NURS 6630C Discussion Foundational Neuroscience Walden University

Sample Answer for NURS 6630C Discussion Foundational Neuroscience Walden University Included After Question

NURS 6630C Discussion Foundational Neuroscience Walden University

Week 2 Discussion

Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents, including how partial and inverse agonist functionality may impact the efficacy of psychopharmacologic treatments.

When creating a treatment plan for a psych patient, the provider needs to have information about the agonist and antagonist spectrum and how it affects psychopharmacology drugs. Psychopharmacology drugs works to help change a person’s behavior and their way of thinking. Psychoactive drugs can either increase activity at the synapse (agonist) or can decrease activity at the synapse (antagonist). The function of the agonist is to bind to a receptor and activate the receptor to produce a physiologic effect

(Barron, 2021). Antagonists block the effects of endogenous neurotransmitters and oppose normal synaptic transmission. Partial agonist acts directly on receptors but if used in the presence of an agonist, they compete for the receptor and can have partial blocking properties. For example, aripirazole is a partial agonist and dopamine is a full agonist. When an aripirazole is taken, it will occupy brain receptors and in brain regions where dopamine is high, it will partially block the effects of dopamine leading to an antipsychotic effect (Nutt & Lingford-Hughes, 2007).

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Compare and contrast the actions of g couple proteins and ion gated channels.

NURS 6630C Discussion Foundational Neuroscience Walden University
NURS 6630C Discussion Foundational Neuroscience Walden University

Ion channeled receptors binds to a ligand and opens a channel that allows for a rapid response in the post-synaptic response whereas the g protein binds to a ligand and activates a membrane called a g protein which interacts with the ion channel or an enzyme in the membrane. Unlike ion channeled receptors which have a rapid post-synaptic response, the g protein coupled mediators have a slow post-synaptic response (Bountless Biology n.d.).

Explain how the role of epigenetics may contribute to pharmacologic action.

Epigenetics is the study of how behaviors and environmental changes affect the way genes work. Epigenetic changes are reversible and do not change the DNA sequence but can change how the body reads a DNA sequence (Centers for Disease Control and Prevention, 2020). Epigenetics in drug agents includes drug metabolism and transport in the body which changes to the phenotype instead of a genotype. Interactions with noncoding RNA’s contribute to protein expression and thereby modulate drug action (Cascorbi & Schwabi, 2016). NURS 6630C Discussion Foundational Neuroscience

Explain how this information may impact the way you prescribe medications to patients. Include a specific example of a situation or case with a patient in which the psychiatric mental health nurse practitioner must be aware of the medication’s action.

Having knowledge of this information is important because it will help the providers to determine which drug will be effective in treating whatever condition the patient presents with. Especially with starting a new drug like psychotropics. The provider needs to weight the risk of adverse reactions over the benefits before starting the drug. For example, clozapine is a drug used to treat schizophrenia can cause agranulocytosis therefore bloodwork needs to be done regularly to monitor white blood cell count. The drug can also cause seizures, heart and breathing problems therefore close monitoring will need to be done. Antidepressants also poses a risk to benefit as most children and adolescent who take them will have suicidal thoughts and behavior. The providers will need to carefully assess all the patient’s history before giving them any kind of medication (Ghoshal, 2019). NURS 6630C Discussion Foundational Neuroscience

References for NURS 6630C Discussion Foundational Neuroscience Walden University

Barron, S. (2021). Psychopharmacology. Psychology. Retrieved from http://noba.to/umx6f2t8

Boundless Biology. (n.d.). Signaling Molecules and Cellular Receptors. Retrieved from https://courses.lumenlearning.com/boundless-biology/chapter/signaling-molecules-and-cellular-receptors/

Cascorbi, I., & Schwab, M. (2016). Epigenetics in drug response. Retrieved from https://pubmed.ncbi.nlm.nih.gov/27061003/

Centers for Disease Control and Prevention. (2020). What is Epigenetics? Retrieved from https://www.cdc.gov/genomics/disease/epigenetics.htm

