Tag: Model Answer

[Solved] research paper

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (4)** – ## Template.docx – ## GradingRubric.pdf – ## ResearchPaperFinalSubmission.pdf – ConceptsandTheoriesofHumanDevelopment.pdf **## Template.docx** **School of , Liberty University** ****Author Note**** **I have no known conflict of interest to disclose.** **Correspondence c…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– 2 years ago

**files (4)**

– ## Template.docx

– ## GradingRubric.pdf

– ## ResearchPaperFinalSubmission.pdf

– ConceptsandTheoriesofHumanDevelopment.pdf

**## Template.docx**

**School of , Liberty University**

****Author Note****

**I have no known conflict of interest to disclose.**

**Correspondence concerning this article should be addressed to . Email:**

**## Abstract**

**_Keywords_:**

**2**

**2**

**## References**

**## GradingRubric.pdf**

Criteria Ratings Points

Content,
Focus, and
Organization

123 to >111 pts

Advanced

The paper fully meets
or exceeds the
following content
requirements:
• The paper includes
the results of original
research regarding the
topic.
• The tone is objective
and professional.
• The paper includes
at least 8 scholarly
journal articles as
sources and may
include other sources,
including course
materials and the
Bible, but the bulk of
the paper is supported
by journal articles
reporting findings
of original research.
• The sources and the
totality of the paper are
on-topic, and the
paper does not digress
into unrelated topics.
• The paper flows
well, is concise without
being choppy, and
avoids dramatic or
flowery language.
• The paper appears
free of biases or
opinion.
• The abstract is
well-written and
provides a summary of
the paper.
• The paper contains
a well-written
introduction that
provides an
appropriate framework
for the research that is
discussed.
• The paper contains
a well-written summary
and a conclusion that

111 to >102 pts

Proficient

The paper meets most or
some of the following
content requirements:
• The paper includes the
results of original
research regarding the
topic.
• The tone is objective
and professional.
• The paper includes at
least 8 scholarly journal
articles as sources and
may include other
sources, including course
materials and the Bible,
but the bulk of the paper
is supported by journal
articles reporting findings
of original research.
• The sources and the
totality of the paper are
on-topic, and the paper
does not digress into
unrelated topics.
• The paper flows well, is
concise without being
choppy, and avoids
dramatic or flowery
language.
• The paper appears free
of biases or opinion.
• The abstract is
well-written and provides
a summary of the paper.
• The paper contains a
well-written introduction
that provides an
appropriate framework
for the research that is
discussed.
• The paper contains a
well-written summary and
a conclusion that flows
logically from the
research findings.

102 to >0 pts

Developing

The paper inadequately
meets the following
content requirements:
• The paper includes the
results of original
research regarding the
topic.
• The tone is objective
and professional.
• The paper includes at
least 8 scholarly journal
articles as sources and
may include other
sources, including course
materials and the Bible,
but the bulk of the paper
is supported by journal
articles reporting findings
of original research.
• The sources and the
totality of the paper are
on-topic, and the paper
does not digress into
unrelated topics.
• The paper flows well, is
concise without being
choppy, and avoids
dramatic or flowery
language.
• The paper appears free
of biases or opinion.
• The abstract is
well-written and provides
a summary of the paper.
• The paper contains a
well-written introduction
that provides an
appropriate framework
for the research that is
discussed.
• The paper contains a
well-written summary and
a conclusion that flows
logically from the
research findings.

0 pts

Not Present

The paper
does not
meet the
content
requirements.

123
pts

Research Paper: Final Submission Grading Rubric |
PSYC725_B01_202520

Criteria Ratings Points

flows logically from the
research findings.

Grammar
and
Spelling,
Current APA
Format
Compliance,
and Length

52 to >47 pts

Advanced

The paper meets or
exceeds the following
structure
requirements:
• References are in
current APA format
and are cited in the
paper. All citations
have a corresponding
reference, and all
references are cited.
• The paper is written
in current APA format,
including title page,
page numbers, and
headings.
• Quotations, if used,
are not excessive.
• Proper spelling and
grammar are used.
• Paper is free of
typographical errors.
• Paper is 7 to 8
pages, not including
title page, abstract,
and reference page(s).

47 to >43 pts

Proficient

The paper meets most or
some of the following
structure requirements:
• References are in
current APA format and
are cited in the paper. All
citations have a
corresponding reference,
and all references are
cited.
• The paper is written in
current APA format,
including title page, page
numbers, and headings.
• Quotations, if used, are
not excessive.
• Proper spelling and
grammar are used.
• Paper is free of
typographical errors.
• Paper is 7 to 8 pages,
not including title page,
abstract, and reference
page(s).

43 to >0 pts

Developing

The paper partially or
inadequately meets the
following structure
requirements:
• References are in
current APA format and
are cited in the paper. All
citations have a
corresponding reference,
and all references are
cited.
• The paper is written in
current APA format,
including title page, page
numbers, and headings.
• Quotations, if used, are
not excessive.
• Proper spelling and
grammar are used.
• Paper is free of
typographical errors.
• Paper is 7 to 8 pages,
not including title page,
abstract, and reference
page(s).

0 pts

Not Present

The paper
does not
meet the
structure
requirements.

52 pts

Total Points: 175

Research Paper: Final Submission Grading Rubric |
PSYC725_B01_202520

**## ResearchPaperFinalSubmission.pdf**

PSYC 725

Page 1 of 3

RESEARCH PAPER: FINAL SUBMISSION ASSIGNMENT INSTRUCTIONS

OVERVIEW
Understanding and evaluating original research is an important skill for developmental
psychologists. Understanding research methodology and the sections of a journal article is
critical for doctoral-level psychologists. This assignment will help you learn to objectively
evaluate research on a developmental psychology topic and to seek, understand, and integrate
scholarly sources of information. This assignment will also help you gain scholarly knowledge of
a topic of interest. Researching the literature on a topic and integrating it will also help you begin
to clarify and discern your own research interests and will help prepare you to conduct
independent research and write about your findings in a scholarly manner.
INSTRUCTIONS

