An important challenge for teaching in accelerated second-degree programs is how to manage essential content within a compressed curriculum format. This article describes a project that used a collaborative model for teaching evidence-based practice (EBP) in a redesigned second-degree nursing program. Instructors in two courses shared responsibility for teaching basic concepts and guiding students' implementation of EBP in a clinical setting in partnership with clinical nurses. This approach resulted in a high degree of satisfaction for students, instructors, and nursing staff in clinical agencies. The project demonstrated collaborative teaching strategies can help students achieve basic knowledge in EBP and translate that knowledge into their clinical practice. Collaboration also can achieve more efficient learning experiences, a critical element in accelerated nursing programs.

The present study investigated the effects of drug cue exposure on working memory performance in cigarette smokers. Adult smokers (N=23) deprived for 12 hr performed a working memory task during which they were exposed to three types of task-irrelevant stimuli: Pictures containing smoking related-content, pictures devoid of smoking content, and a fixation cross. Consistent with prior research, we found that drug cue exposure affected the processing of subsequent items (i.e., carryover effects). Specifically, we found that working memory performance was worse on trials containing neutral pictures preceded by trials containing smoking cues compared with performance on trials containing neutral pictures preceded by trials not containing smoking-related stimuli. Previously observed effects of smoking cue exposure on cognitive processing were replicated but only after removing trials subject to carry-over effects. These results replicate and extend previous research demonstrating similar effects and highlight the significant methodological and conceptual implications of carry-over effects.

This study investigated the impact of using digital stories in promoting deeper understanding in nursing students about palliative care concepts. Students (N = 134) created a 5-minute narrated digital story utilizing VoiceThread technology that synthesized and applied knowledge that had been presented in class and course readings. Postsurvey and focus group evaluation data revealed that through the writing and sharing of digital stories, students embraced the personal and complex nature of palliative care.

Parkinson’s disease (PD) is a debilitating condition that is caused by a relatively specific degeneration of dopaminergic (DAergic) neurons of the substantia nigra pars compacta. Levodopa (L-Dopa) was introduced as a viable treatment option for PD over 40 years ago and still remains the most common and effective therapy for PD. Though the effects of L-Dopa to augment striatal DA production are well known, little is actually known about how L-Dopa alters the kinetics of DA neurotransmission that contribute to its beneficial and adverse effects. In this study, we examined the effects of L-Dopa administration (100mg/kg carbidopa/250mg/kg L-Dopa) on regional electrically stimulated DA response kinetics using fast-scan cyclic voltammetry (FSCV) in anesthetized rats. We demonstrate that L-Dopa enhances DA release in both the dorsal striatum (D-STR) and nucleus accumbens (NAc), but surprisingly causes a delayed inhibition of release in the D-STR, a finding that may be related to high-dose L-Dopa effects. In both regions, L-Dopa progressively attenuated reuptake kinetics through a decrease in Vmax and an increase in Km. This finding is consistent with recent clinical studies suggesting that L-Dopa chronically down-regulates the DA transporter (DAT), which may relate to the common development of L-Dopa induced dyskinesias (LID) in PD subjects.