The Journal Assessment of Ageism Concept

The first similarity of two journals is that a health care provider should understand personal characteristics and dignity before the assessment of a patient. This is because health care providers who do not deeply understand the patient’s personhood is more likely to provide poor health care experiences to an older client. In other words, a nurse should understand integrity, the dignity of the person and personhood, such as age or gender (Kagan, 2015, p.648). For example, when an old client spilled his urinal in the bed while being tangled in his electrocardiography, the health care provider should determine the previous functional ability of the patient before the nurse let the patient wear a brief (Willekes, 2015, p.37). This patient who wears a brief against one’s will depletes his dignity when visiting the hospital each time thereafter (Willekes, 2015, p.37). Thus, I argue that understanding the patient’s characteristics and respecting dignity are the first step before doing the assessment by the health care provider.

The second similarity is that some health care providers assume older clients’ diseases without diagnosis and assessment. Specifically, some people judge that older clients no longer have youth diseases, such as HIV or AIDS (Kagan, 2015, p.646). Another good example is that one of the nurses treats a patient over the age of the 65-year-old as not having personality or mindset although the patient can still express her wish in the emergency department (Willekes, 2015, p.37). I am convinced that a health care provider should not have an assumption without assessment, regardless of age because it will lead to medical errors to the patient.

The third similarity is that discrimination exists during treatment between different age groups. Health care providers should provide equal treatment regardless of age. It is not an acceptable reason for unequal care, such as nurse’s uncomfortable feeling when the older patient visits the emergency department, instead of the long-term care at home (Willekes, 2015, p.37). This unacceptable poor care for the older client leads to dissatisfaction (Kagan, 2015, p.647). I believe that health care providers should provide equal treatment whether the patient is old or young.

The fourth similarity is that ageism can be diminished in society. It is challenged to embrace ageism, but nurses can root out this in the emergency department (Willekes, 2015, p.37). Specifically, shifting social stereotypes and values, redesign of education and changing our practices mitigate ageism (Kagan, 2015, p.648). These small efforts for reducing ageism in the health care area lead to a giant step of diminishing it in society.

The first difference is that Kagan focuses more on discrimination in the nursing workforce than Willekes. In other words, inequality of experience between professional triggers that senior nurses take more benefits than younger. Specifically, senior nurses no longer charge active work while younger members of the profession could not replace their role (Kagan, 2015, p.646). This unbalanced position makes a strong self-sustaining cycle, which younger nurses cannot break easily, within aged nursing professionalism and societies (Kagan, 2015, p.646). This strong bond makes younger nurses feel more discouraged for their poor role preparation, heavy workload, and salary inequities although considering an academic base (Kagan, 2015, p.647). Thus, this negative cycle affects not only individual nurse but also the entire workforce in health science.

The second difference is a different way of solving ageism. Although Willekes believes that nurses in the emergency department can change ageism by an individual, Kagan argues that changing the system through a leadership role in health science is one way to combat ageism. Specifically, nurse managers, educators, and researchers have a key role, which offers potential development of viable intercession to abolish ageism (Kagan, 2015, p.647). Ageism can be easily diminished in society. Shifting design, offering role models, increasing job satisfaction, and changing curriculum is the first step to diminish this.