Dealbreum5380

BACKGROUND AND AIMS While triptans are used to treat migraine, there is evidence that they also reduce inflammation induced pain at the spinal level. The cellular mechanisms underlying this spinal enhancement are unknown. We examined whether inflammation alters sumatriptan modulation of synaptic transmission in the rat spinal dorsal horn. EXPERIMENTAL APPROACH 3 - 4 days following intraplantar injection of complete Freund's adjuvant (CFA), or saline, whole cell recordings of evoked glutamatergic excitatory postsynaptic currents (EPSCs) were made from lumbar lamina I - II dorsal horn neurons in rat spinal slices. KEY RESULTS In 2-3 week old animals, sumatriptan reduced the amplitude of evoked EPSCs and this was greater in slices from CFA, compared to saline-injected rats. In CFA-injected animals, sumatriptan increased the paired-pulse ratio of evoked EPSCs and reduced the rate of spontaneous miniature EPSCs. The 5-HT1B and 5-HT1D agonists CP93129 and PNU109291 both inhibited evoked EPSCs in CFA, but not saline-injected rats. By contrast, the 5-HT1A agonist R(+)-8-OH-DPAT inhibited evoked EPSCs in saline, but not CFA-injected rats. In CFA-injected rats, the sumatriptan induced inhibition of evoked EPSCs was reduced by the 5-HT1B and 5-HT1D antagonists NAS181 and BRL15572. Intriguingly, the difference in sumatriptan inhibition between CFA and saline-injected animals was only observed in animals less than four weeks old. CONCLUSIONS AND IMPLICATIONS These findings indicate that inflammation induces a developmentally regulated 5-HT1B/D presynaptic inhibition of excitatory transmission into the rat superficial dorsal horn. Thus, triptans could potentially act as spinal analgesic agents for inflammatory pain in the juvenile setting. This article is protected by copyright. All rights reserved.Attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed mental disorder in children and a small proportion retain the disorder into adulthood. The primary feature of ADHD is inattentiveness that contributes to restlessness, and it is considered a neurodevelopmental disorder characterized by a 2- to 3-year delay in cortical maturation in children. Neurophysiological studies identify functional connectivity changes in the dorsolateral prefrontal cortex, insula, and anterior cingulate cortex. The sympathomimetics that act as dopamine agonists are the mainstay in pharmacological treatment. The current article addresses the definition and manifestations of attention-deficit disorder, comorbidities in children and adults, epidemiology, neurophysiology, and pharmacological treatment strategies. [Journal of Psychosocial Nursing and Mental Health Services, 58(5), 7-14.]. Copyright 2020, SLACK Incorporated.BACKGROUND The assessment of a patient's social determinants of health (SDOH) may uncover potentially modifiable factors that each contribute to or detract from the health and wellness of individuals, families, and groups. A concept-based curriculum may offer advantages for introducing SDOH assessment to nursing students. METHOD The concept of SDOH was threaded throughout a baccalaureate concept-based curriculum using innovative and team-based learning strategies. RESULTS A concept-based curriculum provides an effective platform for introducing SDOH topics in nursing education, but many of the learning activities also could be incorporated into traditional curricula. CONCLUSION Nursing education should incorporate teaching about SDOH to prepare students for high-quality nursing practice and better patient advocacy. Assessment of SDOH also allows treatment plans to be tailored to the needs of that patient or population, which in turn may improve health outcomes. [J Nurs Educ. 2020;59(5)293-296.]. Copyright 2020, SLACK Incorporated.BACKGROUND Faculty desired to improve student preparation regarding quality and safety and to differentiate student profiles. The master's entry and postbaccalaureate programs collaborated to improve and standardize quality and safety education in nursing. METHOD The Graduate Program integrated the evidence-based Institute for Healthcare Improvement's Basic Certificate in Quality and Safety into the master's entry and postbaccalaureate curricula. Institute for Healthcare Improvement modules were embedded into both didactic and clinical courses, beginning with core courses and extending to the final residency course. Didactic modules are graded as scored assignments; clinical modules are graded as satisfactory/unsatisfactory. RESULTS Graduates are better prepared to transform the care environment based on student feedback. Graduates also experience an improved graduate curriculum based on end-of-program surveys and portfolio evidence. Continuous improvement of the curriculum also assists in meeting accreditation standards. CONCLUSION This collaborative effort within the graduate program is viewed as a key program improvement from both student and program perspectives. [J Nurs Educ. 2020;59(5)291-292.]. Copyright 2020, SLACK Incorporated.BACKGROUND There is a lack of diversity in the master's prepared nursing workforce. One nursing school implemented a scholarship program for students from disadvantaged backgrounds enrolled in the Family Nurse Practitioner and Adult Gerontology Primary Nurse Practitioner tracks. METHOD Awardees were required to be full-time students from disadvantaged backgrounds with financial need. Each student was matched with a faculty member for regular mentorship. Student progress was evaluated every three months, with follow-up 1 year after graduation. RESULTS A total of 45 students received the Scholarship for Disadvantaged Students (SDS) over 2 consecutive years. Of the 45 students, 26 (58%) identified themselves as Hispanic and 11 (24%) as black. A total of 42 (93%) of 45 SDS students completed the original plan of study and passed the national certification board. CONCLUSION The SDS serves as a model of an effective mentorship program to assist nurse practitioner students from disadvantaged backgrounds. [J Nurs Educ. 2020;59(5)287-290.]. Copyright 2020, SLACK Incorporated.BACKGROUND Nurse educators are challenged to offer high-impact learning opportunities integrating technology to engage the current generation of students. An innovative learning assignment was created using app technology to replace a traditional assignment in a nursing leadership course. METHOD Students were assigned to create a digital video depicting a difficult situation in practice using the Clips app by Apple. click here The assignment used situation, background, assessment, and recommendation (SBAR) for structure and incorporated evidence-based practices. Students were surveyed to gain insight into the effectiveness and student satisfaction of the assignment. RESULTS Students overwhelmingly supported the assignment as an innovative way to learn leadership, identifying creativity and having fun while learning as something not experienced in their other nursing courses. CONCLUSION A digital assignment offers an opportunity to imagine learning assignments in nursing education that capture student attention in a non-traditional method reflecting the impact of technology on nursing education.