NRNP 6540 Week 9 Harvard Implicit Bias test – Persons of Advanced Age
Harvard Implicit Bias Test – Persons of Advanced Age
- Did the results surprise you?
The results of the Harvard Implicit Association Test (IAT) regarding age were rather unexpected. Nobody, no matter how old they are, has ever been different from how I treat them. I also value the information and wisdom that older people bring to the table. However, there was a small bias toward younger people in the test. This surprised me, but it also helped me because it made me think about how society’s small cues and assumptions about getting older can change how I see things and act, even at work. Acknowledging the distinction between implicit attitudes and explicit beliefs underscores the need for ongoing self-awareness and reflection in nursing practice (Greenwald et al., 2022). - Do you believe ageism is a real issue, and have you seen or experienced an example?
Yes, ageism is a real problem that keeps happening in society and in healthcare. I have seen older people whose complaints were just put down to “getting old” when they went to the healthcare provider, or were ignored or not taken seriously. For example, I saw an older patient’s tiredness being mistaken for regular age when, in fact, it was hypothyroidism, a hormonal disorder that is easy to treat. This kind of prejudice may result in incorrect diagnoses, inadequate treatment, or lower-quality care (Shah & Bohlen, 2023). Another thing that ageism does is hurt older people’s confidence and mental health. This makes it a very important social and professional issue for healthcare workers. - Why is it important to recognize bias?
It is important to be aware of bias because unspoken beliefs can hurt patient results, conversation, and professional decision-making. When healthcare workers are unaware of their biases, they may unintentionally give inequitable care or make assumptions that risk patient safety (Kennedy-Malone & Groenke-Duffy, 2023). Being aware of other cultures makes people more humble, empathetic, and in line with patient-centered, evidence-based ideals in their care. By being aware of bias, therapists can work to lessen its impacts and keep professionalism and respect in all interactions, especially with older people and other vulnerable groups. - What might be some ways to overcome bias?
Overcoming bias requires deliberate thought, education, and experience. Clinicians can find and question their ideas by regularly going through unconscious bias training and diversity education. Other successful ways include focusing on customized care rather than stereotypes, embracing perspective-taking techniques, and participating in intergenerational relationships (Shah & Bohlen, 2023). Personal bias can have even less of an effect on healthcare decisions when organized assessment tools and uniform methods are used. By raising awareness, practicing mindfulness, and encouraging kindness, healthcare providers can make sure that people of all ages get fair and compassionate care.
References
Greenwald, A. G., Dasgupta, N., Dovidio, J. F., Kang, J., Moss-Racusin, C. A., & Teachman, B. A. (2022). Implicit-Bias Remedies: Treating discriminatory bias as a Public-Health Problem. Psychological Science in the Public Interest, 23(1), 7–40. https://doi.org/10.1177/15291006211070781
Kennedy-Malone, L., & Duffy, E. G. (2022). Advanced practice nursing in the care of older adults (3rd ed.). F.A. Davis.
Shah, H. S., & Bohlen, J. (March 4, 2023). Implicit bias. National Library of Medicine; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK589697/
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Harvard Implicit Bias test – Persons of Advanced Age
Endocrine, metabolic, and nutritional concerns have specific considerations for geriatric populations. Accurate history taking of symptoms associated with these disorders is essential for completing an assessment of the older adult, since onset of symptoms (for example, with some endocrine disorders) may appear more subtly than those in younger patients. It can also be difficult to determine onset and severity of illness in older adults. This week we will also review issues regarding bias, this often affects how we carry out our care, especially for specific groups. Often individuals are unaware of biases. The assignment this week involves taking a brief assessment to evaluate bias concerning age.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
Learning Resources
Required Readings
- Kennedy-Malone, L., & Groenke-Duffy, E. (2023). Endocrine and metabolic disorders. In Advanced practice nursing in the care of older adults (3rd ed., pp. 437-480). F.A. Davis.
