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PubMed2005

Applying a cognitive neuroscience perspective to the disorder of psychopathy.

Four models of psychopathy (frontal lobe dysfunction, response set modulation, fear dysfunction, and violence inhibition mechanism hypotheses) are reviewed from the perspective of cognitive neuroscience. Each model is considered both with respect to the psychopathy data and, more importantly, for the present purposes, with respect to the broader cognitive neuroscience fields to which the model refers (e.g., models of attention with respect to the response set modulation account and models of emotion with respect to the fear dysfunction and violence inhibition mechanism models). The paper concludes with an articulation of the more recent integrated emotion systems model, an account inspired both by recent findings in affective cognitive neuroscience as well as in the study of psychopathy. Some directions for future work are considered.

Amygdala↗
PubMed2006

Gene-environment interactions in psychiatry: joining forces with neuroscience.

Gene-environment interaction research in psychiatry is new, and is a natural ally of neuroscience. Mental disorders have known environmental causes, but there is heterogeneity in the response to each causal factor, which gene-environment findings attribute to genetic differences at the DNA sequence level. Such findings come from epidemiology, an ideal branch of science for showing that a gene-environment interactions exist in nature and affect a significant fraction of disease cases. The complementary discipline of epidemiology, experimental neuroscience, fuels gene-environment hypotheses and investigates underlying neural mechanisms. This article discusses opportunities and challenges in the collaboration between psychiatry, epidemiology and neuroscience in studying gene-environment interactions.

Animals↗
PubMed2003

Integrative neuroscience.

A fundamental impediment to an "Integrative Neuroscience" is the sense that scientists building models at one particular scale often see that scale as the epicentre of all brain function. This fragmentation has begun to change in a very distinctive way. Multidisciplinary efforts have provided the impetus to break down the boundaries and encourage a freer exchange of information across disciplines and scales. Despite huge deficits of knowledge, sufficient facts about the brain already exist, for an Integrative Neuroscience to begin to lift us clear of the jungle of detail, and shed light upon the workings of the brain as a system. Integrations of brain theory can be tested using judicious paradigm designs and measurement of temporospatial activity reflected in brain imaging technologies. However, to test realistically these new hypotheses requires consistent findings of the normative variability in very large numbers of control subjects, coupled with high sensitivity and specificity of findings in psychiatric disorders. Most importantly, these findings need to be analyzed and modeled with respect to the fundamental mechanisms underlying these measures. Without this convergence of theory, databases, and methodology (including across scale physiologically realistic numerical models), the clinical utility of brain imaging technologies in psychiatry will be significantly impeded. The examples provided in this paper of integration of theory, temporospatial integration of neuroimaging technologies, and a numerical simulation of brain function, bear testimony to the ongoing conversion of an Integrative Neuroscience from an exemplar status into reality.

Animals↗
PubMed2002

The ultimate chip shot: can microarray technology deliver for neuroscience?

The use of cDNA and oligonucleotide microarrays, or 'chips', is emerging as a powerful, new technology in the field of neuroscience for examining gene expression in a high-throughput fashion. The application of microarray technology to the study of brain and behavior has lagged behind other areas of biology such as cancer and yeast genetics due to the challenges presented by the heterogeneous and complex organization of the nervous system. This review provides a brief overview of available microarray technology as well as a description of experimental considerations in planning and implementing a neuroscience-based array study. Successful implementation of microarray technology within the field of neuroscience will provide a molecular approach to studying systems neurobiology, leading to insights into areas ranging from fundamental questions of developmental neurobiology to neurological and psychiatric disorders.

Computational Biology↗
PubMed2005

[Intervening between brain and mind: an ethical analysis of the new possibilities of the neurosciences].

The fast progress in neuroscience opens up unprecedented opportunities of research and intervention. Due to their far-reaching medical, social and anthropological implications they raise new ethical issues regarding their goals and legitimacy. The "neuroethical evaluative matrix", which is presented in this article, provides an ethical orientation in neuroscientific research and clinical interventions. Its practicability is demonstrated for the following central neuroethical fields: neuroscientific research, neural grafting, psychopharmacology, neuroimaging, neuro- and psychosurgery, and allocation in neuroscience. It will turn out that the neuroethical matrix provides a systematic and practical possibility to obtain a normative reference frame in neuroscience and neurology.