Ghoshal, M. (2016). What Is a Psychotropic Drug? Retrieved from https://www.healthline.com/health/what-is-a-psychotropic-drug

Nutt, D., & Lingford-Hughes, A. (2007). Key concepts in psychopharmacology. Retrieved from http://www.med.monash.edu.au/assets/docs/scs/psychiatry/psychopharmacology/nutt-pharmacodynamics-2007.pdf

RE: Week 2 Discussion Psychopharmacology

COLLAPSE

Hi Prof…

An example of epigenetics is the DNA methylation which is the addition of a methyl group or a chemical cap to part of the DNA molecule and this will prevent certain genes from being expressed ( Rettner, 2013). According to Kinoshita et al., 2017 a study was done to patients who were being treated with clozapine for schizophrenia and the study showed that changes in DNA methylation was observed after the treatment with clozapine. The genes were enriched for the cell substrate adhesion which is essential for cells to interact with their environments and cell matrix adhesion which is essential for cell migration, tissue organization and differentiation.

Reference for NURS 6630C Discussion Foundational Neuroscience Walden University

Kinoshita, M., Numata, S., Tajima, A., Yamamori, H., Yasuda, Y., Fujimoto, M., Watanabe, S., Umehara, H., Shimodera, S., Nakazawa, T., Kikuchi, M., Nakaya, A., Hashimoto, H., Imoto, I., Hashimoto, R., & Ohmori, T. (2017). Effect of Clozapine on DNA Methylation in Peripheral Leukocytes from Patients with Treatment-Resistant Schizophrenia. International journal of molecular sciences18(3), 632. https://doi.org/10.3390/ijms18030632

Rettner, R. (2013). Epigenetics: Definition & Exampleshttps://www.livescience.com/37703-epigenetics.html#:~:text=One%20example%20of%20an%20epigenetic,proteins%20that%20DNA%20wraps%20around.

RE: Week 2 Discussion Psychopharmacology

COLLAPSE

Hi there, your post was well organized. I want to add a few things to your post. First, the fourth main group on the agonist spectrum is an inverse agonist. Inverse agonists can take signal transduction below the baseline instead of antagonists, which block any outside changes while signal transduction remains at its current state. Literature suggests that antagonists are relatively rare, and many drugs previously categorized as antagonists are truly inverse agonists (Berg & Clarke, 2018). Second, you made excellent points about important considerations when prescribing. However, there are specific considerations related to the agonist spectrum and epigenetics. For example, if a PMHNP is trying to help treat anxiety, agonists would be a good choice, as they would maximize a neurotransmitter dedicated to reducing anxiety. An inverse agonist would increase anxiety, and a partial agonist would weakly impact anxiety (Stahl, 2013). NURS 6630C Discussion Foundational Neuroscience

Berg, K. A., & Clarke, W. P. (2018). Making Sense of Pharmacology: Inverse Agonism and Functional Selectivity. The international journal of neuropsychopharmacology21(10), 962–977. https://doi.org/10.1093/ijnp/pyy071.

Stahl, S. M. (2013). Stahl’s Essential Psychopharmacology: Neuroscientific Basis and Practical Applications (4th ed.). Cambridge University Press.

A Sample Answer For the Assignment: NURS 6630C Discussion Foundational Neuroscience Walden University

Title: NURS 6630C Discussion Foundational Neuroscience Walden University

RE: Week 2 Discussion Psychopharmacology

COLLAPSE

Hi Beryl, wonderful post indeed! You are correct that the creation of a treatment plan of a patient should always involve the consideration of the present information about antagonists and agonists, and how they affect the psychopharmacology of drugs. The primary difference between g coupled proteins and the ion gated proteins is that the ion gated channels have platforms in which they can initiate post synaptic response through allowing entry of ions (Berg & Clarke, 2018). I like how you will use this information in improving the treatment of patients. For me, I believe this information is crucial for providers as it helps them to understand the reasons why patients experience some of the uncommon side effects and how they should work to correct the necessary processes (Weir, 2020). Also, I believe information on epigenetics and pharmacology can help in both the diagnosis of patient diseases and the administration of relevant drugs that the patients need.

