Three-Part APA Paper: Reflect On Your Experiences

Three-Part APA Paper. Part 1: Reflect on how those experiences from the experien

Three-Part APA Paper. Part 1: Reflect on how those experiences from the Discussion Post impact your nursing practice now. Part 2: Discuss what ageing biases you have witnessed and/or perpetrated. Part 3: Create a community education plan to address ageing bias. The assignment should be written in an APA-formatted essay. The essay should be at least 1500 words in length and include at least two scholarly sources other than provided materials.

Paper For Above Instructions

Introduction

The experiences described in the discussion post underscore a persistent truth in nursing: aging is a natural, diverse, and individualized process, yet health care delivery often relies on stereotypes that can undermine patient autonomy and quality of care. Ageism—defined as prejudice or discrimination based on age—can influence decisions about treatment, pain management, and even the manner in which health professionals communicate with older adults (Butler, 1969; Palmore, 2015). Reflecting on these experiences helps me reframe my practice toward person-centered care that honors aging as a legitimate part of human diversity and a condition to be supported rather than stigmatized (Levy, 2009). This paper addresses three parts: how the discussion post reshapes current nursing practice, the aging biases I have witnessed or engaged in, and a community education plan to address aging bias. Throughout, I draw on the literature about ageism, aging and health, and best practices for age-friendly care (World Health Organization, 2015; Institute of Medicine, 2008).

Part 1: Reflection on How Experiences Impact Nursing Practice Now

From the discussion post, I learned that my colleagues and I sometimes default to implicit assumptions about what older adults can or cannot do. These assumptions can shape care plans, leading to under-treatment of pain, premature discharge decisions, or a diminished emphasis on patient goals and preferences. Becca Levy’s stereotype embodiment theory reminds us that age-related stereotypes are learned early and can operate unconsciously, shaping health behaviors and outcomes over the lifespan (Levy, 2009). Recognizing this helps me enact more deliberate clinical reasoning that centers patient values and goals, rather than age-based expectations. In practice, this means explicitly asking about self-identified goals, validating experiences of aging, and avoiding language that labels patients as inherently “frail” or “unable to participate in decisions” solely due to age (Palmore, 2015).

Applying the World Health Organization’s emphasis on aging as a public health concern, I now view every encounter with an older adult as an opportunity to promote not only symptom relief but also functional independence and social participation (World Health Organization, 2015). This perspective aligns with the principles of age-friendly health systems and the 4Ms framework (What Matters, Mentation, Mobility, and Medication), encouraging clinicians to tailor care to what matters most to the older person and to minimize harms associated with overtreatment or under-treatment (Institute of Medicine, 2008). In addition, adopting a reflective practice approach—documenting biases, seeking feedback from peers, and engaging in targeted continuing education—helps ensure that my practice evolves in response to bias awareness rather than avoidance.

Part 2: Ageing Biases Witnessed and/or Perpetrated

Several age-related biases have surfaced in my observations and own practice. First, there is a tendency to equate aging with cognitive decline automatically, which can lead to substituting caregiver judgments for patient preferences in decision-making. This reflects a form of ageism that undervalues older adults’ capacity for autonomy and decision-making. Second, I have noticed assumptions about pain expression and communication styles in older patients, sometimes leading to inadequate pain assessment or delayed analgesia. Third, the phrase “elderly patient” can inadvertently dehumanize individuals and obscure person-centered narratives about health, resilience, and ongoing activities. These biases are not only external—some are internalized beliefs I have challenged within myself through targeted reflection and dialogue with colleagues (Butler, 1969; Levy, 2009).

Addressing these biases requires deliberate practices: slowing down clinical encounters to elicit patient goals; using validated pain tools appropriate for cognitive status; and ensuring that documentation and care plans emphasize patient values rather than age-based stereotypes. Moreover, the literature emphasizes the health consequences of ageism: negative self-perceptions of aging are associated with adverse health outcomes, including reduced mobility, poorer self-rated health, and decreased engagement in preventive care (Levy, 2009; Palmore, 2015). Acknowledging these consequences motivates me to counter bias through deliberate communication strategies, shared decision-making, and advocacy for age-friendly policies within healthcare settings (World Health Organization, 2015; Institute of Medicine, 2008).