Brain↗
PubMed2006

[Subjective experience and neuronal integration in the brain: do we need a first-person neuroscience?].

Unlike other medical disciplines psychiatry can be characterized by the special importance of subjective experience. Since subjective experience is tied to First-Person-Perspective and investigation of the brain is possible only in Third-Person-Perspective, the question how subjective experience can be linked to neuronal processes is raised in psychiatry. We suggest a novel methodological approach, First-Person-Neuroscience where subjective experience can be linked directly and systematically to neuronal processes. Due to complexity of the structures and contents of subjective experience, localization in specific brain regions seems inappropriate. Instead, the interplay and coordination of neuronal activity across several brain regions, so-called neuronal integration, should be considered in First-Person-Neuroscience. This is illustrated by two principles of neuronal integration, top-down modulation and reciprocal modulation, whose abnormal function can be related to subjective experience of patients with catatonia and depression. It is concluded that First-Person-Neuroscience can contribute to reveal abnormal brain function in psychiatric disorders and ultimately to development of diagnostic and therapeutic markers.

Brain↗
PubMed2002

A conceptual review of the psychosocial genomics of expectancy and surprise: neuroscience perspectives about the deep psychobiology of therapeutic hypnosis.

This conceptual review explores some speculative associations between the neuroscience of expectancy and surprise during stress and therapeutic hypnosis. Current neuroscience is exploring how novel interactions between the organism and the environment initiate cascades of gene expression, protein synthesis, neurogenesis, and healing that operate via Darwinian principles of natural variation and selection on all levels from the molecular-genomic to the subjective states of consciousness. From a neuroscience perspective, the novel and surprising experiences of consciousness appear to have as important a role as expectancy in memory, learning and behavior change in the psychobiology of therapeutic hypnosis. This paper explores how we may integrate the psychosocial genomics of expectancy and surprise in therapeutic hypnosis as a complex system of creative adaptation on all levels of human experience from mind to gene expression.

Adaptation, Psychological↗
PubMed2000

Reproducibility of peer review in clinical neuroscience. Is agreement between reviewers any greater than would be expected by chance alone?

We aimed to determine the reproducibility of assessments made by independent reviewers of papers submitted for publication to clinical neuroscience journals and abstracts submitted for presentation at clinical neuroscience conferences. We studied two journals in which manuscripts were routinely assessed by two reviewers, and two conferences in which abstracts were routinely scored by multiple reviewers. Agreement between the reviewers as to whether manuscripts should be accepted, revised or rejected was not significantly greater than that expected by chance [kappa = 0.08, 95% confidence interval (CI) -0.04 to -0.20] for 179 consecutive papers submitted to Journal A, and was poor (kappa = 0.28, 0.12 to 0. 40) for 116 papers submitted to Journal B. However, editors were very much more likely to publish papers when both reviewers recommended acceptance than when they disagreed or recommended rejection (Journal A, odds ratio = 73, 95% CI = 27 to 200; Journal B, 51, 17 to 155). There was little or no agreement between the reviewers as to the priority (low, medium, or high) for publication (Journal A, kappa = -0.12, 95% CI -0.30 to -0.11; Journal B, kappa = 0.27, 0.01 to 0.53). Abstracts submitted for presentation at the conferences were given a score of 1 (poor) to 6 (excellent) by multiple independent reviewers. For each conference, analysis of variance of the scores given to abstracts revealed that differences between individual abstracts accounted for only 10-20% of the total variance of the scores. Thus, although recommendations made by reviewers have considerable influence on the fate of both papers submitted to journals and abstracts submitted to conferences, agreement between reviewers in clinical neuroscience was little greater than would be expected by chance alone.

Abstracting and Indexing↗
PubMed1999

University of Washington and partners' program to teach middle school students about neuroscience and science careers.

