Brain-derived neurotrophic factor promotes adaptive plasticity within the spinal cord and mediates the beneficial effects of controllable stimulation.

Brain-derived neurotrophic factor (BDNF) has been characterized as a potent modulator of neural plasticity in both the brain and spinal cord. The present experiments use an in vivo model system to demonstrate that training with controllable stimulation increases spinal BDNF expression and engages a BDNF-dependent process that promotes adaptive plasticity. Spinally transected rats administered legshock whenever one hind limb is extended (controllable stimulation) exhibit a progressive increase in flexion duration. This simple form of response-outcome (instrumental) learning is not observed when shock is given independent of leg position (uncontrollable stimulation). Uncontrollable electrical stimulation also induces a lasting effect that impairs learning for up to 48 h. Training with controllable shock can counter the adverse consequences of uncontrollable stimulation, to both prevent and reverse the learning deficit. Here it is shown that the protective and restorative effect of instrumental training depends on BDNF. Cellular assays showed that controllable stimulation increased BDNF mRNA expression and protein within the lumbar spinal cord. These changes were associated with an increase in the BDNF receptor TrkB protein within the dorsal horn. Evidence is then presented that these changes play a functional role in vivo. Application of a BDNF inhibitor (TrkB-IgG) blocked the protective effect of instrumental training. Direct (intrathecal) application of BDNF substituted for instrumental training to block both the induction and expression of the learning deficit. Uncontrollable stimulation also induced an increase in mechanical reactivity (allodynia), and this too was prevented by BDNF. TrkB-IgG blocked the restorative effect of instrumental training and intrathecal BDNF substituted for training to reverse the deficit. Taken together, these findings outline a critical role for BDNF in mediating the beneficial effects of controllable stimulation on spinal plasticity.

Novel age-dependent learning deficits in a mouse model of Alzheimer's disease: implications for translational research.

Computational modeling predicts that the hippocampus plays an important role in the ability to apply previously learned information to novel problems and situations (referred to as the ability to generalize information or simply as 'transfer learning'). These predictions have been tested in humans using a computer-based task on which individuals with hippocampal damage are able to learn a series of complex discriminations with two stimulus features (shape and color), but are impaired in their ability to transfer this information to newly configured problems in which one of the features is altered. This deficit occurs despite the fact that the feature predictive of the reward (the relevant information) is not changed. The goal of the current study was to develop a mouse analog of transfer learning and to determine if this new task was sensitive to pathological changes in a mouse model of AD. We describe a task in which mice were able to learn a series of concurrent discriminations that contained two stimulus features (odor and digging media) and could transfer this learned information to new problems in which the irrelevant feature in each discrimination pair was altered. Moreover, we report age-dependent deficits specific to transfer learning in APP+PS1 mice relative to non-transgenic littermates. The robust impairment in transfer learning may be more sensitive to AD-like pathology than traditional cognitive assessments in that no deficits were observed in the APP+PS1 mice on the widely used Morris water maze task. These data describe a novel and sensitive paradigm to evaluate mnemonic decline in AD mouse models that has unique translational advantages over standard species-specific cognitive assessments (e.g., water maze for rodent and delayed paragraph recall for humans).

Spatial reference and working memory across the lifespan of male Fischer 344 rats.

Loss of mnemonic function is among the earliest and most disconcerting consequences of the aging process. This study was designed to provide a comprehensive profile of spatial mnemonic abilities in male Fischer 344 (F344) rats across the lifespan. Young, middle-aged, and aged F344 rats were trained in spatial reference and working memory versions of the water maze task. There was a progressive age-related decline in spatial reference memory across the lifespan. Reliable individual differences were observed among aged rats, with some aged rats performing as well as young cohorts and others performing outside this range. An age-related delay-dependent decline was observed on a working memory version of the water maze task although no relationship between performance on reference and working memory tasks was present. Notably, middle-aged rats were impaired relative to young on both tasks. Together these data demonstrate that individual differences in spatial reference memory exist among aged F344 rats and provide novel data demonstrating an unrelated decline in working memory across the lifespan, suggesting that age-related mnemonic dysfunction may occur across multiple brain systems.

Administrative substance. A mentoring experience.