References for NURS 6630C Discussion Foundational Neuroscience Walden University

Berg, K. A., & Clarke, W. P. (2018). Making sense of pharmacology: inverse agonism and           functional selectivity. International Journal of Neuropsychopharmacology21(10),  962-977. https://doi.org/10.1093/ijnp/pyy071

Weir, C. J. (2020). Ion channels, receptors, agonists and antagonists. Anaesthesia & Intensive      Care Medicine21(1), 62-68. https://doi.org/10.1016/j.mpaic.2019.10.022

Discussion: Foundational Neuroscience

Week 2: Neurotransmitters and Receptor Theory

Receptors and neurotransmitters are like a lock-and-key system. Just as it takes the right key to open a specific lock, it takes the right neurotransmitter to bind to a specific receptor. Not surprisingly, as it concerns psychopharmacology, the pharmacotherapeutics that are prescribed must trigger the release of certain neurotransmitters that bind to the correct receptors in order to elicit a favorable response for the patient. The mechanism of this binding and the response that follows reflects receptor theory and lies at the foundation of pharmacology.

This week, you will continue your examination of neuroanatomy and neuroscience as you engage with you colleagues in a NURS 6630C Discussion Foundational Neuroscience Walden University. You will also explore the potential impacts of foundational neuroscience on the prescription of pharmacotherapeutics.

Learning Objectives for NURS 6630C Discussion Foundational Neuroscience Walden University

Students will:

  • Analyze the agonist-to-antagonist spectrum of action of psychopharmacologic agents
  • Compare the actions of g couple proteins to ion gated channels
  • Analyze the role of epigenetics in pharmacologic action
  • Analyze the impact of foundational neuroscience on the prescription of medications

Learning Resources for NURS 6630C Discussion Foundational Neuroscience Walden University

Required Readings (click to expand/reduce)

Camprodon, J. A., & Roffman, J. L. (2016). Psychiatric neuroscience: Incorporating pathophysiology into clinical case formulation. In T. A. Stern, M. Favo, T. E. Wilens, & J. F. Rosenbaum. (Eds.), Massachusetts General Hospital psychopharmacology and neurotherapeutics (pp. 1–19). Elsevier.

Required Media (click to expand/reduce)

The University of British Columbia. (n. d.). Neuroanatomy videos. http://neuroanatomy.ca/videos.html

Note: Please review all of the media under the neuroanatomy series.

Optional Resources (click to expand/reduce)

Pathopharmacology: Disorders of the Nervous System: Exploring the Human Brain

Dr. Norbert Myslinski reviews the structure and function of the human brain. Using human brains, he examines and illustrates the development of the brain and areas impacted by disorders associated with the brain. (15m)

Introduction to Advanced Pharmacology

In this media presentation, Dr. Terry Buttaro, associate professor of practice at Simmons School of Nursing and Health Sciences, discusses the importance of pharmacology for the advanced practice nurse. (6m)


Discussion: Foundational Neuroscience

NURS 6630C Discussion Foundational Neuroscience Walden University Grading Rubric Guidelines DQ

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
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  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

As a psychiatric nurse practitioner, it is essential for you to have a strong background in foundational neuroscience. In order to diagnose and treat patients, you must not only understand the pathophysiology of psychiatric disorders but also how medications for these disorders impact the central nervous system. These concepts of foundational neuroscience can be challenging to understand. Therefore, this Discussion is designed to encourage you to think through these concepts, develop a rationale for your thinking, and deepen your understanding by interacting with your colleagues.

Photo Credit: Getty Images/Cultura RF

For this Discussion, review the Learning Resources and reflect on the concepts of foundational neuroscience as they might apply to your role as the psychiatric mental health nurse practitioner in prescribing medications for patients.