You will write a 7-8-page (not including title page, abstract, and reference page), research-based
paper in current APA format that focuses on a topic of your choice related to developmental
psychology. The paper must cite at least 8 scholarly journal articles (or chapters/articles from the
Handbook of Child Psychology and Developmental Science, available in the LU online library,
may be used for up to 3 of the articles; see reference at the end of this document and the link to
this source under the Research Paper: Final Submission Resources section on the assignment
page). Other references, including the course text and the Bible, may be incorporated in addition
to the 8 journal articles, but the majority of the content of the paper must be supported by
research-based, scholarly, peer-reviewed journal articles.
The following are not considered scholarly sources: about.com, psychologytoday.com,
Psychology Today magazine, Wikipedia, verywell.com (Kendra Cherry), simplypsychology.com
(Saul McLeod), psychcentral.com, webmd.com, mayoclinic.com, books written for a general
audience, and magazines written for a general audience. Many of these resources can be useful
for gaining knowledge of a topic and often contain accurate information, but they are not
scholarly sources acceptable for use in a graduate-level research paper. Non-scholarly sources
are not necessarily useless or inaccurate, but a graduate-level research paper must contain
research-based sources, such as journal articles describing original research studies. If you are
unsure whether or not a reference is scholarly, ask your instructor.
You can find a list of journals affiliated with the American Psychological Association (APA) on
the Research Paper: Final Submission Assignment page under Research Paper: Final
Submission Resources. These are not the only acceptable journals – many others are available –
but this list is provided to give you examples of scholarly journals. If you click “By Subject” and
then click “Developmental Psychology,” you will see journals specific to developmental
psychology. Child Development is another well-respected developmental psychology journal.
Some of the databases have the option to select “peer-reviewed” sources; selecting this option
will help you eliminate non-scholarly sources from your search results. The Jerry Falwell Library
is a reliable place to conduct your searches.
You do not need to pay for articles. Articles that ask you to pay for access can generally be
accessed through the Jerry Falwell Library without requiring payment.
Research papers must be written in formal, academic language. Avoid the following in a research
paper:

• Decorative fonts, color, and decorations on the title page

PSYC 725

Page 2 of 3

• Contractions
• One-sentence paragraphs
• Building suspense or writing in a dramatic style
• Flowery language
• Emotional language, such as saying “It is sad that…”
• Addressing the reader or the paper, or making the reader or the paper the subject of a

sentence, e.g. “In this paper, the reader [or you] will learn about…”
• The following words or phrases:

o “a lot” or “alot”
o “ok,” “OK,” or “okay”
o “nowadays,” “now-a-days,” or “now a days”
o “we” – as in “Now we are going to learn about…” or using “we” to refer to

people in general
o “you”
o “thru” for “through”
o “I think/feel/believe…”
o “oftentimes” or “often times”
o “based off of” for “based on”

• Redundancies such as “each and every” or using 2 conjunctions together, e.g. “but yet…”
• Separating 2 sentences with a comma
• Discussing the process of researching or writing the paper, e.g. “I went to the library and

read an article about…”
• Assuming the reader knows of the course you are taking or about your course textbook,

e.g. “In week 3 of our class…” or “As it states in our course textbook…” (If you use the
course textbook as a reference, use a citation and reference in current APA format, as you
would with any other reference.)

• Questioning the reader or beginning the paper with a question, e.g. “Have you ever
wondered about…?”

• Stating that the topic is an “interesting” or “important” topic
• Using vocabulary that you do not know the meaning of, or eloquent phrases, to attempt to

impress the reader
• Excessive quoting of other material

The Research Paper must be objective and present actual research findings, not your opinion or
what you want the research to show. Avoid exclusively using sources that support your biases.
Because people often choose topics about which they have strong opinions, you will have a
chance to discuss your opinions about your topic, as well as any personal significance the topic
has for you, in the Discussion Thread: Theory, Metatheory, Nature/Nurture, Human
Genome Project. The Research Paper itself is not a place to express opinions. You may
certainly reach a conclusion that supports your views, if that is what the research actually shows,
and express the conclusion in the paper, but such a conclusion must be supported by the research
you cite in the paper and cannot be based on your opinion.

There are 2 options for integrating a biblical perspective. You may incorporate a biblical
perspective into the paper, or you may discuss the topic from a biblical perspective as part of

PSYC 725

Page 3 of 3

your Discussion Thread: Theory, Metatheory, Nature/Nurture, Human Genome Project. Or
you may do both, if you wish.

This assignment will be checked for originality via the Turnitin plagiarism tool. You will have
the opportunity to resubmit until you are satisfied there is no plagiarism, but if you plan to run
the paper through Turnitin multiple times, you must allow time for this process in order to
submit the final version of the paper on time. Note that sometimes the score may appear
relatively high because of the references or because of several small coincidental matches that
may not be of concern. You are not looking for a specific percentage; instead, examine the report
to see the matches to determine the significance of the similarities. If you are unsure if matches
that show up are of concern, contact your instructor. You will not be penalized for unintentional
plagiarism in drafts of the paper prior to your final submission.

Be sure to review the Research Paper: Final Submission Grading Rubric before completing
the assignment.

Reference Information for Handbook of Child Psychology and Developmental Science:

Lerner, R. M., Overton, W. F. & Molenaar, P.C.M. (Eds.). (2015). Handbook of child
psychology and developmental science, Vol. 1: Theory and method (7th ed.). John Wiley
& Sons.

You can access the above text on the Research Paper: Final Submission Assignment page
under Research Paper: Final Submission Resources.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

https://www.apa.org/pubs/journals

Handbook of Child Psychology and Developmental Science: Theory and Method

[https://www.apa.org/pubs/journals](https://www.apa.org/pubs/journals)

**ConceptsandTheoriesofHumanDevelopment.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/conceptsandtheoriesofhumandevelopment-pdf-10201189)

**ConceptsandTheoriesofHumanDevelopment.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/conceptsandtheoriesofhumandevelopment-pdf-10201189)

