Neuroscience and nursing education

Neuroscience and nursing education

D N A E C N E I C S O R U NE ; N

O I T A C U D E G N I S NUR S L A

I N N E L THE MSICLIENCE AND LEARNING EDCI 545 NEURO ESO F E Y O S E N

JO A S S E VAN 3/20/17 21 CENTURY NURSING EDUCATION ST FAST-PACED RIGOROUS ACADEMIC COURSEWORK TECHNICAL SKILLS - UNIQUE SKILL SET

SPECIALIZATION THE GENERATIONS JOHNSON & ROMANELLO, 2005 GENERATIONAL LEARNING STYLES JOHNSON & ROMAMELLO, 2005 Baby boomers Generation X Millennials Contact with faculty

Want to learn what is of direct use Use of technology Want to learn in caring environment Enjoys flexible learning times No tolerance for delays Lecture Class assignments are a

means to an end college degree Simulations with immediate feedback Detailed handout Distance learning courses Small group activities Note taking Detailed study guides and test reviews

Creative and innovative interactive exercises MILLENIALS ADDITIONAL CONSIDERATIONS PREFER TO MULTITASK EMERGING ADULTHOOD STRUCTURE PURGATORIAL ZONE DUALISTIC VERSUS MULTIPLISTIC VERSUS RELATIVISTIC THINKING LOBES OF THE BRAIN OCCIPITAL LOBE

LOCATED AT THE POSTERIOR PORTION OF THE CORTEX KNOWN AS THE PRIMARY VISUAL CORTEX/STRIATE CORTEX PERCEPTION OF AN OBJECT HAS THIS OBJECT BEEN STORED IN VISUAL MEMORY VISUAL STIMULI IS MEANINGFUL WHEN THE SENSORY PERCEPTIONS MATCH WE CAN PRIME THE BRAIN TO BE ATTENTIVE TELL THE STUDENTS THE OBJECTIVE OF AN ACTIVITY INCREASE ATTENTIVENESS A COGNITIVE ASSOCIATION LOBES OF THE BRAIN PARIETAL LOBE

LIES BETWEEN THE OCCIPITAL LOBE AND THE CENTRAL SULCUS MONITORS ALL THE INFORMATION ABOUT EYE, HEAD, AND BODY POSITIONS AND RELAYS THIS INFORMATION TO AREAS OF THE BRAIN THAT CONTROL MOVEMENT ESSENTIAL FOR SPATIAL AND NUMERICAL INFORMATION LOBES OF THE BRAIN TEMPORAL LOBE PRIMARY CORTICAL TARGET FOR AUDITORY INFORMATION ESSENTIAL FOR UNDERSTANDING SPOKEN LANGUAGE - WERNICKES AREA CONTRIBUTES TO COMPLEX ASPECTS OF VISION INCLUDING PERCEPTION OF MOVEMENT AND RECOGNITION OF FACES

IMPORTANT FOR EMOTIONAL AND MOTIVATIONAL BEHAVIORS LOBES OF THE BRAIN FRONTAL LOBE CONTAINS THE PRIMARY MOTOR AND PREFRONTAL CORTEX PRECENTRAL GYRUS SPECIALIZED FOR THE CONTROL OF FINE MOVEMENTS BORCA'S AREA PREFRONTAL LOBE IMPORTANT FOR WORKING MEMORY ENHANCE THE RESPONSE TO RELEVANT INFORMATION AND DECREASES RESPONSES TO DISTRACTORS WORKING MEMORY ABILITY TO REMEMBER RECENT EVENTS

HAVE TROUBLE WITH DELAYED-RESPONSE TASK DELAYED RESPONSE TO VISUAL AND AUDITORY STIMULI FOR MAKING DECISIONS AND PLANNING MOVEMENTS DAMAGE TO THIS AREA LEADS TO IMPULSIVE BEHAVIORS - DID NOT WEIGH THE PROS AND CONS MEMORY FORMATION THE HIPPOCAMPUS STORES IMMEDIATE PAST MEMORIES SENDS MEMORY TO THE CEREBRAL CORTEX SUBCORTICAL STRUCTURES THALAMUS FORMS THE DIENCEPHALON MAIN SOURCE OF INPUT IS FROM CEREBRAL CORTEX

SENSORY INPUT IS PROCESSED HERE AND SENT TO THE CEREBRAL CORTEX WITH THE EXCEPTION OF SMELL HYPOTHALAMUS VENTRAL TO THE THALAMUS CONVEYS INFORMATION TO THE PITUITARY GLAND AND EITHER PROMOTES OR INHIBITS THE RELEASE OF HORMONES DAMAGE TO THIS STRUCTURE LEADS TO ABNORMALITIES IN MOTIVATED BEHAVIORS SUBCORTICAL STRUCTURES PITUITARY GLAND

AN ENDOCRINE GLAND ATTACHED TO THE BASE OF THE HYPOTHALAMUS SYNTHESIZES HORMONES IN RESPONSE TO INPUT FROM THE HYPOTHALAMUS BASAL GANGLIA LATERAL TO THE THALAMUS THREE MAJOR STRUCTURES

CAUDATE NUCLEUS, PUTAMEN, GLOBUS PALLIDUS ASSISTS IS CONTROL OF MOVEMENT INTEGRATES EMOTIONAL AND MOTIVATIONAL BEHAVIOR CRITICAL FOR LEARNING AND REMEMBERING SKILLS AND HABITS SUBCORTICAL STRUCTURES BASAL FOREBRAIN NUCLEUS BASALIS LOCATED HERE