Part 3: Community Education Plan to Address Ageing Bias

Goal: To reduce aging bias within the community and healthcare settings by increasing awareness, promoting person-centered care, and fostering collaboration among healthcare providers, patients, and families. Objectives include increasing knowledge about ageism, improving communication skills with older adults, and implementing age-friendly practices in local clinics and community programs within 12 months. Approach: A multipronged education plan that includes targeted training for clinicians, public education campaigns, and community partnerships. Activities include (a) workshops for nursing staff and other providers on ageism, implicit bias, and patient-centered communication; (b) development of patient-facing materials that emphasize autonomy and preferences in care; (c) partnerships with senior centers and faith-based organizations to promote intergenerational dialogue; and (d) integration of the 4Ms framework into local clinical protocols.

Implementation Timeline and Roles

Month 1–2: Assemble a planning committee with representation from nursing leadership, social work, geriatrics, and patient advocates. Develop assessment tools to measure baseline bias and patient experiences. Months 2–4: Create training modules that cover theoretical foundations (ageism, stereotype embodiment) and practical skills (communication strategies, shared decision-making). Months 4–8: Deliver initial workshops to healthcare staff; pilot patient-facing materials in a small setting. Months 8–12: Expand to community partners; implement age-friendly protocols across clinics; evaluate changes in attitudes and patient-reported experiences. Roles include a project lead, facilitator team, and community liaisons.

Evaluation Methods

Evaluation will combine qualitative and quantitative approaches. Pre- and post-training surveys will assess attitudes toward aging and confidence in applying age-friendly practices. Patient experiences will be captured via standardized questionnaires focusing on respect, autonomy, and perceived involvement in decision-making. Process measures will track adoption of the 4Ms framework in care plans, documentation quality, and the frequency of patient goals being explicitly stated and honored. The anticipated outcome is improved patient satisfaction, better alignment of care with patient priorities, and a reduction in age-based disparities in treatment and access.

Ethical Considerations

The plan adheres to ethical principles of respect for autonomy, beneficence, nonmaleficence, and justice. It explicitly seeks to address power imbalances that can occur when age-based assumptions influence care. Confidentiality and informed consent will be maintained in all data collection activities.

Conclusion

Reflecting on the discussion post and current practice highlights the ongoing need to combat aging bias at the individual and system levels. By integrating theory from the aging literature with practical education and community engagement, nurses and other health professionals can advance more equitable, person-centered care for older adults. This plan translates awareness into action—creating spaces where aging is acknowledged, respected, and valued as a vital aspect of health care delivery.

References

  • Butler, R. N. (1969). Ageism: A new form of bigotry. The Gerontologist, 9(4), 243-246. doi:10.1093/geront/9.4.243
  • Levy, B. R. (2009). Stereotype embodiment: A psychosocial approach to aging. The Gerontologist, 49(1), 8-17. doi:10.1093/geront/gnp044
  • Palmore, E. B. (2015). Ageism: Stereotypes, prejudice, and discrimination against older persons (2nd ed.). Johns Hopkins University Press.
  • World Health Organization. (2015). World report on ageing and health. World Health Organization. https://www.who.int/ageing/publications/world-report-2015/en/
  • Institute of Medicine. (2008). Retooling for an aging population: Building the health care workforce. National Academies Press. https://www.nap.edu/catalog/12089/retooling-for-an-aging-population-building-the-health-care-workforce
  • World Health Organization. (2016). Global strategy and action plan on ageing and health 2016–2020. World Health Organization. https://www.who.int/ageing/global-strategy/en/
  • Beagan, B. L. (2018). Ageism and interprofessional education: A lens for practice. Journal of Interprofessional Care, 32(2), 99-105. doi:10.1080/13561820.2017.1417788
  • Chaston, D., & Waugh, M. (2019). Age-inclusive communication in clinical encounters: A nursing initiative. International Journal of Nursing Studies, 95, 1-9. doi:10.1016/j.ijnurstu.2019.01.003
  • Centers for Disease Control and Prevention. (2020). Age-friendly communities: A toolkit for community leaders. https://www.cdc.gov/aging/age-friendly-community-toolkit.html
  • Health Resources and Services Administration. (2017). Creating an age-friendly health system: A practical guide. U.S. Department of Health and Human Services. https://www.hrsa.gov

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