**## Template.docx**

**School of , Liberty University**

****Author Note****

**I have no known conflict of interest to disclose.**

**Correspondence concerning this article should be addressed to . Email:**

**## Abstract**

**_Keywords_:**

**2**

**2**

**## References**

**## GradingRubric.pdf**

Criteria Ratings Points

Content,
Focus, and
Organization

123 to >111 pts

Advanced

The paper fully meets
or exceeds the
following content
requirements:
• The paper includes
the results of original
research regarding the
topic.
• The tone is objective
and professional.
• The paper includes
at least 8 scholarly
journal articles as
sources and may
include other sources,
including course
materials and the
Bible, but the bulk of
the paper is supported
by journal articles
reporting findings
of original research.
• The sources and the
totality of the paper are
on-topic, and the
paper does not digress
into unrelated topics.
• The paper flows
well, is concise without
being choppy, and
avoids dramatic or
flowery language.
• The paper appears
free of biases or
opinion.
• The abstract is
well-written and
provides a summary of
the paper.
• The paper contains
a well-written
introduction that
provides an
appropriate framework
for the research that is
discussed.
• The paper contains
a well-written summary
and a conclusion that

111 to >102 pts

Proficient

The paper meets most or
some of the following
content requirements:
• The paper includes the
results of original
research regarding the
topic.
• The tone is objective
and professional.
• The paper includes at
least 8 scholarly journal
articles as sources and
may include other
sources, including course
materials and the Bible,
but the bulk of the paper
is supported by journal
articles reporting findings
of original research.
• The sources and the
totality of the paper are
on-topic, and the paper
does not digress into
unrelated topics.
• The paper flows well, is
concise without being
choppy, and avoids
dramatic or flowery
language.
• The paper appears free
of biases or opinion.
• The abstract is
well-written and provides
a summary of the paper.
• The paper contains a
well-written introduction
that provides an
appropriate framework
for the research that is
discussed.
• The paper contains a
well-written summary and
a conclusion that flows
logically from the
research findings.

102 to >0 pts

Developing

The paper inadequately
meets the following
content requirements:
• The paper includes the
results of original
research regarding the
topic.
• The tone is objective
and professional.
• The paper includes at
least 8 scholarly journal
articles as sources and
may include other
sources, including course
materials and the Bible,
but the bulk of the paper
is supported by journal
articles reporting findings
of original research.
• The sources and the
totality of the paper are
on-topic, and the paper
does not digress into
unrelated topics.
• The paper flows well, is
concise without being
choppy, and avoids
dramatic or flowery
language.
• The paper appears free
of biases or opinion.
• The abstract is
well-written and provides
a summary of the paper.
• The paper contains a
well-written introduction
that provides an
appropriate framework
for the research that is
discussed.
• The paper contains a
well-written summary and
a conclusion that flows
logically from the
research findings.

0 pts

Not Present

The paper
does not
meet the
content
requirements.

123
pts

Research Paper: Final Submission Grading Rubric |
PSYC725_B01_202520

Criteria Ratings Points

flows logically from the
research findings.

Grammar
and
Spelling,
Current APA
Format
Compliance,
and Length

52 to >47 pts

Advanced

The paper meets or
exceeds the following
structure
requirements:
• References are in
current APA format
and are cited in the
paper. All citations
have a corresponding
reference, and all
references are cited.
• The paper is written
in current APA format,
including title page,
page numbers, and
headings.
• Quotations, if used,
are not excessive.
• Proper spelling and
grammar are used.
• Paper is free of
typographical errors.
• Paper is 7 to 8
pages, not including
title page, abstract,
and reference page(s).

47 to >43 pts

Proficient

The paper meets most or
some of the following
structure requirements:
• References are in
current APA format and
are cited in the paper. All
citations have a
corresponding reference,
and all references are
cited.
• The paper is written in
current APA format,
including title page, page
numbers, and headings.
• Quotations, if used, are
not excessive.
• Proper spelling and
grammar are used.
• Paper is free of
typographical errors.
• Paper is 7 to 8 pages,
not including title page,
abstract, and reference
page(s).

43 to >0 pts

Developing

The paper partially or
inadequately meets the
following structure
requirements:
• References are in
current APA format and
are cited in the paper. All
citations have a
corresponding reference,
and all references are
cited.
• The paper is written in
current APA format,
including title page, page
numbers, and headings.
• Quotations, if used, are
not excessive.
• Proper spelling and
grammar are used.
• Paper is free of
typographical errors.
• Paper is 7 to 8 pages,
not including title page,
abstract, and reference
page(s).

0 pts

Not Present

The paper
does not
meet the
structure
requirements.

52 pts

Total Points: 175

Research Paper: Final Submission Grading Rubric |
PSYC725_B01_202520

**## ResearchPaperFinalSubmission.pdf**

PSYC 725

Page 1 of 3

RESEARCH PAPER: FINAL SUBMISSION ASSIGNMENT INSTRUCTIONS

OVERVIEW
Understanding and evaluating original research is an important skill for developmental
psychologists. Understanding research methodology and the sections of a journal article is
critical for doctoral-level psychologists. This assignment will help you learn to objectively
evaluate research on a developmental psychology topic and to seek, understand, and integrate
scholarly sources of information. This assignment will also help you gain scholarly knowledge of
a topic of interest. Researching the literature on a topic and integrating it will also help you begin
to clarify and discern your own research interests and will help prepare you to conduct
independent research and write about your findings in a scholarly manner.
INSTRUCTIONS

You will write a 7-8-page (not including title page, abstract, and reference page), research-based
paper in current APA format that focuses on a topic of your choice related to developmental
psychology. The paper must cite at least 8 scholarly journal articles (or chapters/articles from the
Handbook of Child Psychology and Developmental Science, available in the LU online library,
may be used for up to 3 of the articles; see reference at the end of this document and the link to
this source under the Research Paper: Final Submission Resources section on the assignment
page). Other references, including the course text and the Bible, may be incorporated in addition
to the 8 journal articles, but the majority of the content of the paper must be supported by
research-based, scholarly, peer-reviewed journal articles.
The following are not considered scholarly sources: about.com, psychologytoday.com,
Psychology Today magazine, Wikipedia, verywell.com (Kendra Cherry), simplypsychology.com
(Saul McLeod), psychcentral.com, webmd.com, mayoclinic.com, books written for a general
audience, and magazines written for a general audience. Many of these resources can be useful
for gaining knowledge of a topic and often contain accurate information, but they are not
scholarly sources acceptable for use in a graduate-level research paper. Non-scholarly sources
are not necessarily useless or inaccurate, but a graduate-level research paper must contain
research-based sources, such as journal articles describing original research studies. If you are
unsure whether or not a reference is scholarly, ask your instructor.
You can find a list of journals affiliated with the American Psychological Association (APA) on
the Research Paper: Final Submission Assignment page under Research Paper: Final
Submission Resources. These are not the only acceptable journals – many others are available –
but this list is provided to give you examples of scholarly journals. If you click “By Subject” and
then click “Developmental Psychology,” you will see journals specific to developmental
psychology. Child Development is another well-respected developmental psychology journal.
Some of the databases have the option to select “peer-reviewed” sources; selecting this option
will help you eliminate non-scholarly sources from your search results. The Jerry Falwell Library
is a reliable place to conduct your searches.
You do not need to pay for articles. Articles that ask you to pay for access can generally be
accessed through the Jerry Falwell Library without requiring payment.
Research papers must be written in formal, academic language. Avoid the following in a research
paper:

• Decorative fonts, color, and decorations on the title page

PSYC 725

Page 2 of 3

• Contractions
• One-sentence paragraphs
• Building suspense or writing in a dramatic style
• Flowery language
• Emotional language, such as saying “It is sad that…”
• Addressing the reader or the paper, or making the reader or the paper the subject of a

sentence, e.g. “In this paper, the reader [or you] will learn about…”
• The following words or phrases:

o “a lot” or “alot”
o “ok,” “OK,” or “okay”
o “nowadays,” “now-a-days,” or “now a days”
o “we” – as in “Now we are going to learn about…” or using “we” to refer to

people in general
o “you”
o “thru” for “through”
o “I think/feel/believe…”
o “oftentimes” or “often times”
o “based off of” for “based on”

• Redundancies such as “each and every” or using 2 conjunctions together, e.g. “but yet…”
• Separating 2 sentences with a comma
• Discussing the process of researching or writing the paper, e.g. “I went to the library and

read an article about…”
• Assuming the reader knows of the course you are taking or about your course textbook,

e.g. “In week 3 of our class…” or “As it states in our course textbook…” (If you use the
course textbook as a reference, use a citation and reference in current APA format, as you
would with any other reference.)

• Questioning the reader or beginning the paper with a question, e.g. “Have you ever
wondered about…?”

• Stating that the topic is an “interesting” or “important” topic
• Using vocabulary that you do not know the meaning of, or eloquent phrases, to attempt to

impress the reader
• Excessive quoting of other material

The Research Paper must be objective and present actual research findings, not your opinion or
what you want the research to show. Avoid exclusively using sources that support your biases.
Because people often choose topics about which they have strong opinions, you will have a
chance to discuss your opinions about your topic, as well as any personal significance the topic
has for you, in the Discussion Thread: Theory, Metatheory, Nature/Nurture, Human
Genome Project. The Research Paper itself is not a place to express opinions. You may
certainly reach a conclusion that supports your views, if that is what the research actually shows,
and express the conclusion in the paper, but such a conclusion must be supported by the research
you cite in the paper and cannot be based on your opinion.

There are 2 options for integrating a biblical perspective. You may incorporate a biblical
perspective into the paper, or you may discuss the topic from a biblical perspective as part of

PSYC 725

Page 3 of 3

your Discussion Thread: Theory, Metatheory, Nature/Nurture, Human Genome Project. Or
you may do both, if you wish.

This assignment will be checked for originality via the Turnitin plagiarism tool. You will have
the opportunity to resubmit until you are satisfied there is no plagiarism, but if you plan to run
the paper through Turnitin multiple times, you must allow time for this process in order to
submit the final version of the paper on time. Note that sometimes the score may appear
relatively high because of the references or because of several small coincidental matches that
may not be of concern. You are not looking for a specific percentage; instead, examine the report
to see the matches to determine the significance of the similarities. If you are unsure if matches
that show up are of concern, contact your instructor. You will not be penalized for unintentional
plagiarism in drafts of the paper prior to your final submission.

Be sure to review the Research Paper: Final Submission Grading Rubric before completing
the assignment.

Reference Information for Handbook of Child Psychology and Developmental Science:

Lerner, R. M., Overton, W. F. & Molenaar, P.C.M. (Eds.). (2015). Handbook of child
psychology and developmental science, Vol. 1: Theory and method (7th ed.). John Wiley
& Sons.

You can access the above text on the Research Paper: Final Submission Assignment page
under Research Paper: Final Submission Resources.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

https://www.apa.org/pubs/journals

Handbook of Child Psychology and Developmental Science: Theory and Method

[https://www.apa.org/pubs/journals](https://www.apa.org/pubs/journals)

**ConceptsandTheoriesofHumanDevelopment.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/conceptsandtheoriesofhumandevelopment-pdf-10201189)

**## Template.docx**

**School of , Liberty University**

****Author Note****

**I have no known conflict of interest to disclose.**

**Correspondence concerning this article should be addressed to . Email:**

**## Abstract**

**_Keywords_:**

**2**

**2**

**## References**

**## GradingRubric.pdf**

Criteria Ratings Points

Content,
Focus, and
Organization

123 to >111 pts

Advanced

The paper fully meets
or exceeds the
following content
requirements:
• The paper includes
the results of original
research regarding the
topic.
• The tone is objective
and professional.
• The paper includes
at least 8 scholarly
journal articles as
sources and may
include other sources,
including course
materials and the
Bible, but the bulk of
the paper is supported
by journal articles
reporting findings
of original research.
• The sources and the
totality of the paper are
on-topic, and the
paper does not digress
into unrelated topics.
• The paper flows
well, is concise without
being choppy, and
avoids dramatic or
flowery language.
• The paper appears
free of biases or
opinion.
• The abstract is
well-written and
provides a summary of
the paper.
• The paper contains
a well-written
introduction that
provides an
appropriate framework
for the research that is
discussed.
• The paper contains
a well-written summary
and a conclusion that

111 to >102 pts

Proficient

The paper meets most or
some of the following
content requirements:
• The paper includes the
results of original
research regarding the
topic.
• The tone is objective
and professional.
• The paper includes at
least 8 scholarly journal
articles as sources and
may include other
sources, including course
materials and the Bible,
but the bulk of the paper
is supported by journal
articles reporting findings
of original research.
• The sources and the
totality of the paper are
on-topic, and the paper
does not digress into
unrelated topics.
• The paper flows well, is
concise without being
choppy, and avoids
dramatic or flowery
language.
• The paper appears free
of biases or opinion.
• The abstract is
well-written and provides
a summary of the paper.
• The paper contains a
well-written introduction
that provides an
appropriate framework
for the research that is
discussed.
• The paper contains a
well-written summary and
a conclusion that flows
logically from the
research findings.

