Capstone Part I: Prison Healthcare Biases LaKisha Carter NUR 4169C Applications in Evidence Based Practice for BSNs Department of Health-Related Programs, Nursing RN to BSN Capstone Part I: Literature Review Abstract Healthcare workers strive to deliver care that is equitable and shows compassion to all their patients. However, an unconscious bias can slip its way into healthcare settings and have a significant influence on how care is provided to a patient, specifically an underserved population of stigmatized groups of people such as incarcerated individuals. When a healthcare team is aware of a prisoner’s criminal charges, biases become more noticeable, in which they influence attitude, behavior, and the quality of care that is delivered to an incarcerated patient. A report by Brookings Institution in 2021, the type of crime committed by prisoners can influence the level of medical that prisoners receive (Brookings Institution, 2021). Working in a prison environment can shape a healthcare provider’s perception of the patient, before any interaction occurs. Terms like “convict”, “inmate”, or “criminal” carry very strong negative connotations, which can have an influence on how healthcare professionals view and deliver treatment to incarcerated individuals which can affect patient outcomes. A case study that was done by Morris and Dickman in 2020 stated that 35% of prisoners with accessible violent crime records experienced treatment delays in comparison to prisoners with non-violent records had a 20% higher chance of receiving timely care compared to those with violent records. (Morris and Dickman 2020). It is very important that these biases are recognized and addressed to ensure that all patients, regardless of their criminal background receive equitable care along with compassion. An effective method to lessen the development of said biases could be to deny access of the criminal background of the patient to the healthcare team. According to the National Library of Medicine there is a stigma that sex offenders are perceived as the lowest possible amongst the prison population. This not only amongst the inmates, but the security staff as well as the healthcare team. Which leads the patient to fear that disclosure of criminal background because this becomes a safety risk for the patient on the prison grounds and the way that care is delivered to the patient. The purpose of this paper is to explore the impact that having access to a patient’s criminal background creates biases within the healthcare team in prison settings. It seeks to discover an approach that can lead to unbiased treatment that provides high-quality care with compassion to create positive outcomes. By researching and finding data that supports the intervention of giving the healthcare team no access to the patient while working in a prison setting. Double space consistently. Do NOT use personal pronouns like “Me My I” in this type of professional paper. Second paragraph ……. Every paragraph should have one theme or idea, with at least 5 sentences. Do NOT leave extra spaces between paragraphs and headings. Keywords: PICOT, Search Strategy, and Articles In incarcerated patients (P) does blinding the healthcare team to the patient’s criminal background (I) versus the healthcare team having access to the patient’s criminal background (C) affect positive patient outcomes (O) over the course of one year (T)? The FSCJ Library catalog was used to access the EBSCO host database. Term search “biases against incarcerated patients” which yielded one article with limitations of full text, references available, and peer reviewed results. The second search “biases in the prison system within the healthcare system” which yielded 292 articles. The search criteria were limited to full text and peer reviewed articles only. Multiple key terms as well as phrases that were used were prison, prisoners, bias, healthcare, access, criminal background, United States/U.S were used to narrow down the search to 15 articles. It was very difficult to find any literature that has been recorded where the healthcare team is limited to or blinded to the prisoner’s criminal background. However, there are articles that state that there are biases in the prison system concerning this population not receiving the healthcare or treatment that the patient is receiving. Level of Evidence Scale (major left flush heading. Copy/paste or keep this section as is) The level of evidence (LOE) scale that will be used to critique research studies in this paper is the Rating System for the Hierarchy of Evidence by Melnyk & Fineout-Overholt (2019) with the strongest or best research evidence at the top (Level I) and the weakest research evidence at the bottom (Level VII). o Level 1: Evidence from a systematic review or meta-analysis of all relevant randomized clinical trials (RCT). o Level II: Evidence obtained from a well-designed RCT o Level III: Evidence obtained from a well-designed controlled trial without randomization o Level IV: Evidence from a well-designed case-control or cohort study o Level V: Evidence from systematic reviews of descriptive and qualitative studies o Level VI: Evidence from a single descriptive study (quantitative or qualitative) o Level VII: Evidence from the opinion of authorities and/or reports of expert committees (Melnyk & Fineout-Overholt, 2019, p. 18) ***************NOTE: Lit Review 1A ENDS here *********** Article #1 (this can be any words you want to use for a heading, but please use a left flush heading, bold, that fits on 1 line by itself, double spaced, Validity. Start text here. Be sure that this subheading is indented 5 spaces, bold font, followed by period and 2 spaces. Continue the text on the same line. Remove extra spaces between paragraphs and headings, so it is double-spaced consistently throughout. Results. Start text here with this subheading as described above Applicability, Strengths, and Weaknesses. Start text here with this subheading ***************NOTE: Lit Review 1B ENDS here *********** For Lit Review 1C you will critique EITHER the 2nd article you found, OR the guidelines, so select the appropriate headings and subheadings. Article #2 Major heading left flush bold on line by itself. Validity. indented subheading Results. indented subheading Applicability, Strengths, and Weaknesses. Indented subheading Guidelines Critique and Recommendations Major heading left flush bold on line by itself. Credibility. indented subheading Applicability. indented subheading Recommendations. Indented subheading ***************NOTE: Lit Review 1C ENDS here *********** Time to submit your paper to Turn it In once you complete this section Conclusions from Literature Review Major heading left flush bold on line by itself. Remember to bullet the conclusions/recommendations in the last paragraphs then write a summary paragraph ***************Note Lit Review 1D Ends here************************* Capstone Part 2: Education and Evaluation Plan Objectives, Outline and Teaching Strategies Write Paragraphs per module instructions in EEP 2A, and refer reader to appendices which you will be creating. All appendices go after the References. Capstone Presentation and Evaluation of Effectiveness
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