Objectually Understanding Informed Consent

Wilkenfeld, Daniel A.

doi:10.1111/phib.12173

Cited by 5 publications

(3 citation statements)

References 35 publications

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“…An alternative approach is to argue that understanding is the primary notion and that what we understand are objects generally (which can include pretty much anything) rather than just propositions or explanations. 2 This approach has been spelt out in Wilkenfeld's (2013Wilkenfeld's ( , 2014Wilkenfeld's ( , 2019Wilkenfeld's ( , 2021 work on understanding-we can understand any object by representing it in the right kind of way, and we can explain when (with a host of caveats described in Wilkenfeld, 2014) we cause understanding.…”

Section: Concept Maps Versus Propositional/ Explanatory Understandingmentioning

confidence: 99%

Diagrams, images and conceptual maps in nursing education

Durmis

Wilkenfeld

2023

Nursing Philosophy

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The way in which one understands information and concepts, and the way a student works to develop this, is an individual aspect of learning that cannot be universally defined as (at least manifested) the same for everyone. 'Understanding' is a broad term, and the way one achieves understanding is dependent on the way that material is presented. In this article, we argue that the philosophy of science can be important to nursing education-in particular, by showing that the way we imbue understanding might depend on the meaning of 'understanding'. Diagrams and concept maps are meant to guide newly formed knowledge and connections to develop proper thinking (e.g., the order in which nursing students must prioritize data) that a student requires in the field. We argue that whether or not an image/ diagram/concept map confers understanding will depend on both what the object is and what we mean by 'understanding'.

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Section: Concept Maps Versus Propositional/ Explanatory Understandingmentioning

confidence: 99%

Diagrams, images and conceptual maps in nursing education

Durmis

Wilkenfeld

2023

Nursing Philosophy

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“…Two kinds of understanding have garnered significant philosophical attention: explanatory understanding ( Grimm, 2010 , 2014 ; Khalifa, 2012 , 2013a , b , 2017 ; Greco, 2013 ; Strevens, 2013 ; Hills, 2015 ; Kuorikoski and Ylikoski, 2015 ; Potochnik, 2017 ) and objectual understanding ( Kvanvig, 2003 ; Elgin, 2004 , 2017 ; Carter and Gordon, 2014 ; Kelp, 2015 ; Baumberger and Brun, 2017 ; Baumberger, 2019 ; Dellsén, 2020 ; Wilkenfeld, 2021 ). Explanatory understanding involves understanding why or how something is the case.…”

Section: Naturalized Epistemology Of Understandingmentioning

confidence: 99%

Integrating Philosophy of Understanding With the Cognitive Sciences

Khalifa

Islam²,

Gamboa

et al. 2022

Front. Syst. Neurosci.

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We provide two programmatic frameworks for integrating philosophical research on understanding with complementary work in computer science, psychology, and neuroscience. First, philosophical theories of understanding have consequences about how agents should reason if they are to understand that can then be evaluated empirically by their concordance with findings in scientific studies of reasoning. Second, these studies use a multitude of explanations, and a philosophical theory of understanding is well suited to integrating these explanations in illuminating ways.

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“…For present purposes, none of these distinctions make a difference, as all potential ethical bases for an informed consent requirement will be difficult to square with the problems detailed in section 2. (See literature 1,2 for more detail on possible bases for informed consent requirements.) ii.…”

Section: Conflict Of Interestmentioning

confidence: 99%

Improving informed consent by enhancing the role of nurses

Wilkenfeld

Campbell

2020

Nurs Ethics

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From a legal perspective, before a physician engages in a serious medical intervention they must obtain informed consent. In this paper, we argue that there are serious deficits in our processes of obtaining informed consent; it is often seen as just a bureaucratic hurdle, and people agree to interventions without being in an appropriate epistemic state. We explore some possible reasons for this, including ignorance, trust in physicians’ authority, and the minimal time physicians spend with patients. We trace many of these issues to one central cause, which is that in the United States obtaining informed consent is the purview of physicians. We argue that a simple shift in how we obtain informed consent can help to ameliorate these issues. Specifically, we argue that obtaining informed consent should be the responsibility of nurses rather than physicians. While there are several reasons for this, the central ideas are that (1) since nurses are the ones who know the patient, they will be in better position to tell when patients are genuinely informed, and (2) patients will be more comfortable asking questions and admitting ignorance to nurses rather than physicians. While we focus on US law, our conclusions are more broadly applicable.

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Objectually Understanding Informed Consent

Cited by 5 publications

References 35 publications

Diagrams, images and conceptual maps in nursing education

Diagrams, images and conceptual maps in nursing education

Integrating Philosophy of Understanding With the Cognitive Sciences

Improving informed consent by enhancing the role of nurses

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