102 to >0 pts

Developing

The paper inadequately
meets the following
content requirements:
• The paper includes the
results of original
research regarding the
topic.
• The tone is objective
and professional.
• The paper includes at
least 8 scholarly journal
articles as sources and
may include other
sources, including course
materials and the Bible,
but the bulk of the paper
is supported by journal
articles reporting findings
of original research.
• The sources and the
totality of the paper are
on-topic, and the paper
does not digress into
unrelated topics.
• The paper flows well, is
concise without being
choppy, and avoids
dramatic or flowery
language.
• The paper appears free
of biases or opinion.
• The abstract is
well-written and provides
a summary of the paper.
• The paper contains a
well-written introduction
that provides an
appropriate framework
for the research that is
discussed.
• The paper contains a
well-written summary and
a conclusion that flows
logically from the
research findings.

0 pts

Not Present

The paper
does not
meet the
content
requirements.

123
pts

Research Paper: Final Submission Grading Rubric |
PSYC725_B01_202520

Criteria Ratings Points

flows logically from the
research findings.

Grammar
and
Spelling,
Current APA
Format
Compliance,
and Length

52 to >47 pts

Advanced

The paper meets or
exceeds the following
structure
requirements:
• References are in
current APA format
and are cited in the
paper. All citations
have a corresponding
reference, and all
references are cited.
• The paper is written
in current APA format,
including title page,
page numbers, and
headings.
• Quotations, if used,
are not excessive.
• Proper spelling and
grammar are used.
• Paper is free of
typographical errors.
• Paper is 7 to 8
pages, not including
title page, abstract,
and reference page(s).

47 to >43 pts

Proficient

The paper meets most or
some of the following
structure requirements:
• References are in
current APA format and
are cited in the paper. All
citations have a
corresponding reference,
and all references are
cited.
• The paper is written in
current APA format,
including title page, page
numbers, and headings.
• Quotations, if used, are
not excessive.
• Proper spelling and
grammar are used.
• Paper is free of
typographical errors.
• Paper is 7 to 8 pages,
not including title page,
abstract, and reference
page(s).

43 to >0 pts

Developing

The paper partially or
inadequately meets the
following structure
requirements:
• References are in
current APA format and
are cited in the paper. All
citations have a
corresponding reference,
and all references are
cited.
• The paper is written in
current APA format,
including title page, page
numbers, and headings.
• Quotations, if used, are
not excessive.
• Proper spelling and
grammar are used.
• Paper is free of
typographical errors.
• Paper is 7 to 8 pages,
not including title page,
abstract, and reference
page(s).

0 pts

Not Present

The paper
does not
meet the
structure
requirements.

52 pts

Total Points: 175

Research Paper: Final Submission Grading Rubric |
PSYC725_B01_202520

**## ResearchPaperFinalSubmission.pdf**

PSYC 725

Page 1 of 3

RESEARCH PAPER: FINAL SUBMISSION ASSIGNMENT INSTRUCTIONS

OVERVIEW
Understanding and evaluating original research is an important skill for developmental
psychologists. Understanding research methodology and the sections of a journal article is
critical for doctoral-level psychologists. This assignment will help you learn to objectively
evaluate research on a developmental psychology topic and to seek, understand, and integrate
scholarly sources of information. This assignment will also help you gain scholarly knowledge of
a topic of interest. Researching the literature on a topic and integrating it will also help you begin
to clarify and discern your own research interests and will help prepare you to conduct
independent research and write about your findings in a scholarly manner.
INSTRUCTIONS

You will write a 7-8-page (not including title page, abstract, and reference page), research-based
paper in current APA format that focuses on a topic of your choice related to developmental
psychology. The paper must cite at least 8 scholarly journal articles (or chapters/articles from the
Handbook of Child Psychology and Developmental Science, available in the LU online library,
may be used for up to 3 of the articles; see reference at the end of this document and the link to
this source under the Research Paper: Final Submission Resources section on the assignment
page). Other references, including the course text and the Bible, may be incorporated in addition
to the 8 journal articles, but the majority of the content of the paper must be supported by
research-based, scholarly, peer-reviewed journal articles.
The following are not considered scholarly sources: about.com, psychologytoday.com,
Psychology Today magazine, Wikipedia, verywell.com (Kendra Cherry), simplypsychology.com
(Saul McLeod), psychcentral.com, webmd.com, mayoclinic.com, books written for a general
audience, and magazines written for a general audience. Many of these resources can be useful
for gaining knowledge of a topic and often contain accurate information, but they are not
scholarly sources acceptable for use in a graduate-level research paper. Non-scholarly sources
are not necessarily useless or inaccurate, but a graduate-level research paper must contain
research-based sources, such as journal articles describing original research studies. If you are
unsure whether or not a reference is scholarly, ask your instructor.
You can find a list of journals affiliated with the American Psychological Association (APA) on
the Research Paper: Final Submission Assignment page under Research Paper: Final
Submission Resources. These are not the only acceptable journals – many others are available –
but this list is provided to give you examples of scholarly journals. If you click “By Subject” and
then click “Developmental Psychology,” you will see journals specific to developmental
psychology. Child Development is another well-respected developmental psychology journal.
Some of the databases have the option to select “peer-reviewed” sources; selecting this option
will help you eliminate non-scholarly sources from your search results. The Jerry Falwell Library
is a reliable place to conduct your searches.
You do not need to pay for articles. Articles that ask you to pay for access can generally be
accessed through the Jerry Falwell Library without requiring payment.
Research papers must be written in formal, academic language. Avoid the following in a research
paper:

• Decorative fonts, color, and decorations on the title page

PSYC 725

Page 2 of 3

• Contractions
• One-sentence paragraphs
• Building suspense or writing in a dramatic style
• Flowery language
• Emotional language, such as saying “It is sad that…”
• Addressing the reader or the paper, or making the reader or the paper the subject of a

sentence, e.g. “In this paper, the reader [or you] will learn about…”
• The following words or phrases:

o “a lot” or “alot”
o “ok,” “OK,” or “okay”
o “nowadays,” “now-a-days,” or “now a days”
o “we” – as in “Now we are going to learn about…” or using “we” to refer to

people in general
o “you”
o “thru” for “through”
o “I think/feel/believe…”
o “oftentimes” or “often times”
o “based off of” for “based on”

• Redundancies such as “each and every” or using 2 conjunctions together, e.g. “but yet…”
• Separating 2 sentences with a comma
• Discussing the process of researching or writing the paper, e.g. “I went to the library and

read an article about…”
• Assuming the reader knows of the course you are taking or about your course textbook,

e.g. “In week 3 of our class…” or “As it states in our course textbook…” (If you use the
course textbook as a reference, use a citation and reference in current APA format, as you
would with any other reference.)