The Making Connections, Making Choices program is a multidisciplinary, neuroscience-focused project aimed at middle-school students and teachers primarily throughout Washington State and also across the country. The three components--the Summer Institute (for teacher training), the Brain Power Van (to visit schools and provide neuroscience education), and the speakers' bureau (to train clinicians and researchers to provide effective class-room and public talks and to schedule engagements)--work together to foster enriching, interactive science education experiences for students and teachers. The program has been funded by the National Center for Research Resources at the National Institutes of Health since 1991. Each year the aspect of it described in this article reaches 30-35 schools, with a total of more than 1,000 students and 80 teachers, plus another 30-40 teachers each summer. The program seeks to (1) enhance middle-school students' science knowledge, (2) help science teachers improve their science knowledge and teaching, (3) increase understanding and appreciation of biomedical research, (4) increase understanding of why animals are used in research, and (5) promote students' interest in science careers, especially the interest of students from groups underrepresented in science. Periodic evaluations showed that students exposed to the program scored higher on tests of neuroscience knowledge and had more interest in health science careers than did control groups of non-exposed students. The authors argue an important aspect of the program is that it has a broad focus and is multidisciplinary.

Adolescent↗
PubMed1986

Managing the transition to a neuroscience unit.

Converting a general medical-surgical unit to a 35-bed neuroscience unit can be both a stressful and a rewarding experience. During a six-month period, from February to September 1983, the authors were involved in transition to a stand-alone neuroscience unit. This article attempts to share their experience with professional nurses who are contemplating or involved in a similar unit change. The article focuses on: 1) a discussion of administrative/management responsibilities; 2) the development of neuroscience educational programs; and 3) program assessment and recommendations.

Curriculum↗
PubMed1988

A neurosciences internship and graduate nurse role conception.

Registered nurse (RN) turnover is a severe problem many hospitals face in today's health care climate. A study was conducted of a graduate nurse (GN) neurosciences internship established in a large metropolitan teaching hospital located in southwestern Tennessee to determine the internship's effect upon role conception of GNs. Thirty-two GNs enrolled in the internship comprised the experimental group, and 22 GNs in traditional orientation were the control group. Data collection instruments consisted of Corwin's Role Conception tool and a demographic questionnaire designed to examine variables that could influence professional role conception. Both instruments were completed at the beginning of employment, and Corwin's Role Conception repeated after completion of the first six months of practice. At this time audiotaped interviews were conducted by a nurse counselor to collect qualitative data from ten randomly selected informants from each group. Results revealed no significant differences in the two groups regarding changes in role conception as measured by Corwin's instrument. Audiotaped interviews brought to light many concerns of new GNs with regard to inadequate staffing, the charge nurse role, coping with the stress of the professional nurse role and new attitudes toward the field of the neurosciences. Implications for nurse administrators include the need to: be aware of the stresses to which new GNs are exposed; examine traditional practices such as the charge nurse role and staffing patterns; determine whether nursing internships, such as the neurosciences internship can improve the attitudes of GNs toward their specialty.

Adult↗
PubMed1993

The changing health care system: neuroscience nursing practice in the 1990s.

Radical changes in the health care system, including the paradigm shift from an acute to chronic illness model, and advances in managing major neuroscience patient populations are redefining neuroscience nursing practice in the 1990s. For example, advances in management mean that many more neurotrauma patients and patients with cerebrovascular disorders survive. Once stabilized, illness may become chronic and require long-term management. There are also promising developments in managing major neurological diseases. The decade of the 90s will require more collaboration, new practice models and a greater focus on rehabilitation. Research and education must support practice in reshaping neuroscience nursing.

Brain Damage, Chronic↗
PubMed2000

Vulnerable populations in neuroscience nursing research.

Patients with neuroscience problems offer a wealth of data that can be collected as part of a research study. However, these patients are vulnerable to misunderstanding research purposes and procedures. They are also at risk for feeling pressured to participate in a study if they think it will make them recover or survive. In many instances, these neuroscience problems are devastating and even life-threatening. Because of the vulnerability of these patients, it is the responsibility of the neuroscience nurse to care for and also protect these patients. Therefore, it is incumbent upon nursing personnel to protect these vulnerable patients when they participate in nursing research studies.

Ethics, Medical↗
PubMed2001

Evaluation of the Neuroscience Nurse Internship Program: the first decade.

