novel feature were greatly reduced in Li. Two effects of light exposure on RES are likely. The first is greater use of RES in the home-cage, affecting what is learned about the companion ball. This may make RES more competent in assessing ball properties, and so explain the enhanced choice by RE, that abolished the RE/LE difference in Li. Secondly, the ability of RES to inhibit shift to an alternative response is enhanced. Light exposure and being female similarly opposed shift to the novel feature, but probably via different mechanisms. The effects of exposure are discussed as an example of the generation of a range of behavioural phenotypes, which are sustained within a single population by varying or frequency-dependent selection.

Dehydroepiandosterone and its sulphate enhance memory retention in day-old chicks

We report the presence of dehydroepiandosterone (DHEA) and DHEA sulphate (DHEA-S) in the day-old-chick brain, and their possible role in memory formation. DHEA and DHEA-S were present in the brain at higher concentrations than in the plasma. Radioimmunoassay examination of the intermediate medial hyperstriatum ventrale 5 or 30 min after training or the lobus parolfactorius 60 or 120 min after training on the passive avoidance task did not show learning-related differences in absolute levels of DHEA or DHEA-S. However, bilateral intracerebral injections of DHEA or DHEA-S before or after training on the weak passive avoidance task enhanced recall 24 h after training. Memory retention was enhanced by administration of DHEA and DHEA-S 15 min before training or 30 and 60 but not 180 min after training. Neurosteroids are present in high concentrations in regions of the chick brain known to be associated with learning and memory for an aversive one-trial task. Our study demonstrates that memory retention for this task is enhanced by administration of the neurosteroids DHEA-S and DHEA. These findings provide additional evidence that these neurosteroids have memory-enhancing properties and, thus, if common to other tasks and species, that DHEA-S and DHEA may constitute potential therapeutic tools for the treatment of cognitive deficits.

[3H]MK-801 binding asymmetry in the IMHV region of dark-reared chicks is reversed by imprinting

Glutamate NMDA-type receptor binding in the intermediate medial hyperstriatum ventrale (IMHV) of dark-hatched chicks is lateralized. This lateralization was found to be markedly influenced by imprinting. In dark-reared chicks the binding of the selective ligand [3H]MK-801 was two-fold higher in the right IMHV than in the left IMHV. In contrast, imprinted chicks have significantly higher levels of [3H]MK-801 binding in the left IMHV region than in the right IMHV. Imprinting results in 2a learning-related increase in NMDA-type receptor binding levels in the left IMHV, whereas [3H]MK-801 binding levels in the right IMHV remain unchanged by imprinting. Thus, the plasticity present in the NMDA-type receptor system and associated with imprinting appears to occur in the left hemisphere only.

Glutamate and imprinting memory: the role of glutamate receptors in the encoding of imprinting memory

Glutamate-sensitive receptors have been implicated in many forms of neural plasticity and learning, including imprinting of chicks. Previous studies have indicated that glutamate binding levels in the left intermediate medial hyperstriatum ventrale (IMHV) region of the chick forebrain increase as a correlate of the acquisition of an imprinting memory; however, it has not been determined whether this is due to an increase in the number of glutamate receptors or to increased receptor affinity. The area specificity of these changes, within the left and right hemisphere, was also unexplored. We have performed Scatchard displacement binding analyses to examine changes in both the number and affinity of glutamate receptors in the left and right hyperstriatum ventrale (HV) and also the left and right archistriatal/lobus parolfactorius (AS/LPO) areas from imprinted and non-imprinted chicks. The results of this study demonstrate lateralised increases in both the number and affinity of glutamate receptors in the left HV area at 7-8 h after imprinting. Significant increases in the affinity, but not the number, of glutamate receptors were found in the left AS/LPO. This suggests that the left AS/LPO, which has previously been shown to be involved in the acquisition of a passive avoidance memory, may also be involved in the formation of an imprinting memory.

Digital lecture recording: a cautionary tale.