• Questioning the reader or beginning the paper with a question, e.g. “Have you ever
wondered about…?”

• Stating that the topic is an “interesting” or “important” topic
• Using vocabulary that you do not know the meaning of, or eloquent phrases, to attempt to

impress the reader
• Excessive quoting of other material

The Research Paper must be objective and present actual research findings, not your opinion or
what you want the research to show. Avoid exclusively using sources that support your biases.
Because people often choose topics about which they have strong opinions, you will have a
chance to discuss your opinions about your topic, as well as any personal significance the topic
has for you, in the Discussion Thread: Theory, Metatheory, Nature/Nurture, Human
Genome Project. The Research Paper itself is not a place to express opinions. You may
certainly reach a conclusion that supports your views, if that is what the research actually shows,
and express the conclusion in the paper, but such a conclusion must be supported by the research
you cite in the paper and cannot be based on your opinion.

There are 2 options for integrating a biblical perspective. You may incorporate a biblical
perspective into the paper, or you may discuss the topic from a biblical perspective as part of

PSYC 725

Page 3 of 3

your Discussion Thread: Theory, Metatheory, Nature/Nurture, Human Genome Project. Or
you may do both, if you wish.

This assignment will be checked for originality via the Turnitin plagiarism tool. You will have
the opportunity to resubmit until you are satisfied there is no plagiarism, but if you plan to run
the paper through Turnitin multiple times, you must allow time for this process in order to
submit the final version of the paper on time. Note that sometimes the score may appear
relatively high because of the references or because of several small coincidental matches that
may not be of concern. You are not looking for a specific percentage; instead, examine the report
to see the matches to determine the significance of the similarities. If you are unsure if matches
that show up are of concern, contact your instructor. You will not be penalized for unintentional
plagiarism in drafts of the paper prior to your final submission.

Be sure to review the Research Paper: Final Submission Grading Rubric before completing
the assignment.

Reference Information for Handbook of Child Psychology and Developmental Science:

Lerner, R. M., Overton, W. F. & Molenaar, P.C.M. (Eds.). (2015). Handbook of child
psychology and developmental science, Vol. 1: Theory and method (7th ed.). John Wiley
& Sons.

You can access the above text on the Research Paper: Final Submission Assignment page
under Research Paper: Final Submission Resources.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

https://www.apa.org/pubs/journals

Handbook of Child Psychology and Developmental Science: Theory and Method

[https://www.apa.org/pubs/journals](https://www.apa.org/pubs/journals)

**ConceptsandTheoriesofHumanDevelopment.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/conceptsandtheoriesofhumandevelopment-pdf-10201189)

November 5, 2026
[Solved] Human Sexuality Help

✓ Verified Academic Solution Available

Executive Solution Overview

– [\ \ IMG_3753.png](https://www.sweetstudy.com/files/img-3753-png "IMG_3753.png") – 2 years ago

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– [\
\
IMG_3753.png](https://www.sweetstudy.com/files/img-3753-png "IMG_3753.png")

– 2 years ago

November 5, 2026
[Solved] Care plan

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## C6A1Instructions.docx **## C6A1Instructions.docx** **Introduction:** The first step in any effective project is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for a part…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## C6A1Instructions.docx

**## C6A1Instructions.docx**

**Introduction:**

The first step in any effective project is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for a particular health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care.

**Preparation:**

**Scenario**

Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.

To prepare for this assessment, you may wish to:

· Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.

· Allow plenty of time to plan your chosen health care concern.

**Instructions:**

**Develop the Preliminary Care Coordination Plan**

Complete the following:

· Select one of the health concerns in the
Assessment 01 Supplement: Preliminary Care Coordination Plan (ATTACHED BELOW) as the focus of your care coordination plan. In your plan, please include physical, psychosocial, and cultural needs.

· Identify available community resources for a safe and effective continuum of care.

**Document Format and Length**

· Your preliminary plan should be an APA scholarly paper, 3–4 pages in length.

· Remember to use active voice, this means being direct and writing concisely; as opposed to passive voice, which means writing with a tendency to wordiness.

· In your paper include possible community resources that can be used.

· Be sure to review the scoring guide to make sure all criteria are addressed in your paper.

· Study the subtle differences between basic, proficient, and distinguished.

**Supporting Evidence**

Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan.

**Grading Requirements**

The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

· Analyze your selected health concern and the associated best practices for health improvement.

· Cite supporting evidence for best practices.

· Consider underlying assumptions and points of uncertainty in your analysis.

· Describe specific goals that should be established to address the health care problem.

· Identify available community resources for a safe and effective continuum of care.

· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

· Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

· Write with a specific purpose with your patient in mind.

· Adhere to scholarly and disciplinary writing standards and current APA formatting requirements.

**Assessment 01 Supplement: Preliminary Care Coordination Plan**

**![A white paper with black text Description automatically generated](https://www.sweetstudy.com/questions/care-plan-20886213)**

## image1.png

**## C6A1Instructions.docx**

**Introduction:**

The first step in any effective project is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for a particular health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care.

**Preparation:**

**Scenario**

Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.

To prepare for this assessment, you may wish to:

· Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.

· Allow plenty of time to plan your chosen health care concern.

**Instructions:**

**Develop the Preliminary Care Coordination Plan**

Complete the following:

· Select one of the health concerns in the
Assessment 01 Supplement: Preliminary Care Coordination Plan (ATTACHED BELOW) as the focus of your care coordination plan. In your plan, please include physical, psychosocial, and cultural needs.

