RESUMEN
Theory of mind is defined as the understanding that mental states predict and explain people's behaviors. It develops around the age of 4 but seems to remain deficient in people with ASD, whereas other forms of naïve understanding remain intact. This study compares children with ASD to neurotypical children on tasks measuring naïve psychology, physics, and biology (biological parts). Results suggest that children with ASD only underperform on an implicit false belief task. Performances in naïve biology and physics were equivalent across the two groups and uncorrelated to performance on the false belief task. This confirms that naïve physics and biological reasoning are intact in children with ASD but that tracking false beliefs is challenging for this population.
Asunto(s)
Trastorno del Espectro Autista , Teoría de la Mente , Biología , Niño , Comunicación , Decepción , Humanos , FísicaRESUMEN
BACKGROUND: Worldwide, older persons lack access to palliative care. In Sweden, many older persons die in nursing homes where care is provided foremost by assistant nurses. Due to a lack of beds, admission is seldom granted until the older persons have complex care needs and are already in a palliative phase when they move in. OBJECTIVE: To describe assistant nurses' perspectives of providing care to older persons at the end of life in a nursing home. RESEARCH DESIGN: Data were collected in semi-structured individual interviews and analyzed with inductive qualitative content analysis. PARTICIPANTS AND RESEARCH CONTEXT: Seven assistant nurses from a nursing home in Sweden were randomly selected. ETHICAL CONSIDERATION: The research was approved by the local ethics committee. RESULTS: Three main categories emerged; "Death a natural part of life"; "The older person's well-being"; and "Care in the moment of death"; and seven sub-categories. The assistant nurses described themselves as knowing the older persons well enough to provide good end-of-life care. This was achieved by making small-talk while providing daily care. Relying on experience-based knowledge, they strove to provide end-of-life care built upon respect and engagement with the ambition to strengthen older persons' dignity, for example, by lowering the tempo of care at the end of life, in spite of organizational restrictions. DISCUSSION: The assistant nurses offered attentive end-of-life care, focusing upon bodily care. The existential needs of the older persons were not foregrounded. CONCLUSION: To develop their work, and to promote an ethical foundation for such care, assistant nurses might need support and education to be able to offer a care more in line with the aims of palliative care. Furthermore, the organization of care needs to promote, not impede, the realization of this development.
Asunto(s)
Enfermería de Cuidados Paliativos al Final de la Vida/normas , Asistentes de Enfermería/psicología , Percepción , Adulto , Femenino , Humanos , Entrevistas como Asunto/métodos , Masculino , Persona de Mediana Edad , Casas de Salud/organización & administración , Casas de Salud/normas , Investigación Cualitativa , Suecia , Cuidado Terminal/ética , Cuidado Terminal/psicología , Cuidado Terminal/normasRESUMEN
Drawings are an underutilized assessment format in Human Anatomy and Physiology (HA&P), despite their potential to reveal student content understanding and alternative conceptions. This study used student-generated drawings to explore student knowledge in a HA&P course. The drawing tasks in this study focused on chemical synapses between neurons, an abstract concept in HA&P. Using two preinstruction drawing tasks, students were asked to depict synaptic transmission and summation. In response to the first drawing task, 20% of students (n = 352) created accurate representations of neuron anatomy. The remaining students created drawings suggesting an inaccurate or incomplete understanding of synaptic transmission. Of the 208 inaccurate student-generated drawings, 21% depicted the neurons as touching. When asked to illustrate summation, only 10 students (roughly 4%) were able to produce an accurate drawing. Overall, students were more successful at drawing anatomy (synapse) than physiology (summation) before formal instruction. The common errors observed in student-generated drawings indicate students do not enter the classroom as blank slates. The error of "touching" neurons in a chemical synapse suggests that students may be using intuitive or experiential knowledge when reasoning about physiological concepts. These results 1) support the utility of drawing tasks as a tool to reveal student content knowledge about neuroanatomy and neurophysiology; and 2) suggest students enter the classroom with better knowledge of anatomy than physiology. Collectively, the findings from this study inform both practitioners and researchers about the prevalence and nature of student difficulties in HA&P, while also demonstrating the utility of drawing in revealing student knowledge.