By Day 3 of Week 2

Post a response to each of the following:

  1. Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents, including how partial and inverse agonist functionality may impact the efficacy of psychopharmacologic treatments.
  2. Compare and contrast the actions of g couple proteins and ion gated channels.
  3. Explain how the role of epigenetics may contribute to pharmacologic action.
  4. Explain how this information may impact the way you prescribe medications to patients. Include a specific example of a situation or case with a patient in which the psychiatric mental health nurse practitioner must be aware of the medication’s action.

Read a selection of your colleagues’ responses.

By Day 6 of Week 2

Respond to at least two of your colleagues on two different days in one of the following ways:

  • If your colleagues’ posts influenced your understanding of these concepts, be sure to share how and why. Include additional insights you gained.
  • If you think your colleagues might have misunderstood these concepts, offer your alternative perspective and be sure to provide an explanation for them. Include resources to support your perspective.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Submission and Grading Information

NURS 6630C Discussion Foundational Neuroscience Walden University Grading Criteria

To access your rubric:

Week 2 Discussion Rubric

Post by Day 3 of Week 2 and Respond by Day 6 of Week 2

To Participate in this Discussion:

Week 2 Discussion

What’s Coming Up in Week 3?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

Next week, you will explore medication adherence and strategies to help overcome non-adherence to pharmacotherapeutics. You will also complete a Quiz that addresses the content covered throughout this module.

Next Week

Week 3

Discussion – Week 2

Collapse

  1. Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents, including how partial and inverse agonist functionality may impact the efficacy of psychopharmacologic treatments.

Agonist agents are chemicals that stimulate a reaction by binding to a target site made explicitly for that chemical. If the site or chemical is incorrect, the two cannot bind and will not elicit another reaction. An antagonist is also a chemical that binds to a specific location, but instead of producing a reaction, it blocks an agonist chemical that would then elicit a reaction. Both antagonist and agonist can create an excitatory or inhibitory response depending on the desired effect. Partial agonists induce less than the full response when they occupy the receptor. An example of a partial agonist would be buprenorphine, which binds to the opioid receptor site but only elicits a partial effect (Whelan, P. J., et al.,2012). The benefits of buprenorphine partial effects, versus. Methadone that creates a full effect does not produce the same euphoria and respiratory effect as methadone. This partial effect can help with misuse, side effects, and the eventual withdrawal of the medication. An inverse agonist will cause the exact opposite reaction as the usual chemical messenger for that site (Camprodon, J. A., et al., 2016). Beta-blockers and antihistamines are examples of inverse agonists. Beta-blockers, like carvedilol, not only block an increase in heart rate and blood pressure, they can also lower heart rate and blood pressure (Khilnani, G., et al., 2011).

  1. Compare and contrast the actions of g couple proteins and ion gated channels.

Ion gated channels are the primary neurotransmitter site locations on the pre and post-synaptic sites that open ion channels to elicit the next neuron to receive a signal. A Gated ion channel creates a rapid membrane potential creating fast neuron activity (Camprodon, J. A., et al., 2016).  G-protein-coupled receptors (GPCRs) are a slower secondary neurotransmitter site, triggers a multi-enzyme cascade. When they receive a specific neurotransmitter, the GPCRs, located on plasma membranes, release Alpha, Beta, or Gamma subunits into the cell membrane to be converted into new chemical reactions or signals that either create or inhibit a response (Camprodon, J. A., et al., 2016).

3. Explain how the role of epigenetics may contribute to pharmacologic action.

Epigenetic differences have been shown to change a pharmacological reaction that an individual may have versus someone with a different gene expression. DNA methylation is an excellent example of how these differences can occur. The methylation of DNA is responsible for multiple processes. Gene expression, imprinting, chromatin organization, and X-chromosome inactivation are examples (Rasool, M., et al., 2018). Methylation can affect how medications work on cells by decreasing or increasing their effectiveness and metabolizing too quickly or slowly. DNA tests are available for patients to determine their responses to drugs.