· Identify available community resources for a safe and effective continuum of care.

**Document Format and Length**

· Your preliminary plan should be an APA scholarly paper, 3–4 pages in length.

· Remember to use active voice, this means being direct and writing concisely; as opposed to passive voice, which means writing with a tendency to wordiness.

· In your paper include possible community resources that can be used.

· Be sure to review the scoring guide to make sure all criteria are addressed in your paper.

· Study the subtle differences between basic, proficient, and distinguished.

**Supporting Evidence**

Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan.

**Grading Requirements**

The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

· Analyze your selected health concern and the associated best practices for health improvement.

· Cite supporting evidence for best practices.

· Consider underlying assumptions and points of uncertainty in your analysis.

· Describe specific goals that should be established to address the health care problem.

· Identify available community resources for a safe and effective continuum of care.

· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

· Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

· Write with a specific purpose with your patient in mind.

· Adhere to scholarly and disciplinary writing standards and current APA formatting requirements.

**Assessment 01 Supplement: Preliminary Care Coordination Plan**

**![A white paper with black text Description automatically generated](https://www.sweetstudy.com/questions/care-plan-20886213)**

## image1.png

November 5, 2026
[Solved] week 7-activity

✓ Verified Academic Solution Available

Executive Solution Overview

Using the library continue to search for more journal articles on **Transmitted Culture** . Write a proposal for a study about your topic (Transmitted Culture). Design a potential study to explore a relevant _human behavior_ related to your topic about culture. – 2 years ago

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

Using the library continue to search for more journal articles on **Transmitted Culture** .

Write a proposal for a study about your topic (Transmitted Culture). Design a potential study to explore a relevant _human behavior_ related to your topic about culture.

– 2 years ago

November 5, 2026
[Solved] PHI

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## C5A2Instructions.docx **## C5A2Instructions.docx** **Scenario:** In this assessment, imagine you are a nurse in one of the health care settings described in the following resource: · Assessment 02 Supplement: Protected Health Information (Attached Below) Before your …

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## C5A2Instructions.docx

**## C5A2Instructions.docx**

**Scenario:**

In this assessment, imagine you are a nurse in one of the health care settings described in the following resource:

· Assessment 02 Supplement: Protected Health Information (Attached Below)

Before your shift begins, you scroll through Facebook and notice that a coworker has posted a photo of herself and a patient on Facebook and described how happy she is that her patient is making great progress. You have recently completed your annual continuing education requirements at work and realize this is a breach of your organization's social media policy. Your organization requires employees to immediately report such breaches to the privacy officer to ensure the post is removed immediately and that the nurse responsible receives appropriate corrective action.

You follow appropriate organizational protocols and report the breach to the privacy officer. The privacy officer takes swift action to remove the post. Due to the severity of the breach, the organization terminates the nurse.

Based on this incident's severity, your organization has established a task force with two main goals:

· Educate staff on HIPAA and appropriate social media use in health care.

· Prevent confidentiality, security, and privacy breaches.

The task force has been charged with creating a series of interprofessional staff updates on the following topics:

· Social media best practices.

· What not to do: Social media.

· Social media risks to patient information.

· Steps to take if a breach occurs.

**Instructions:**

First, select one of the health care settings described in the following resource:

· Assessment 02 Supplement: Protected Health Information (Attached Below)

As a nurse in this setting, you are asked to create the content for a staff update containing a
**maximum** of two content pages that address one or more of these topics:

· Social media best practices.

· What not to do: social media.

· Social media risks to patient information.

· Steps to take if a breach occurs.

**This assessment is not a traditional essay**.
**It is a staff educational update about PHI.** Consider creating a flyer, pamphlet, or one PowerPoint slide (not an entire presentation). Remember it should not be more than two pages (excluding a title and a reference page).

The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:

· What is protected health information (PHI)?

· Be sure to include essential HIPAA information.

· What are privacy, security, and confidentiality?

· Define and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.

· Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

· What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:

· What are some examples of nurses being terminated for inappropriate social media use in the United States?

· What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?

· What have been the financial penalties assessed against health care organizations for inappropriate social media use?

· What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

**Notes**

· Your staff update is limited to two double-spaced content pages. Be selective about the content you choose to include in your update so you can meet the page length requirement. Include
**need-to-know** information. Omit
**nice-to-know** information.

· Many times people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members' interest, highlights key points, and is easy to read. Avoid overcrowding the update with too much content.

· Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.

**Additional Requirement:**

·
**Written communication:** Ensure the staff update is free from errors that detract from the overall message.

·
**Submission length:** Maximum of two double-spaced content pages.

·
**Font and font size:** Use Times New Roman, 12-point.

·
**Citations and references:** Provide a separate reference page that includes 2–3 current, peer-reviewed and 1–2 current, non-peer-reviewed in-text citations and references (total of 3–5 resources) that support the staff update's content. Current
**means** no older than 5 years.

·
**APA format:** Be sure your citations and references adhere to APA format.

**Assessment 02 Supplement: Protected Health Information**

![A document with text on it Description automatically generated](https://www.sweetstudy.com/questions/phi-20886207)

## image1.png

**## C5A2Instructions.docx**

**Scenario:**

In this assessment, imagine you are a nurse in one of the health care settings described in the following resource:

· Assessment 02 Supplement: Protected Health Information (Attached Below)

Before your shift begins, you scroll through Facebook and notice that a coworker has posted a photo of herself and a patient on Facebook and described how happy she is that her patient is making great progress. You have recently completed your annual continuing education requirements at work and realize this is a breach of your organization's social media policy. Your organization requires employees to immediately report such breaches to the privacy officer to ensure the post is removed immediately and that the nurse responsible receives appropriate corrective action.

You follow appropriate organizational protocols and report the breach to the privacy officer. The privacy officer takes swift action to remove the post. Due to the severity of the breach, the organization terminates the nurse.

Based on this incident's severity, your organization has established a task force with two main goals:

· Educate staff on HIPAA and appropriate social media use in health care.

· Prevent confidentiality, security, and privacy breaches.

The task force has been charged with creating a series of interprofessional staff updates on the following topics:

· Social media best practices.

· What not to do: Social media.

· Social media risks to patient information.