- American Diabetes Association. (2020). Glycemic targets: Standards of medical care in diabetes—2020
- Links to an external site.. Diabetes Care, 43(Suppl. 1), S66–S76. https://doi.org/10.2337/dc20-S006
- Munshi, M., Nathan, D. M., Schmader, K. E., Mulder, J. E., & Givens, J. (2019). Treatment of type 2 diabetes mellitus in the older patient
- Links to an external site.. UpToDate. Retrieved June 8, 2020, from https://www.uptodate.com/contents/treatment-of-type-2-diabetes-mellitus-in-the-older-patient
- Shah, H. S., & Bohlen J. (2023, Mar 4). Implicit bias
- Links to an external site.. In StatPearls [Internet]. https://www.ncbi.nlm.nih.gov/books/NBK589697
Required Media
- ETSU CME Grand Rounds. (2016, July 26). Gout and pseudogout, Jeffrey Bieber, MD
- Links to an external site. [Video]. YouTube. https://youtu.be/oi4vVPy2MA8
Recommended Media
- Engage-IL (Producer). (2017t). Pain management of the older adult
- Links to an external site. [Video]. https://engageil.com/modules/pain-management-of-the-older-adult
Note: View the Pain Management of the Older Adult video module available in this free course.
By Day 3
This week we will evaluate Implicit Bias regarding age. The American Psychological Association defines implicit bias, also known as implicit prejudice or implicit attitude, as a negative attitude, of which one is not consciously aware, against a specific social group.
Read the Stat Pearls Implicit Bias article in this week’s Learning Resources. In the article under the heading, Issues of Concern, focus on the section, Persons of Advanced Age. Also, review the rubric associated with this assignment. There are 2 parts to this assignment.
- Take the Harvard University Implicit Association Test on Age (Select a Test (harvard.edu)
- Links to an external site.. This test takes less than 20 minutes to complete. There are several other tests, including sexuality, disability, and weight for example, that you may be interested in, but this assignment is for the Age test only.
You can sign in as a guest or make an account. Once you complete the test you will get a result that lists the degree of bias, this is the result you are to focus on. Then you are asked to answer some questions about how you felt about the test and some general demographic information, country of origin and zip code – no personal information is required. You will come to a Thank You page, at the bottom you will see an option to print. Print this page as PDF and upload it to Canvas. We do not need to see or know your degree of bias for the assignment, just that you completed the test.
- Write a brief, less than 500-word, discussion board post about the test, due by Day 3 of the assignment week. Be concise in your post. Items to discuss:
- Did the results surprise you, if so how?
- Do you believe “agism” is a real issue, have you seen or experienced an example?
- Why is it important to recognize bias?
- What might be some ways to overcome bias?
Provide references for your responses about the importance of recognizing bias and ways to overcome bias, using APA format.
By Day 6
Respond to at least two of your colleagues on 2 different days.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts and you cannot post anonymously. Please check your post carefully before clicking on Post Reply!
NRNP_6540_Week9_Discussion_Rubric
| Criteria | Ratings | Pts |
|---|---|---|
| This criterion is linked to a Learning Outcome Main Posting:Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. | 44 to >40.0 pts Excellent Point range: 90–100 Thoroughly responds to the discussion question(s). … Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. … No less than 75% of post has exceptional depth and breadth. … Supported by at least 3 current credible sources.
40 to >35.0 pts Good Point range: 80–89 Responds to most of the discussion question(s). … Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. … 50% of the post has exceptional depth and breadth. … Supported by at least 3 credible references. 35 to >31.0 pts Fair Point range: 70–79 Responds to some of the discussion question(s). … One to two criteria are not addressed or are superficially addressed. … Is somewhat lacking reflection and critical analysis and synthesis. … Somewhat represents knowledge gained from the course readings for the module. … Post is cited with fewer than 2 credible references. 31 to >0 pts Poor Point range: 0–69 Does not respond to the discussion question(s). … Lacks depth or superficially addresses criteria. … Lacks reflection and critical analysis and synthesis. … Does not represent knowledge gained from the course readings for the module. … Contains only 1 or no credible references. |
44 pts |
| This criterion is linked to a Learning Outcome Main Posting: Writing | 6 to >5.0 pts Excellent Point range: 90–100 Written clearly and concisely. … Contains no grammatical or spelling errors. … Further adheres to current APA manual writing rules and style.
5 to >4.0 pts Good Point range: 80–89 Written concisely. … May contain one to two grammatical or spelling errors. … Adheres to current APA manual writing rules and style. 4 to >3.0 pts Fair Point range: 70–79 Written somewhat concisely. … May contain more than two spelling or grammatical errors. … Contains some APA formatting errors. 3 to >0 pts Poor Point range: 0–69 Not written clearly or concisely. … Contains more than two spelling or grammatical errors. … Does not adhere to current APA manual writing rules and style. |
6 pts |
| This criterion is linked to a Learning Outcome Main Posting: Timely and full participation | 10 to >8.0 pts Excellent Point range: 90–100 Meets requirements for timely, full, and active participation. … Posts main discussion by due date.
