1. Purpose: How do we eliminate health disparities in the elderly and create a more socially

just society?

2. Information: Older adults in the United States have better standards of living due to

government programs. Their socioeconomic status has continued to increase. Now we as

a society need to work on programs that will improve the quality of life for all.

Healthcare is a major contributor to the inequalities that people of color face. Having

affordable healthcare and educating providers can decrease the gap in health care

coverage between Caucasians and minority groups. Currently the Medicare program is

helping women of color by supporting healthy living inexpensively. The Medicare

program is a valuable resource to disabled and elderly individuals. There is documented

evidence that it helps the economy; for every dollar spent on such government programs,

almost $1.30 reenters the economy (Lee, 2014) According to Health Resources and

Services Administration (HRSA) (n.d.), homeless older adults have many chronic health

problems that go untreated. These individuals have the same barriers that younger

homeless individuals face. But on the other hand older homeless adults find it more

challenging to overcome these challenges due to inadequate health and health care issues.

When living in a shelter, older homeless adults can be taken advantage of and end up

getting robbed or assaulted by individuals who are much younger in age. This especially

goes for older adults who have been drinking alcohol or taking drugs and prescription

medications. Because of this situation, most older adults think that they will not be safe in

shelters and end up not seeking shelter. However, doing this can lead to older adults

putting themselves in even more danger when sleeping on the streets. Recently Congress

created an insurance program called the Community Living Assistance Services and

Support program (CLASS). This program was created to help older adults to come up

with a plan for long-term services while still living independently in their own homes.

Some members of Congress strongly feel that the CLASS program should be eliminated.

However, they have failed to address the issue currently faced by many families and

informal health care providers. According to the National Council of Aging (NCOA) and

other similar organizations, socioeconomic status can be improved and made equal, and

that CLASS (or some similar act) is necessary in achieving this goal.

3. Assumptions: First and foremost, it should be assumed that older adults are not treated as

equally as those of younger generations. Secondly, most individuals assume that older

adults are not considered equal just because they are old. Thirdly, some individuals also

assume that since older adults are old that they can no longer benefit society and

therefore, older adults should not be treated equally. Lastly, the younger population

assumes that all older adults are disabled, cannot live independently and are in poor

health.

4. Data Interpretation: Health disparities in the United States are still an issue. Our society

today is currently working on government programs to eliminate health disparities among

the elderly and minority groups. Current government programs are trying to improve the

quality of life for all. Allowing older adults to afford health care can significantly

decrease the gaps in health care coverage between Caucasian and minority groups. Older

homeless adults are faced with more barriers due to inadequate health care and are

mistreated and taken advantage of. There are governmental programs out there designed

to aid disadvantaged in gaining access to health care. However, some are trying to

eliminate these programs because they believe that individuals will not benefit from

them. Similar organizations believe that inequality among older adults can be fixed and

that older adults’ socioeconomic statuses can be improved and this will allow all older

adults to be equal to all others.

5. Concepts/Theories: One theory that comes to mind is the conflict theory. The conflict

theory focuses on the competition for power, resources and money. According to “New

Charter University” (2014), “older workers are devalued because they are no longer

economically productive and because their higher salaries (because of their job seniority),

health benefits, and other costs drive down capitalist profits.” Conflict theory also

explains inequality between the elderly based on gender, race, ethnicity and

socioeconomic class. In reality, some older adults are rich and are able to buy the things

that they desire, while other older adults are struggling with essential everyday costs and

are having difficulty making ends meet.

6. Points of View: There are two points of view dealing with this topic. Some individuals

are wondering whether the Affordable Care Act (ACA) will actually reduce health

disparities in the United States. According to Williams (2013), Individuals in the United

States are concerned about how the Affordable Care Act will affect states that do not

currently want to change the requirements for Medicaid coverage. The Affordable Care

Act will make it even more difficult for individuals who fall below the poverty line to

even get health care coverage. Overall, the legislation made a promise to help citizens by

opening up doors for these individuals to have access to health care services. On the other

hand some individuals believe that health disparities can be eliminated. As a whole we

need to come up with solutions on how to handle health disparities. We as a nation

should put our heads together to find out why there is a difference in the health of lower-

income people compared to higher-income people. The United States will need to have

more experts than just the general physicians, nurses and public health experts. Our

country will require more professional help from experts in even non-medical fields to

come together as a whole and come up with solutions.