4. Explain how this information may impact the way you prescribe medications to patients. Include a specific example of a situation or case with a patient in which the a psychiatric mental health nurse practitioner must be aware of the medication’s action.

A good example of why a mental health nurse practitioner needs to understand the Mechanism of Action (MOA) of medications is with multiple drugs that can create steven Johnson syndrome. Steven Johnson’s syndrome is a medical emergency that can be caused by too much serotonin.  Two examples are Lamictal and selective serotonin reuptake inhibitors (SSRIs). SSRIs block the ion channels that generally pull back the extra serotonin between the pre and post synapse of two neurons. By blocking the reuptake ion channel on the pre-synaptic site, there is more serotonin available for the post-synaptic neuron to receive serotonin through their ion channels. Lamictal, another medication used for an anti-seizure and commonly bipolar disease, is also believed to increase serotonin. Specifically, Lamictal has an increased chance to cause SJS with patients who have recently started taking the medication (Frey et al., 2017). The risk for SJS can also be increased using another medicine that raises serotonin levels. Knowing the mechanism of action and the results of the MOA can help nurse practitioners and their patients stay safe.

 

Camprodon, J. A., & Roffman, J. L. (2016). Psychiatric neuroscience: Incorporating pathophysiology into clinical case formulation. In T. A. Stern, M. Favo, T. E. Wilens, & J. F. Rosenbaum. (Eds.), Massachusetts General Hospital psychopharmacology and neurotherapeutics (pp. 1–19). Elsevier.

Frey, N., Jossi, J., Bodmer, M., Bircher, A., Jick, S., Meier, C., & Spoendlin, J. (2017). The Epidemiology of Stevens-Johnson Syndrome and Toxic Epidermal Necrolysis in the UK. Journal of Investigative Dermatology. Retrieved 9 September 2021, from https://www.sciencedirect.com/science/article/pii/S0022202X17301768.

Khilnani, G., & Khilnani, A. K. (2011). Inverse agonism and its therapeutic significance. Indian journal of pharmacology43(5), 492–501. https://doi.org/10.4103/0253-7613.84947.

Rasool, M., Malik, A., Naseer, M.I. et al. The role of epigenetics in personalized medicine: challenges and opportunities. BMC Med Genomics 8, S5 (2015). https://doi.org/10.1186/1755-8794-8-S1-S5

Whelan, P. J., & Remski, K. (2012). Buprenorphine vs methadone treatment: A review of evidence in both developed and developing worlds. Journal of neurosciences in rural practice3(1), 45–50. https://doi.org/10.4103/0976-3147.91934

Post a response to each of the following:
1. Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents,
including how partial and inverse agonist functionality may impact the efficacy of
psychopharmacologic treatments.
2. Compare and contrast the actions of g couple proteins and ion gated channels.
3. Explain how the role of epigenetics may contribute to pharmacologic action.
4. Explain how this information may impact the way you prescribe medications to patients.
Include a specific example of a situation or case with a patient in which the psychiatric
mental health nurse practitioner must be aware of the medication’s action.