Leadership is an essential skill that must be passed on to the next generation of nursing leaders, if nursing is to continue to flourish. While some may argue that leadership ability is innate, certain acquired skills can enhance one's leadership abilities. Additionally, opportunities and appropriate experiences are essential to the development of effective leadership potential. The purpose of this article is to present a method of mentoring that allows the new academician to gain valuable leadership experience. This method encompasses an advanced doctoral student working with and under the leadership of an experienced nursing academic leader. The mentorship program attempts to fill the gap for needed leadership and administrative experiences in the academic setting among doctoral students and new doctoral graduates.

Maternal-newborn nursing: thirteen challenges that influence excellence in practice.

The purpose of this paper is to review the research and discuss 13 challenges that currently influence excellence in maternal-newborn nursing practice. Nurses working in the maternal-newborn arena are encouraged to evaluate their own practices in relation to the identified areas. The 13 identified challenges are the following: integration and expansion of midwifery and family-centered models of care, reduction in the use of unnecessary or questionable-benefit technology, patient and family teaching, the questionable need for a normal newborn nursery, integration of research into practice, further development of genetic technology and counseling, computer technology as an adjunct to prenatal care and birth, the need for comprehensive breastfeeding education and support, prenatal care on a continuum beginning as women's health promotion, health promotion beyond the postpartum period, culturally competent care, health insurance coverage for all women and children, and an undereducated work environment.

Managing violence.

Childbirth educators are in a unique position to offer individuals and families a helpful amount of resource information on violence prevention and awareness. Internet-based resources on managing violence are especially abundant. Educators can learn from these web sites and pass along the information to their class participants.

Planned adolescent pregnancy: what they needed.

Adolescent pregnancy represents a significant portion of all pregnancies that occur in the United States. However, little is known about adolescents who plan to become pregnant. This phenomenologic investigation attempts to fill the gap in the current literature by addressing this question. Eight adolescent girls between the ages of 14 and 17 were interviewed regarding their experiences planning pregnancy. Participants were recruited from a prenatal clinic in a large tertiary care center in New York City. Themes that emerged from the interviews were related to planning the pregnancy and to the pregnancy. Themes related to planning the pregnancy were further classified as either needs or wants of the adolescent participants. The themes related to adolescent needs are presented in this article and include: that certain important criteria were met for pregnancy including financial, relationship, and age-related goals; planning involved the boyfriend at least to some extent; environmental issues; and the need for stability. Each theme is discussed in depth and recommendations for practice are addressed.

Getting organized: qualitative data collection.

A qualitative data collection bag can be an effective tool for maintaining an organized process while collecting qualitative data. Having essential items on hand will facilitate completing data collection in a timely, efficient manner. Timely completion of a project results in positive experiences for both the researcher and participant.

Apgar Scores: Examining the Long-term Significance.

The Apgar scoring system was intended as an evaluative measure of a newborn's condition at birth and of the need for immediate attention. In the most recent past, individuals have unsuccessfully attempted to link Apgar scores with long-term developmental outcomes. This practice is not appropriate, as the Apgar score is currently defined. Expectant parents need to be aware of the limitations of the Apgar score and its appropriate uses.

Creating Consistency and Control Out of Chaos: A Qualitative View of Planned Pregnancy during Adolescence.

Adolescent pregnancy can have devastating effects for both mother and child. However, little is known about the experience of planned pregnancy among adolescents. This paper presents an in-depth analysis of themes identified in a previous study of the experience of planned adolescent pregnancy. The experience of planning a pregnancy during adolescence consists of typical adolescent behavior in that these girls demonstrated the need for control, invulnerability, and a present focus to their lives. In addition to this typical behavior, a component manifests itself in which adolescent girls make reproductive health choices to gain control. By establishing a level of control over their hectic and stressful lives, they are able to add meaning to their lives. The need for consistency and control seem to be linked, because many of the adolescent girls' statements reflected dimensions of both concepts. This initial, descriptive study can be used to further explore adolescent pregnancy and to develop interventions that might assist these girls to lead healthy lives.

Implementing breastfeeding education in the academic setting.

It is well known in the lactation community that many of our generalist health care providers are inadequately prepared to manage breastfeeding dyads. In response to the need for skilled health care providers, a breastfeeding course was developed and implemented. The course was offered within a school of nursing, but open to all interested participants. Course content included the physiology of the mammary glands and related anatomy, breastfeeding support, medical complications, research, legislation, and technologies. In addition to obtaining critical-thinking skills to manage breastfeeding mothers and infants, students also developed a supportive network of colleagues with whom they can collaborate and to whom they can refer families. In the future we are considering expanding the curriculum to include more practical and community experiences.