RECEIVES INPUT FROM THE HYPOTHALAMUS AND BASAL GANGLIA SENDS AXONS THAT RELEASE ACETYLCHOLINE TO THE CEREBRAL CORTEX IMPORTANT FOR WAKEFULNESS AND ATTENTION PERSONS WITH PARKINSONS AND ALZHEIMERS DISEASE HAVE DECREASE ACTIVITY OR DETERIORATION OF THIS STRUCTURE HIPPOCAMPUS LIES BETWEEN THE THALAMUS AND THE CORTEX CRITICAL FOR MEMORIES OF INDIVIDUAL EVENTS SUBCORTICAL STRUCTURES AMYGDALA

CONTROLS EMOTIONS THALAMUS SENDS INFORMATION TO THIS STRUCTURE FOR EVALUATION IF THE STIMULUS IS DEEMED HARMFUL THE AMYGDALA WITH SEND MESSAGES TO THE HYPOTHALAMUS HORMONAL RELEASE ? FORMS EMOTIONAL MEMORIES HOW CAN NEUROSCIENCE INFORM TEACHING TO THE MILLENNIAL PRESENTATION OVERVIEW ELECTROLYTE IMBALANCES SODIUM

POTASSIUM CALCIUM MAGNESIUM PHOSPHORUS HOW CAN NEUROSCIENCE INFORM TEACHING TO THE MILLENNIAL PRESENTATION OUTCOMES 1. DEVELOP AN UNDERSTANDING OF THE IMPORTANCE OF REVIEWING PREOPERATIVE LABORATORY ELECTROLYTE VALUES AND UTILIZE THIS INFORMATION TO FORMULATE AN ANESTHETIC CARE PLAN FOR THE PATIENT. 2. KNOW THE CLINICAL MANIFESTATIONS FOR DECREASED AND INCREASED LEVELS OF SODIUM, POTASSIUM, CALCIUM, MAGNESIUM AND PHOSPHATE.

3. DISCUSS THE SIGNIFICANCE OF AND THE ANESTHETIC IMPLICATION(S) FOR DECREASED AND INCREASED LEVELS OF SODIUM, POTASSIUM, CALCIUM, MAGNESIUM AND PHOSPHATE. HOW CAN NEUROSCIENCE INFORM TEACHING TO THE MILLENNIAL LEFT BRAIN STRUCTURED SEQUENCE LANGUAGE ORIENTED EXAMINATION ANALYTICAL

RIGHT BRAIN IMAGINATIVE SEEKS PATTERNS CREATES METAPHORS SIMULTANEOUS CONSOLIDATION OF INFORMATION HOW CAN NEUROSCIENCE INFORM TEACHING TO THE MILLENNIAL NRSG 520 PRINCIPLES OF NURSE ANESTHESIA PRACTICE I ELECTROLYTE DISTURBANCE REVIEW QUESTIONS MARCH 7, 2017 WHAT ARE CHARACTERISTICS OF THE INTRACELLULAR AND EXTRACELLULAR FLUID COMPARTMENTS OF

THE BODY? WHAT ARE THE CLASSIFICATIONS OF HYPONATREMIA? WHAT CAUSES OF HYPONATREMIA SHOULD THE NURSE ANESTHETIST BE CONCERNED WITH? WHAT SIGNS AND SYMPTOMS MAY THE PATIENT WITH HYPONATREMIA PRESENT WITH? WHAT IS MYELINOLYSIS AND WHEN CAN THIS OCCUR? WHAT IS THE MAIN CAUSE OF HYPERNATREMIA AND WHICH PATIENT POPULATIONS ARE AT RISK? WHAT ARE OTHER CAUSES OF HYPERNATREMIA? WHAT SIGNS AND SYMPTOMS MAY THE PATIENT WITH HYPERNATREMIA PRESENT WITH? HOW CAN NEUROSCIENCE INFORM TEACHING TO THE MILLENNIAL MULTITASKING - AN EFFECTIVE CLASSROOM CLIMATE MIGHT BE DESCRIBED AS ONE THAT

ALLOWS STUDENTS TO NATURALLY INCREASE THE ENDORPHIN, DOPAMINE, NOREPINEPHRINE, OR SEROTONIN LEVELS IN THEIR BRAINS, MAKING THE STUDENTS EDUCATION EXPERIENCES MORE PLEASURABLE AND REWARDING WOLFE, PG. 69 REFERENCES FRY, R. (2015). MILLENIALS OVERTAKE BABY BOOMERS AS AMERICA'S LARGEST POPULATION. RETRIEVED FROM HTTP://WWW.PEWRESEARCH.ORG/FACT-TANK/2016/04/25/MILLENNIALS-OVERTAKE-BABY-BOOMERS JOHNSON, S. A. (2005). GENERATIONAL DIVERSITY: TEACHING AND LEARNING APPROACHES. NURSE EDUCATOR, 30, 5, 212-216

MCGLYNN, A. P. (2005). TEACHING MILLENIALS, OUR NEWEST CULTURAL COHORT. EDUCATION DIGEST. RETRIEVED FROM HTTP://WWW.SCIENCETHEEARTH.COM/UPLOADS/2/4/6/5/24658156/MCGLYNN_TEACHINGMILLENIALS.PDF PARDUE, K. T. & MORGAN, P. T. (2008). MILLENIALS CONSIDERED: A NEW GENERATION, NEW APPROACHES, AND IMPLICATIONS FOR NURSING EDUCATION. NURSING EDUCATION PERSPECTIVES. 29, 2, 74-79 SOUSA, D. A. (2011)). HOW THE BRAIN LEARNS (5TH ED)THOUSAND OAKS, CA :CORWIN WOLFE, P. (2010). BRAIN MATTERS: TRANSLATING RESEARCH INTO CLASSROOM PRACTICE (2 ND ED). ALEXANDRIA, VA: ASCD

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