7. Conclusion: The important points to be made are that we as a society need to eliminate

all health disparities in order to improve quality of life, and that every elder has needs

both simple and complex, whether it is help filling out a form or trying to pay for health

care coverage. All individuals deserve to be treated equally no matter their age. At the

end of the day, we, as individuals, must do what is right, and that is to treat every human

being, young or old, equally.

Bibliography

Health Resources and Services Administration. (n.d.). Understanding the special health care needs of elderly persons who are homeless. Retrieved from http://bphc.hrsa.gov/policiesregulations/policies/pal200303.html

Lee, B. (2014). Seniors deserve our full support. Retrieved from http://lee.house.gov/newsroom/op-eds-and-blogs/seniors-deserve-our-full-support

National Council on Aging. (2012). Top 6 policy issues affecting seniors in 2012. Retrieved from http://www.ncoa.org/press-room/press-release/top-6-policy-issues-affecting.html

New Charter University. (2014). Walking in another’s shoes – understanding diversity in race, gender, and age. Retrieved from https://new.edu/resources/sociological-perspectives-on-aging

Williams, R. D. (2013). A national commitment is needed to eradicate health disparities. Retrieved from http://www.rwjf.org/en/about-rwjf/newsroom/newsroom-content/2013/07/a-national-commitment-is-needed-to-eradicate-health-disparities.html

Grading Rubric for Critical Thinking & Analysis PaperPossible Points

Points Earned

1. Purpose: Problem/Situation/Question Clearly Stated (Restate the question only) 10 10

2. Information/Facts/Data: Collected & Stated(Used at least 3-4 references from the required readings & videos before using outside references)

1010

3. Assumptions: State what you presume to know without the data? (NO references were used in this section)

10 8

4.Data Interpretation: Assimilates what you have found and begins to formulate a decision.

(Summarized the data presented in Section 2. NO new data was introduced in this section)

10 8

5. Concepts/Theories: States those that are related to the question and will help arrive at a decision. (Concepts & theories should be directly related to the question in Section 1)

10 8

6. Points of View: Considers other positions (Expressed differing points of view from the literature. Discussed the strengths & weaknesses of each. Cited the sources from the literature)

10 7

7.Conclusion/Implications/Consequences: States what you have learned through the elements of reasoning. (State your conclusion as related to the question in Section 1)

10 9

8. Used and followed the Rudd article. Numbered Elements 1-7 10 10

9. Evidence of academic writing: Clear, logical, concise Page limit: Maximum of 4 pages.Numbered and labeled each section on paper(Did not use conversational speech, contractions, or abbreviations without first spelling them out. No grammatical errors)

10 10

10. APA: Correct acknowledgement of sources using APA style of referencing. Double spaced paper and reference section. Used 12 font size.Demonstrated use of required readings, videos, etc.

10 10

Ten points will be deducted if this rubric and APA checklist is not attached to paper when submitted. Rubric must be graded by student and checklist completed. Paper, rubric and checklist must be submitted as ONE (1) document. Total possible points

Comments:

100 90

CHECK

DATE, TIME, & INITIAL

PROOFREAD FOR: APA ISSUES

N/A 1. Page Numbers: Did you number your pages using the automatic functions of your Word program? [p. 230 and example on p. 40)]

N/A 2. Running head: Does the Running head: have a small “h”? Is it on every page? Is it less than 50 spaces total? Is the title of the Running head in all caps? Is it 1” from the top of your title page? (Should be a few words from the title of your paper). [p. 229 and example on p. 40]

N/A 3. Abstract: Make sure your abstract begins on a new page. Is there a label of Abstract and it is centered at the top of the page? Is it a single paragraph? Is the paragraph flush with the margin without an indentation? Is your abstract a summary of your entire paper? Remember it is not an introduction to your paper. Someone should be able to read the abstract and know what to find in your paper. [p. 25 and example on p. 41]

N/A 4. Introduction: Did you repeat the title of your paper on your first page of content? Do not use ‘Introduction’ as a heading following the title. The first paragraph clearly implies the introduction and no heading is needed. [p. 27 and example on p. 42]

X 5. Margins: Did you leave 1” on all sides? [p. 229]

X 6. Double-spacing: Did you double-space throughout? No triple or extra spaces between sections or paragraphs except in special circumstances. This includes the reference page. [p. 229 and example on p. 40-59]

X 7. Line Length and Alignment: Did you use the flush-left style, and leave the right margin uneven, or ragged? [p. 229]

X 8. Paragraphs and Indentation: Did you indent the first line of every paragraph? See P. 229 for exceptions.