This article describes the evaluation of the Neuroscience Nurse Internship Program (NNIP). The NNIP was initiated in 1988 by the National Institutes of Health Clinical Center to meet the demand for highly skilled nurses to care for persons with nervous system disorders. To determine whether the program was meeting its goals, an evaluation component was incorporated into the program. The evaluation process was based on the RSA Model of Continuing Education for nursing. The RSA model consists of four basic components, three of which were included in the assessment of the NNIP--process, content, and outcome. The evaluation revealed that the nurse-interns were satisfied with the lectures and clinical content of the program. Moreover, the nurse-interns improved their knowledge of neuroscience nursing and their confidence in performing neuroscience nursing skills. Information from the evaluation was used to modify the structure of the program and to refine lecture content and clinical requirements.

Adult↗
PubMed2001

Description and use of the neuroscience nursing self-efficacy scale.

An instrument for assessing nurses' perceived self-efficacy in implementing a variety of neuroscience nursing tasks was developed. Self-efficacy theory served as the guiding framework. From 1988 to 1998, the instrument was used to assess changes in the perceived self-efficacy of 54 nurses who attended a neuroscience nurse-internship program. Self-efficacy was assessed during clinical orientation, prior to the beginning of the program, and at the end of the program. The results showed that the nurses' confidence in performing a variety of neuroscience nursing skills increased during the 6- to 10-month program. The instrument was also useful in helping program directors identify areas in which nurses could benefit most from the program and refine the program to meet the educational needs of the nurses.

Clinical Competence↗
PubMed2003

Defining neuroscience nursing practice: the 2001 role delineation study.

Studies that provided a blueprint for the Certified Neuroscience Registered Nurse (CNRN) examination were conducted in 1987, 1992, and 1997. In 2000, the American Board of Neuroscience Nursing (ABNN) formed a task force to re-examine the previous role delineation survey, obtain information to define current neuroscience nursing practice, and provide content validity for future CNRN examinations. Previous role delineation studies conducted by ABNN and a review of the literature provided the background for the study. The theoretical framework was the Nursing Intervention Classification (NIC) taxonomy and the methodology was a survey design. Computer Adaptive Technologies, Inc. (CAT), assisted the task force with survey development and data analysis. The survey, a three-part questionnaire, was mailed to 1,505 CNRNs and returned by 453 participants.

Certification↗
PubMed2001

Integration of neuroscience and endocrinology in hybrid PBL curriculum.

At the University of Missouri-Columbia, the medical school employs a problem-based learning curriculum that began in 1993. Since the curriculum was changed, student performance on step 1 of the United States Medical Licensing Examination has significantly increased from slightly below the national average to almost one-half a standard deviation above the national mean. In the first and second years, classes for students are organized in classes or blocks that are 8 wk long, followed by 1 wk for evaluation. Initially, basic science endocrinology was taught in the fourth block of the first year with immunology and molecular biology. Student and faculty evaluations of the curriculum indicated that endocrinology did not integrate well with the rest of the material taught in that block. To address these issues, basic science endocrinology was moved into another block with neurosciences. We integrate endocrinology with neurosciences by using the hypothalamus and its role in neuroendocrinology as a springboard for endocrinology. This is accomplished by using clinical cases with clear neuroscience and endocrinology aspects such as Cushing's disease and multiple endocrine neoplastic syndrome type 1.

Curriculum↗
PubMed2005

Method matters: an empirical study of impact in cognitive neuroscience.

A major thrust of cognitive neuroscience is the elucidation of structure-function relationships in the human brain. Over the last several years, functional neuroimaging has risen in prominence relative to the lesion studies that formed the historical core of work in this field. These two methods have different strengths and weaknesses. Among these is a crucial difference in the nature of evidence each can provide. Lesion studies can provide evidence for necessity claims, whereas functional neuroimaging studies do not. We hypothesized that lesion studies will continue to have greater scientific impact even as the relative proportion of such studies in the cognitive neuroscience literature declines. Using methods drawn from systematic literature review, we identified a set of original cognitive neuroscience articles that employed either functional imaging or lesion techniques, published at one of two time points in the 1990s, and assessed the effect of the method used on each article's impact across the decade. Functional neuroimaging studies were cited three times more often than lesion studies throughout the time span we examined. This effect was in large part due to differences in the influence of the journals publishing the two methods; functional neuroimaging studies appeared disproportionately more often in higher impact journals. There were also differences in the degree to which articles using one method cited articles using the other method. Functional neuroimaging articles were less likely to include such cross-method citations.

Brain↗