Increasing application of information technology including web-based lectures and live-lecture recording appears to have many advantages for undergraduate nursing education. These include greater flexibility, opportunity for students to review content on demand and the improved academic management of increasing class sizes without significant increase in physical infrastructure. This study performed a quasi-experimental comparison between two groups of nursing students undertaking their first anatomy and physiology course, where one group was also provided access to streaming of recorded copies of the live lectures and the other did not. For the course in which recorded lectures were available student feedback indicated overwhelming support for such provision with 96% of students having accessed recorded lectures. There was only a weak relationship between access of recorded lectures and overall performance in the course. Interestingly, the nursing students who had access to the recorded lectures demonstrated significantly poorer overall academic performance (P < 0.001). Although this study did not specifically control for student demographics or other academic input, the data suggests that provision of recorded lectures requires improved and applied time management practices by students and caution on the part of the academic staff involved.

Light experience and the development of behavioural lateralization in chicks: III. Learning to distinguish pebbles from grains

Chicks searching for food grains against a background of unfamiliar pebbles usually peck pebbles less when using the right eye (RE), or both eyes, than when using the left eye (LE), provided that the embryos RE has been exposed to light (Li), as is normal. When pecking is fast this right/left difference is mainly due to a heightened ability of RE chicks to inhibit premature pecks (and inappropriate responses in general). Dark incubation (Da) abolishes this ability in RE chicks, and RE and LE chicks show similar frequent pebble pecks. We show now that, under conditions that cause cautious pecking, both Li and Da chicks show a new effect: in both cases LE chicks peck pebbles more than RE chicks, probably because of the novelty of pebbles. Interest in novelty in LE chicks is known to be unaffected by light in incubation. Age-dependent effects are also important. RE and LE chicks, which had either the LE or RE exposed to light before hatching, were tested on days 3, 5, 8 or 12 post-hatching, under conditions giving normal fast pecking. Artificial exposure of the embryos LE to light reversed the lateralization: in general, chicks using the light-exposed eye performed well at all ages. Irrespective of which eye system had heightened ability to inhibit pebble pecks, RE performance differed from usual on 2 days, whereas LE chicks showed no age-dependent changes. Changes confined to the RE system, therefore, affect behaviour independently of lateralization of the ability to inhibit inappropriate response.

Agreeable smellers and sensitive neurotics--correlations among personality traits and sensory thresholds.

Correlations between personality traits and a wide range of sensory thresholds were examined. Participants (N = 124) completed a personality inventory (NEO-FFI) and underwent assessment of olfactory, trigeminal, tactile and gustatory detection thresholds, as well as examination of trigeminal and tactile pain thresholds. Significantly enhanced odor sensitivity in socially agreeable people, significantly enhanced trigeminal sensitivity in neurotic subjects, and a tendency for enhanced pain tolerance in highly conscientious participants was revealed. It is postulated that varied sensory processing may influence an individuals perception of the environment; particularly their perception of socially relevant or potentially dangerous stimuli and thus, varied with personality.

Right hemisphere involvement in imprinting memory revealed by glutamate treatment

The lateralized use of the forebrain hemispheres during recall of imprinting memory was investigated using unilateral intrahemispheric injections of glutamate. Administration of glutamate to the right hemisphere 1.3, or 6 h after exposure to the imprinting stimulus disrupted recall 8 h after the end of training, whereas the same treatment of the left hemisphere had no effect. Imprinted chicks treated with glutamate injected into the right hemisphere did not approach the imprinting stimulus in preference to an alternative, unfamiliar stimulus during a simultaneous choice test, whereas imprinted chicks treated with glutamate injected into the left hemisphere showed a preference for the imprinting stimulus. Thus, the left and right hemispheres are involved differentially in the recall of imprinting memory. Fear behavior or activity levels were not altered by glutamate treatment of either the right or left hemisphere, indicating that the effects of glutamate were specific to recall of imprinting memory. However, the amnestic effect of treatment of the right hemisphere with glutamate was transient: it was no longer evident by 48 h after the end of training. Also, glutamate had no effect when the chicks were treated 9 h after the end of training. These results suggest that regions in right hemisphere of the chick brain are involved in early (0-8 h after training) recall of imprinting memory.