On the basis of current knowledge of neurotransmitter effects, a nurse anticipates that the treatment plan for a patient with memory difficulties may include medications designed to do what?

Choice A reason: Decreasing dopamine is used for disorders like schizophrenia, where excess mesolimbic dopamine causes hallucinations. Memory difficulties, often linked to Alzheimer’s, involve cholinergic deficits, not dopamine excess. Reducing dopamine could worsen cognition by disrupting reward and attention pathways, making this approach scientifically inappropriate for memory issues.

Choice B reason: Inhibiting GABA production is irrelevant for memory. GABA regulates neural inhibition, and its reduction could increase excitability, worsening conditions like seizures. Memory deficits, particularly in dementia, stem from reduced acetylcholine in the hippocampus, not GABA, making this option misaligned with the neurobiology of memory impairment.

Choice C reason: Preventing acetylcholine destruction, via cholinesterase inhibitors, enhances cholinergic activity in the hippocampus and cortex, critical for memory in conditions like Alzheimer’s. Low acetylcholine levels impair neural signaling, causing memory deficits. This approach directly addresses the neurochemical basis of memory difficulties, making it scientifically appropriate for treatment.

Choice D reason: Increasing dopamine sensitivity is relevant for disorders like Parkinson’s, not memory deficits. Dopamine affects motivation and movement, not memory, which relies on acetylcholine in the hippocampus. Enhancing dopamine could disrupt cognitive balance, worsening memory without addressing the cholinergic deficits central to memory impairment.

Choice A reason: Sullivan’s interpersonal theory emphasizes therapeutic relationships and social environments to foster mental health. The therapeutic milieu, structured to promote safety and interaction, aligns with Sullivan’s focus on interpersonal dynamics, reducing symptoms like anxiety through supportive settings, which stabilize neurotransmitter imbalances, enhancing patient recovery on psychiatric units.

Choice B reason: Sullivan’s theory does not focus on age-appropriate versus arrested behaviors. It emphasizes interpersonal relationships, not developmental stages. Assessment tools for behavior typically rely on other frameworks, like Erikson’s, which address developmental milestones, not Sullivan’s interpersonal model, making this option scientifically inaccurate for the theory’s application.

Choice C reason: Restraint and seclusion are not part of Sullivan’s theory, which promotes therapeutic relationships to reduce anxiety, not coercive measures. These interventions contradict Sullivan’s focus on supportive environments, as they may exacerbate stress and neurotransmitter dysregulation, such as increased cortisol, worsening mental health outcomes in psychiatric settings.

Choice D reason: The nursing process is a general framework, not specific to Sullivan’s theory. Sullivan’s interpersonal model focuses on relationships to alleviate symptoms, not on sequencing nursing actions. While the nursing process guides care, it is not derived from Sullivan’s principles, making this option unrelated to his theoretical application.