8 to >7.0 pts Good Point range: 80–89 Posts main discussion by due date. … Meets requirements for full participation. 7 to >6.0 pts Fair Point range: 70–79 Posts main discussion by due date. 6 to >0 pts Poor Point range: 0–69 Does not meet requirements for full participation. … Does not post main discussion by due date. |
10 pts |
| This criterion is linked to a Learning Outcome First Response: Post to colleague’s main post that is reflective and justified with credible sources. | 9 to >8.0 pts Excellent Point range: 90–100 Response exhibits critical thinking and application to practice settings. … Responds to questions posed by faculty. … The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
8 to >7.0 pts Good Point range: 80–89 Response has some depth and may exhibit critical thinking or application to practice setting. 7 to >6.0 pts Fair Point range: 70–79 Response is on topic, may have some depth. 6 to >0 pts Poor Point range: 0–69 Response may not be on topic, lacks depth. |
9 pts |
| This criterion is linked to a Learning Outcome First Response: Writing | 6 to >5.0 pts Excellent Point range: 90–100 Communication is professional and respectful to colleagues. … Response to faculty questions are fully answered, if posed. … Provides clear, concise opinions and ideas that are supported by two or more credible sources. … Response is effectively written in Standard, Edited English.
5 to >4.0 pts Good Point range: 80–89 Communication is mostly professional and respectful to colleagues. … Response to faculty questions are mostly answered, if posed. … Provides opinions and ideas that are supported by few credible sources. … Response is written in Standard, Edited English. 4 to >3.0 pts Fair Point range: 70–79 Response posed in the discussion may lack effective professional communication. … Response to faculty questions are somewhat answered, if posed. … Few or no credible sources are cited. 3 to >0 pts Poor Point range: 0–69 Responses posted in the discussion lack effective communication. … Response to faculty questions are missing. … No credible sources are cited. |
6 pts |
| This criterion is linked to a Learning Outcome First Response: Timely and full participation | 5 to >4.0 pts Excellent Point range: 90–100 Meets requirements for timely, full, and active participation. … Posts by due date.
4 to >3.0 pts Good Point range: 80–89 Meets requirements for full participation. … Posts by due date. 3 to >2.0 pts Fair Point range: 70–79 Posts by due date. 2 to >0 pts Poor Point range: 0–69 Does not meet requirements for full participation. … Does not post by due date. |
5 pts |
| This criterion is linked to a Learning Outcome Second Response: Post to colleague’s main post that is reflective and justified with credible sources. | 9 to >8.0 pts Excellent Point range: 90–100 Response exhibits critical thinking and application to practice settings. … Responds to questions posed by faculty. … The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
8 to >7.0 pts Good Point range: 80–89 Response has some depth and may exhibit critical thinking or application to practice setting. 7 to >6.0 pts Fair Point range: 70–79 Response is on topic, may have some depth. 6 to >0 pts Poor Point range: 0–69 Response may not be on topic, lacks depth. |
9 pts |
| This criterion is linked to a Learning Outcome Second Response: Writing | 6 to >5.0 pts Excellent Point range: 90–100 Communication is professional and respectful to colleagues. … Response to faculty questions are fully answered, if posed. … Provides clear, concise opinions and ideas that are supported by two or more credible sources. … Response is effectively written in Standard, Edited English.
5 to >4.0 pts Good Point range: 80–89 Communication is mostly professional and respectful to colleagues. … Response to faculty questions are mostly answered, if posed. … Provides opinions and ideas that are supported by few credible sources. … Response is written in Standard, Edited English. 4 to >3.0 pts Fair Point range: 70–79 Response posed in the discussion may lack effective professional communication. … Response to faculty questions are somewhat answered, if posed. … Few or no credible sources are cited. 3 to >0 pts Poor Point range: 0–69 Responses posted in the discussion lack effective communication. … Response to faculty questions are missing. … No credible sources are cited. |
6 pts |
| This criterion is linked to a Learning Outcome Second Response: Timely and full participation | 5 to >4.0 pts Excellent Point range: 90–100 Meets requirements for timely, full, and active participation. … Posts by due date.
4 to >3.0 pts Good Point range: 80–89 Meets requirements for full participation. … Posts by due date. 3 to >2.0 pts Fair Point range: 70–79 Posts by due date. 2 to >0 pts Poor Point range: 0–69 Does not meet requirements for full participation. … Does not post by due date. |
5 pts |
Total Points: 100