X 9. Spacing After Punctuation Marks: Did you space once at the end of separate parts of a reference and initials in a person’s name? Do not space after periods in abbreviations. Space twice after punctuation marks at the end of a sentence. [p. 87-88]

X 10. Typeface: Did you use Times Roman 12-point font? [p. 228]

X 9. Abbreviation: Did you explain each abbreviation the first time you used it? [p. 106-111]

X 11. Plagiarism: Cite all sources! If you say something that is not your original idea, it must be cited. You may be citing many times…this is what you are supposed to be doing! [p. 170]

X 12. Direct Quote: A direct quote is exact words taken from another. An example with citation would look like this:

“The variables that impact the etiology and the human response to various disease states will be explored” (Bell-Scriber, 2007, p. 1).

Please note where the quotation marks are placed, where the final period is placed, no first name of author, and inclusion of page number, etc. Do all direct quotes look like this? [p. 170-172]

X 13. Quotes Over 40 Words: Did you make block quotes out of any direct quotes that are 40 words or longer? [p. 170-172]

X 14. Paraphrase: A paraphrase citation would look like this:

Patients respond to illnesses in various ways depending on a number of factors that will be explored (Bell-Scriber, 2007). Do all paraphrased citations look like this? [p. 171 and multiple examples in text on p. 40-59]

X 15. Headings: Did you check your headings for proper levels? [p. 62-63].

X 16. General Guidelines for References:

A. Did you start the References on a new page? [p. 37]

B. Did you cut and paste references on your reference page? If so, check to make sure they are in correct APA format. Often they are not and must be adapted. Make sure all fonts are the same.

C. Is your reference list double spaced with hanging indents? [p. 37]

PROOFREAD FOR GRAMMAR, SPELLING, PUNCTUATION, & STRUCTURE

X 13. Did you follow the assignment rubric? Did you make headings that address each major section? (Required to point out where you addressed each section.)

X 14. Watch for run-on or long, cumbersome sentences. Read it out loud without pausing unless punctuation is present. If you become breathless or it doesn’t make sense, you need to rephrase or break the sentence into 2 or more smaller sentences. Did you do this?

X 15. Wordiness: check for the words “that”, and “the”. If not necessary, did you omit?

X 16. Conversational tone: Don’t write as if you are talking to someone in a casual way. For example, “Well so I couldn’t believe nurses did such things!” or “I was in total shock over

that.” Did you stay in a formal/professional tone?

X 17. Avoid contractions. i.e. don’t, can’t, won’t, etc. Did you spell these out?

X 18. Did you check to make sure there are no hyphens and broken words in the right margin?

X 19. Do not use “etc.” or "i.e." in formal writing unless in parenthesis. Did you check for improper use of etc. & i.e.?

X 20. Stay in subject agreement. When referring to 1 nurse, don’t refer to the nurse as “they” or “them”. Also, in referring to a human, don’t refer to the person as “that”, but rather “who”. For example: The nurse that gave the injection….” Should be “The nurse who gave the injection…” Did you check for subject agreement? Likewise, don’t refer to “us”, “we”, “our”, within the paper…this is not about you and me. Be clear in identifying. For example don’t say “Our profession uses empirical data to support ….” . Instead say “The nursing profession uses empirical data…..

X 21. Did you check your sentences to make sure you did not end them with a preposition? For example, “I witnessed activities that I was not happy with.” Instead, “I witnessed activities with which I was not happy.”

X 22. Did you run a Spellcheck? Did you proofread in addition to running the Spellcheck?

X 23. Did you have other people read your paper? Did they find any areas confusing?

X 24. Did you include a summary or conclusion heading and section to wrap up your paper?

X 25. Do not use “we” “us” “our” “you” “I” etc. in a formal paper! Did you remove these words?

X 26. Does your paper have sentence fragments? Do you have complete sentences?

X 27. Did you check apostrophes for correct possessive use. Don’t use apostrophes unless it is showing possession and then be sure it is in the correct location. The exception is with the word it. It’s = it is. Its is possessive.