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The aim of this study was to investigate the effect of environmental enrichment (EE) on neurotrophin expression in an animal model of Parkinson’s disease (PD). PD was induced via intraperitoneal injection of 1-methyl-4-phenyl-1,2,3,6-tetrahydropyridine (MPTP). Male mice ( N = 42) were randomly divided into 3 groups: control, MPTP + standard condition (SC), and MPTP + EE. The groups were raised separately for 28 days. On Day 21 they received 1 injection (20 mg/kg MPTP or saline for MPTP and control groups, respectively) every 2 hr for a total of 4 injections. Animals were sacrificed 7 days after the final injection and their brains were immediately removed. Neurotrophins and messenger ribonucleic acid (mRNA) expression levels were measured. The BCL-2/Bax ratio significantly increased in the MPTP + EE compared to the MPTP + SC group. Nerve growth factor (NGF) mRNA level was upregulated (but not significantly) in the MPTP + EE compared to the MPTP + SC group. Tyrosine hydroxylase (TH) expression significantly increased in the MPTP + EE compared to the MPTP + SC group. Finally, expressions of proNGF and p75 neurotrophin receptor (p75NTR) were significantly downregulated in the MPTP + EE compared to the MPTP + SC group. Results confirm that EE has neuroprotective effects on dopaminergic neurons via suppression of activation of the p75NTR-mediated signaling pathway through the binding of proNGF and p75NTR. Findings suggest that use of EE as a therapeutic intervention would promote healthy aging by facilitating recovery following brain injury and preventing neurodegenerative diseases.

The purpose of this study was to investigate the effects of case-based learning about infants and toddlers on healthcare department students, using a video in an emergency care environment. A total of 57 students from a healthcare department of D university in J city were enrolled. They were divided into two groups: The experimental group (n=29) and the control group (n=28). This study is pre-post designed with a non-equivalent control group. The experimental group received a 1-week education for a duration of 3 weeks (3 sessions in total) with 180 minutes per session. The control group received a traditional curriculum of lecture. Before and after the education, we measured the knowledge and skill confidence of emergency care toward infants and toddlers, the academic self-efficacy, and problem solving ability. Data collection and intervention were carried out from November to December of 2014. Data were analyzed with x2-test, paired t-test, unpaired t-test with SPSS version 20.0 Program. The experimental group showed a significantly higher improvement of skill confidence of emergency care toward infants and toddlers (P<001), as well as preferred task difficulty among sub-items of academic self-efficacy (p=.029), approach avoidance style (P=.001), and problem solving confidence (p=.040) among sub-items of problem solving ability on preference compared with the control group . In this study, a case-based learning was verified to be an effective teaching method to enhance professional competency of healthcare department students. The findings from this study suggest that a case-based learning using various educational contents should be developed, expanded, and carried out to promote better learning.

The purpose of this study was to investigate the relationship between the awareness of sexual harassment and the coping behavior of recipients of sexual harassment. This study also assesses the factors that influence the coping behavior of nursing students during clinical practice. Methods: For this descriptive study, data were collected from November 15 to December 15, 2017. Participants included 221 nursing students recruited from nursing colleges located in three different areas. Results: 22% of the participants answered that they had experienced sexual harassment. Regarding the type of attacker, the majority of attacker was patient (83.7%). The sexual harassment awareness level was 4.22± 0.40, the degree of coping for those who experienced sexual harassment was 2.99± 0.38. Among the coping behaviors, mitigation (3.48± 0.39) was the highest. The factors influencing the coping behavior of recipients of sexual harassment were sexual harassment awareness (β= 0.24, p= .016) and satisfaction with preventive education (β= 0.45, p< .001). Conclusion: In order to make a safe clinical practice environment, it is necessary to develop a practical sexual harassment prevention program, as well as a reporting and support system for the nursing students. Such a program will help students clearly recognize the sexual harassment situation and increase their abilities to cope with sexual harassment appropriately.

No abstract available