Discussion: Foundational Neuroscience

Discussion: Foundational Neuroscience

‘Week 1 discussion Discussion: Foundational Neuroscience

Discussion: Foundational Neuroscience

Week 2: Neurotransmitters and Receptor Theory

Receptors and neurotransmitters are like a lock-and-key system. Just as it takes the right key to open a specific lock, it takes the right neurotransmitter to bind to a specific receptor. Not surprisingly, as it concerns psychopharmacology, the pharmacotherapeutics that are prescribed must trigger the release of certain neurotransmitters that bind to the correct receptors in order to elicit a favorable response for the patient. The mechanism of this binding and the response that follows reflects receptor theory and lies at the foundation of pharmacology.

This week, you will continue your examination of neuroanatomy and neuroscience as you engage with you colleagues in a Discussion. You will also explore the potential impacts of foundational neuroscience on the prescription of pharmacotherapeutics.

Learning Objectives
Students will:
Analyze the agonist-to-antagonist spectrum of action of psychopharmacologic agents

Compare the actions of g couple proteins to ion gated channels

Analyze the role of epigenetics in pharmacologic action

Analyze the impact of foundational neuroscience on the prescription of medications

Learning Resources

Required Readings (click to expand/reduce)

Camprodon, J. A., & Roffman, J. L. (2016). Psychiatric neuroscience: Incorporating pathophysiology into clinical case formulation. In T. A. Stern, M. Favo, T. E. Wilens, & J. F. Rosenbaum. (Eds.), Massachusetts General Hospital psychopharmacology and neurotherapeutics (pp. 1–19). Elsevier.
Required Media (click to expand/reduce)

The University of British Columbia. (n. d.). Neuroanatomy videos. http://neuroanatomy.ca/videos.html

Note: Please review all of the media under the neuroanatomy series.
Optional Resources (click to expand/reduce)

Pathopharmacology: Disorders of the Nervous System: Exploring the Human Brain

Dr. Norbert Myslinski reviews the structure and function of the human brain. Using human brains, he examines and illustrates the development of the brain and areas impacted by disorders associated with the brain. (15m)Accessible player –Downloads–
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Introduction to Advanced Pharmacology

In this media presentation, Dr. Terry Buttaro, associate professor of practice at Simmons School of Nursing and Health Sciences, discusses the importance of pharmacology for the advanced practice nurse. (6m)Accessible player –Downloads–
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initial post
COLLAPSE

Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents, including how partial and inverse agonist functionality may impact the efficacy of psychopharmacologic treatments.

According to Berg and Clarke (2018), drugs will behave as either agonist or antagonist based on their properties. If the drug is agonist, it will carry intrinsic properties and the mechanism of action includes binding with target receptors. The agonist response is to produce a reaction from the receptor; therefore, changing its activity. The spectrum for action of antagonist drugs on the other hand do not produce a response after binding to the receptor (Berg & Clarke, 2018).

In terms of partial agonist are essentially that. They carry partial properties of the agonist (Nutt & Lingford-Hughes, 2017). This process involves binding to the receptors, but only receiving fractional properties. An example would be the drug aripiprazole. When the drug is administered, it will inhabit the receptors in areas of the brain with greater amounts of dopamine. By doing so, dopamine is blocked partially, and a therapeutic response is often noted; thus, reducing symptoms of psychosis. On the other end of the spectrum, a different effect is noted in areas of the brain where dopamine is lower. The medication works to increase levels of dopamine as needed (Nutt & Linford-Hughes, 2017). In other words, dopamine levels are only altered in areas needed.

Inverse agonists have the opposite effects of agonists (Berg & Clarke, 2018). The intrinsic properties carried by agonist medications allow them to produce intrinsic efficacy, but an inverse agonist produce negative intrinsic efficacy. This essentially means they have the capability of lowering the receptor activity. An FDA approved medication that is termed to carry inverse agonist effects is pimavanserin. The medication is a serotonin type 2A drug that is used in practice to treat the psychotic symptoms associated with patients having Parkinson’s disease (Berg & Clarke, 2018).

Compare and contrast the actions of g couple proteins and ion gated channels.

G protein-coupled receptors (GPCRs) form the greatest protein and are a major contributor in the signaling of cells within the body. After receptor activation, changes have occurred that signal the activation of G-proteins (Molecular Devices, 2021). Although there are multiple forms of G proteins, all of them bind to GTP, and the gated ion channel regulate the flowing of ions (Khan Academy, n.d.).

Ion gated channels involve protein structures that are triggered by an agonist (Weir, 2020). When this occurs, the chemicals form a bond within the channel of the site. Drugs such as benzodiazepines and barbiturates cause the ion gated channels to be susceptible to modulation due to the GABA receptor’s sensitivity in association with these drug classes (Weir, 2020). Ion gated channels are essentially openings like pores found within the membrane of a cell. This opening allows ions to move in and out of the cell (Molecular Devices, 2021).

Explain how the role of epigenetics may contribute to pharmacologic action.

According to Kumsta (2019), epigenetics has potential to positively impact psychotherapy. Understanding the epigenetic process and the way in which cellular processes control and regulate genes/DNA sequence (whether influenced by internal or external factors) can assist with facilitating the effects of early adversity 9Kumsta, 2019).

