The document discusses health disparities among the elderly in the United States and strategies to promote social justice. It notes that government programs have improved standards of living for older adults but that inequalities in healthcare coverage remain between racial groups. Ensuring affordable healthcare access and educating providers could help reduce these gaps. However, some proposals like the CLASS program to support independent living are facing elimination despite the challenges faced by many families. Overall, the document argues that eliminating all health disparities is necessary to improve quality of life for all elders and achieve equal treatment regardless of age, race or socioeconomic status.

1. 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

2. 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

3. 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

4. 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.

5. 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

6. Grading Rubric for Critical Thinking & Analysis Paper
Possible
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)
10
10
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

7. CHECK
DATE, TIME,
& INITIAL
PROOFREAD FOR: APA ISSUES
N/A 1. Page Numbers: Didyou numberyour pagesusingthe automaticfunctionsof yourWord
program?[p. 230 and example onp.40)]
N/A 2. Running head: Doesthe Runninghead:have a small “h”? Isit on everypage?Isitless
than 50 spacestotal?Is the title of the Runningheadinall caps? Isit 1” fromthe topof
your title page?(Shouldbe afew wordsfromthe title of your paper).[p.229 and example
on p.40]
N/A 3. Abstract: Make sure yourabstract beginsona new page.Is there a label of Abstractand
it iscenteredatthe top of the page? Is it a single paragraph? Isthe paragraph flushwith
the marginwithoutan indentation? Isyourabstract a summaryof yourentire paper?
Rememberitisnotan introductiontoyourpaper.Someone shouldbe able toreadthe
abstract and knowwhatto findinyour paper.[p.25 and example onp.41]
N/A 4. Introduction: Did yourepeatthe title of yourpaperon your firstpage of content? Do
not use ‘Introduction’ asaheadingfollowingthe title.The firstparagraphclearlyimplies
the introductionandnoheadingisneeded.[p.27and example onp.42]
X 5. Margins: Did youleave 1” on all sides?[p.229]
X 6. Double-spacing:Didyou double-space throughout?No triple orextraspacesbetween
sectionsorparagraphs exceptinspecial circumstances.Thisincludesthe reference page.
[p.229 and example onp.40-59]
X 7. Line Length and Alignment:Didyou use the flush-leftstyle,andleave the rightmargin
uneven, orragged?[p.229]
X 8. Paragraphs and Indentation:Didyou indentthe firstline of everyparagraph? See P.
229 forexceptions.
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 youuse TimesRoman12-pointfont?[p.228]
X 9. Abbreviation: Did you explain each abbreviation the first time you used it? [p. 106-111]

8. X 11. Plagiarism:Cite all sources!If you saysomethingthatisnot youroriginal idea,itmust
be cited.You maybe citingmanytimes…thisiswhatyouare supposedtobe doing![p.
170]
X 12. Direct Quote: A directquote isexact wordstakenfromanother.Anexample with
citationwouldlooklike this:
“The variablesthatimpactthe etiologyandthe humanresponse tovariousdisease states
will be explored”(Bell-Scriber,2007, p.1).
Please note where the quotation marksare placed,where the final periodisplaced,no
firstname of author,and inclusionof page number,etc.Doall directquoteslooklike this?
[p.170-172]
X 13. QuotesOver 40 Words: Didyou make blockquotesoutof any directquotesthatare
40 wordsor longer?[p.170-172]
X 14. Paraphrase: A paraphrase citationwouldlooklike this:
Patientsrespondtoillnessesinvariouswaysdependingonanumberof factors that will be
explored(Bell-Scriber,2007). Do all paraphrasedcitationslooklikethis?[p.171 and
multiple examplesintextonp.40-59]
X 15. Headings:Did youcheck yourheadingsforproperlevels?[p.62-63].
X 16. General GuidelinesforReferences:
A. Did youstart the Referencesonanew page?[p.37]
B. Did youcut and paste referencesonyourreference page?If so,checkto make
sure theyare incorrect APA format.Oftentheyare not and mustbe adapted.
Make sure all fontsare the same.
C. Is yourreference list double spacedwithhangingindents?[p.37]
PROOFREAD FOR GRAMMAR,SPELLING, PUNCTUATION,& STRUCTURE
X 13. Didyou followthe assignmentrubric?Didyoumake headingsthataddresseachmajor
section?(Requiredtopointoutwhere youaddressedeach section.)
X 14. Watch for run-onor long,cumbersome sentences.Readitoutloudwithoutpausing
unlesspunctuationispresent.If youbecome breathlessoritdoesn’tmake sense,youneed
to rephrase orbreak the sentence into2or more smallersentences. Didyoudothis?

9. X 15. Wordiness:checkforthe words“that”, and “the”.If not necessary,didyouomit?
X 16. Conversationaltone:Don’twrite asif youare talkingtosomeone inacasual way.For
example,“WellsoIcouldn’tbelieve nursesdidsuch things!”or“I was intotal shock over
that.” Didyou stayin a formal/professionaltone?
X 17. Avoidcontractions.i.e.don’t,can’t,won’t,etc. Didyouspell these out?
X 18. Didyou checkto make sure there are no hyphensandbrokenwordsinthe right
margin?
X 19. Do not use “etc.”or "i.e."informal writingunlessinparenthesis.Didyoucheckfor
improperuse of etc.& i.e.?
X 20. Stay insubjectagreement.Whenreferringto1 nurse,don’trefertothe nurse as
“they”or “them”.Also,inreferringtoa human,don’treferto the personas “that”,but
rather “who”.For example:The nurse thatgave the injection….”Shouldbe “The nurse who
gave the injection…”Didyoucheckfor subjectagreement?Likewise,don’treferto“us”,
“we”,“our”, withinthe paper…thisisnotaboutyouand me.Be clear inidentifying.For
example don’tsay“Ourprofessionusesempirical datatosupport….” . Insteadsay “The
nursingprofessionusesempirical data…..
X 21. Didyou checkyour sentencestomake sure youdidnotendthemwitha preposition?
For example,“IwitnessedactivitiesthatIwasnot happywith.”Instead,“Iwitnessed
activitieswithwhichIwasnothappy.”
X 22. Didyou run a Spellcheck?Didyouproofreadinadditiontorunningthe Spellcheck?
X 23. Didyou have otherpeople readyourpaper?Didtheyfindanyareasconfusing?
X 24. Didyou include asummaryor conclusionheadingandsectiontowrapupyour paper?
X 25. Do not use “we”“us” “our” “you” “I” etc. ina formal paper!Did youremove these
words?
X 26. Doesyour paperhave sentence fragments?Doyouhave complete sentences?
X 27. Did youcheckapostrophesforcorrect possessive use.Don’tuse apostrophesunlessit
isshowingpossessionandthenbe sure itisin the correct location. The exceptioniswith
the word it. It’s = it is. Its ispossessive.