Read a selection of your colleagues' responses.
By Day 6 of Week 2
Respond to at least two of your colleagues on two different days in one of the following ways:
 If your colleagues’ posts influenced your understanding of these concepts, be sure to
share how and why. Include additional insights you gained.
 If you think your colleagues might have misunderstood these concepts, offer your
alternative perspective and be sure to provide an explanation for them. Include resources
to support your perspective.
Note: For this Discussion, you are required to complete your initial post before you will be able
to view and respond to your colleagues' postings. Begin by clicking on the Reply button to
complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit
your own posts and you cannot post anonymously. Please check your post carefully before
clicking on Post Reply!
Tinesha Rios
Dec 5, 2022 Dec 5 at 11:43am
1. Different drugs have different effects on receptors. An agonist binds to a receptor and
produces a full effect, mimicking the neurotransmitter that usually binds to that receptor.
An antagonist binds to receptors and blocks activation from other agonist producing no
effect. Examples of a agonist is hydrocodone and a antagonist is Narcan. A partial agonist
binds to a receptor and produces a partial effect not a full effect for example tramadol vs
hydrocodone. An inverse agonist binds to a receptor and produces the opposite effects as
the agonist for example antihistamines. These concepts are very important regarding the
efficacy of psychopharmacology treatments, knowing these concepts the mental health
nurse practitioner can prescribe medication appropriately and provide better explanation
to patients regarding medications.
2. Both g proteins and ion gate channels are postsynaptic receptors located on the dendrites,
however G proteins can be located elsewhere on the neurons and can activate ion-gate
channels. G proteins have a slower effect than ion gate channels. Ion gate channels can
open or close in response to membrane changes
3. Epigenetics may contribute to pharmacologic action by the way a person’s body reacts to
a certain drug. Also, it can help mental health providers treat and understand certain
mental health issues. “Current mental health epigenetic research supports the adverse
psychosocial experiences are associated with mental heath disorders such as
schizophrenia, anxiety, depression and addiction. There are also positive epigenetics
associations with counseling interventions, including cognitive behavioral therapy
mindfulness diet and exercise” (David E. Jones, Feb 26, 2021).
4. All the mechanisms mentioned earlier will impact the way I prescribe medications in
mental health. For example, for example a patient that develops addiction to opiate drugs
may benefit from a partial agonist in efforts to ween of opiates. Also having knowledge

of ones epigenetics can guide me into providing positive treatment options like
counseling interventions and medications for patients with mental health issues in an
effort to increase the efficacy of psychopharmacology treatments.

Allthough I have been always amazed on how we have used medicines, especially psychotropic meds to induce agonist or antagonist effects to treat multiple psychiatric medications, what really amazes me is how we can use and benefit from epigenetics to treat and control these disoders, and may be prevent this from being passed from a parent to his/her own offsprings (Stahl, 2021). Mountain evidence suggests that epigenetic mechanisms, which induce stable and lasting changes in gene expression in response to environmental events and behavioral experiences, may play a role in the processess that contribute to the pathophysiology of psychiatric disorders (Mahgoub & Monteggia, 2013).

Epigenetics is a process that can change gene expression, without alterations of the DNA sequence and promote stable changes in the Chromatin structure (Stahl, 2021; Maghoub & Monteggia, 2013; Stern, et. al., 2016). A good application of epigenetics in psychiatric disoderders are the following examples:

  1. The modification of brain derived  neurotrophic factor  (BDNF) as a potential therapeutic target in antidepressant action as well as in mediating antidepressant response (Mahgoub & Monteggia, 2013)
  2. The involvement of BDNF to addiction. Acute administration of cocaine induces release of BDNF in the ventral tegmented area (reward system)
  3. Involvement of histone H4 deacetylases in cocaine addiction. Histone play a crucial role in regulating gene activity by inducing modifications in chromatin structure (Mahgoub & Monteggia, 2013)
  4. The involvement and modification of DNA methylation within  GABA in schizophrenia. There was a downward regulation of several genes expressed within the GABA neurons (Chen, et. al, as cited in Mahgoub & Monteggia, 2013)

Much emphasis has been placed right now on histone modifications and DNA methylation for using pharmacologic inhibitors in treating multiple disorders. Both histone acetylation and DNA methylation can induce lasting and stable changes in gene expression, and therefore have been implicated in adaptive behaviors and neuronal changes that accompany many psychiatric disorders.

 

NURS 6630C Discussion Foundational Neuroscience Walden University References:

Mahgoub, M., & Monteggia, L. (2013). Epigenetics and Psychiatry. https://ncbi.nlm.nih.gov/pmc/articles/PMC3805856

Stahl, S. (2021). Stahl’s Essential Psychopharmacology: Neuroscientific Basis and Practical Approach. 5th ed. Cambridge

Stern, T., et. al (2016). Massachusetts General Hospital Psychopharmacology and Neurotherapeutics. 1st ed. Elsevier