Explain how this information may impact the way you prescribe medications to patients. Include a specific example of a situation or case with a patient in which the psychiatric mental health nurse practitioner must be aware of the medication’s action.

Having a basis and understanding of these processes can strongly impact the care in which patients receive. By understanding how medications work, the mental health nurse practitioner can improve the treatment process for their patients. This will influence the way I prescribe medications to clients due to a better understanding of how medications work and are altered within the body. As mentioned above, an example includes the use of aripiprazole. Understanding how the medication alters levels of dopamine is important, especially when prescribing additional medications.

References

Berg, K. A., & Clarke, W. P. (2018). Making Sense of Pharmacology: Inverse Agonism and Functional Selectivity. The international journal of neuropsychopharmacology, 21(10), 962–977. https://doi.org/10.1093/ijnp/pyy071

Khan Academy. (n.d.). Ligands and receptors. Retrieved March 11, 2021, from https://www.khanacademy.org/science/ap-biology/cell-communication-and-cell-cycle/signal-transduction/a/signal-perception

Molecular Devices. (2021). Gpcrs (g protein-coupled receptors) and ion channels. Retrieved March 11, 2021, from https://www.moleculardevices.com/applications/g-protein-coupled-receptors-ion-channels#gref

Nutt, D., & Lingford-Hughes, A. (2007). Key concepts in psychopharmacology. Psychiatry, 6(7), 263-267.

Weir, C. J. (2020). Ion channels, receptors, agonists and antagonists. Anaesthesia & Intensive Care Medicine, 21(1), 62-68.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Discussion: Foundational Neuroscience

 

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Name: NURS_6630_Week2_Discussion_Rubric

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List View

Excellent

 

Point range: 90–100           Good

 

Point range: 80–89  Fair

 

Point range: 70–79  Poor

 

Point range: 0–69

Main Posting:

 

Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

40 (40%) – 44 (44%)

Thoroughly responds to the Discussion question(s).

 

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

 

No less than 75% of post has exceptional depth and breadth.

 

Supported by at least three current credible sources.

35 (35%) – 39 (39%)

Responds to most of the Discussion question(s).

 

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

 

50% of the post has exceptional depth and breadth.

 

Supported by at least three credible references.

31 (31%) – 34 (34%)

Responds to some of the Discussion question(s).

 

One to two criteria are not addressed or are superficially addressed.

 

Is somewhat lacking reflection and critical analysis and synthesis.

 

Somewhat represents knowledge gained from the course readings for the module.

 

Post is cited with fewer than two credible references.

0 (0%) – 30 (30%)

Does not respond to the Discussion question(s).

 

Lacks depth or superficially addresses criteria.

 

Lacks reflection and critical analysis and synthesis.

 

Does not represent knowledge gained from the course readings for the module.

 

Contains only one or no credible references.

Main Posting:

 

Writing

6 (6%) – 6 (6%)

Written clearly and concisely.

 

Contains no grammatical or spelling errors.

 

Adheres to current APA manual writing rules and style.

5 (5%) – 5 (5%)

Written concisely.

 

May contain one to two grammatical or spelling errors.

 

Adheres to current APA manual writing rules and style.

4 (4%) – 4 (4%)

Written somewhat concisely.

 

May contain more than two spelling or grammatical errors.

 

Contains some APA formatting errors.

0 (0%) – 3 (3%)

Not written clearly or concisely.

 

Contains more than two spelling or grammatical errors.

 

Does not adhere to current APA manual writing rules and style.

Main Posting:

 

Timely and full participation

9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

 

Posts main Discussion by due date.

8 (8%) – 8 (8%)

Posts main Discussion by due date.

 

Meets requirements for full participation.

7 (7%) – 7 (7%)

Posts main Discussion by due date.

0 (0%) – 6 (6%)

Does not meet requirements for full participation.

 

Does not post main Discussion by due date.

First Response:

 

Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

 

Responds to questions posed by faculty.

 

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic, may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic, lacks depth.

First Response:

Writing

6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

 

Response to faculty questions are fully answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in Standard, Edited English.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

 

Response to faculty questions are mostly answered, if posed.

 

Provides opinions and ideas that are supported by few credible sources.

 

Response is written in Standard, Edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

 

Response to faculty questions are somewhat answered, if posed.

 

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

 

Response to faculty questions are missing.

 

No credible sources are cited.

First Response:

Timely and full participation

5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

 

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

 

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

 

Does not post by due date.

Second Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

 

Responds to questions posed by faculty.

 

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic, may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic, lacks depth.

Second Response:

Writing

6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

 

Response to faculty questions are fully answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in Standard, Edited English.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

 

Response to faculty questions are mostly answered, if posed.

 

Provides opinions and ideas that are supported by few credible sources.

 

Response is written in Standard, Edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

 

Response to faculty questions are somewhat answered, if posed.

 

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

 

Response to faculty questions are missing.

 

No credible sources are cited.

Second Response:

Timely and full participation

5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

 

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

 

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

 

Does not post by due date.

Total Points: 100

Name: NURS_6630_Week2_Discussion_Rubric