· Steps to take if a breach occurs.

**Instructions:**

First, select one of the health care settings described in the following resource:

· Assessment 02 Supplement: Protected Health Information (Attached Below)

As a nurse in this setting, you are asked to create the content for a staff update containing a
**maximum** of two content pages that address one or more of these topics:

· Social media best practices.

· What not to do: social media.

· Social media risks to patient information.

· Steps to take if a breach occurs.

**This assessment is not a traditional essay**.
**It is a staff educational update about PHI.** Consider creating a flyer, pamphlet, or one PowerPoint slide (not an entire presentation). Remember it should not be more than two pages (excluding a title and a reference page).

The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:

· What is protected health information (PHI)?

· Be sure to include essential HIPAA information.

· What are privacy, security, and confidentiality?

· Define and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.

· Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.

· What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:

· What are some examples of nurses being terminated for inappropriate social media use in the United States?

· What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?

· What have been the financial penalties assessed against health care organizations for inappropriate social media use?

· What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

**Notes**

· Your staff update is limited to two double-spaced content pages. Be selective about the content you choose to include in your update so you can meet the page length requirement. Include
**need-to-know** information. Omit
**nice-to-know** information.

· Many times people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members' interest, highlights key points, and is easy to read. Avoid overcrowding the update with too much content.

· Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.

**Additional Requirement:**

·
**Written communication:** Ensure the staff update is free from errors that detract from the overall message.

·
**Submission length:** Maximum of two double-spaced content pages.

·
**Font and font size:** Use Times New Roman, 12-point.

·
**Citations and references:** Provide a separate reference page that includes 2–3 current, peer-reviewed and 1–2 current, non-peer-reviewed in-text citations and references (total of 3–5 resources) that support the staff update's content. Current
**means** no older than 5 years.

·
**APA format:** Be sure your citations and references adhere to APA format.

**Assessment 02 Supplement: Protected Health Information**

![A document with text on it Description automatically generated](https://www.sweetstudy.com/questions/phi-20886207)

## image1.png

November 5, 2026
[Solved] Public health

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## PH528-PolicyAnalysis-FinalDraft.docx **## PH528-PolicyAnalysis-FinalDraft.docx** **Policy Analysis** **_Section 4- Final Draft (100 points)_** _PH 528_ **Introduction:** State Senator Hob Bryan (Mississippi District 7) is the chairman of the Mississippi State Senate …

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## PH528-PolicyAnalysis-FinalDraft.docx

**## PH528-PolicyAnalysis-FinalDraft.docx**

**Policy Analysis**

**_Section 4- Final Draft (100 points)_**

_PH 528_

**Introduction:** State Senator Hob Bryan (Mississippi District 7) is the chairman of the Mississippi State Senate Public Health and Welfare Committee. Now that the state legislature has passed a bill legalizing medical marijuana use in the state, members of the committee are debating whether to draft legislation to legalize
**recreational use** of marijuana in Mississippi. Senator Bryan has asked you to write a policy analysis on this issue.

**A policy analysis contains five sections:** problem identification, background, landscape, options, and recommendation. For this assignment, you will revise your completed sections based on feedback and put them together to form a full policy analysis.

**Sections: Must be 5 pages minimum- section page amounts are suggestions**

1.
**Problem Identification (1 sentence)**

2.
**Background (~1 page)**

3.
**Landscape (~3 pages)**

4.
**Options (~1.5 pages)**

5.
**Recommendation (~0.5 pages)**

**Format:**

· No title, heading, or title page needed- just begin with your problem question

· Bolded section titles

· Use in-text citations and include a reference page in APA citation style

· 5 pages of content (minimum, can be more) + reference page

· Double-spaced, one-inch margins, 12 pt. Times New Roman font

· Can include tables if that helps to organize your thoughts

**Other Notes:**

· Read and use Ch. 14 in your textbook, which outlines how to write a policy analysis

·
**All information** should include an in-text citation and a mention on your reference page in APA

· Can reference scholarly articles, news articles, and reputable government, health, or non-profit agencies

· Avoid direct quotations from references- paraphrase and cite

·
**_Your policy analysis will be run through SafeAssign to check for plagiarism- a SafeAssign score of more than 20% will receive an automatic zero_**

**Due Date:** Submit through Blackboard as a .doc or .docx file by
**11:59 PM on Sunday 2/23.**

**## PH528-PolicyAnalysis-FinalDraft.docx**

**Policy Analysis**

**_Section 4- Final Draft (100 points)_**

_PH 528_

**Introduction:** State Senator Hob Bryan (Mississippi District 7) is the chairman of the Mississippi State Senate Public Health and Welfare Committee. Now that the state legislature has passed a bill legalizing medical marijuana use in the state, members of the committee are debating whether to draft legislation to legalize
**recreational use** of marijuana in Mississippi. Senator Bryan has asked you to write a policy analysis on this issue.

**A policy analysis contains five sections:** problem identification, background, landscape, options, and recommendation. For this assignment, you will revise your completed sections based on feedback and put them together to form a full policy analysis.

**Sections: Must be 5 pages minimum- section page amounts are suggestions**

1.
**Problem Identification (1 sentence)**

2.
**Background (~1 page)**

3.
**Landscape (~3 pages)**

4.
**Options (~1.5 pages)**

5.
**Recommendation (~0.5 pages)**

**Format:**

· No title, heading, or title page needed- just begin with your problem question

· Bolded section titles

· Use in-text citations and include a reference page in APA citation style

· 5 pages of content (minimum, can be more) + reference page

· Double-spaced, one-inch margins, 12 pt. Times New Roman font

· Can include tables if that helps to organize your thoughts

**Other Notes:**

· Read and use Ch. 14 in your textbook, which outlines how to write a policy analysis

·
**All information** should include an in-text citation and a mention on your reference page in APA

· Can reference scholarly articles, news articles, and reputable government, health, or non-profit agencies

· Avoid direct quotations from references- paraphrase and cite

·
**_Your policy analysis will be run through SafeAssign to check for plagiarism- a SafeAssign score of more than 20% will receive an automatic zero_**

**Due Date:** Submit through Blackboard as a .doc or .docx file by
**11:59 PM on Sunday 2/23.**

November 5, 2026
[Solved] Article Analysis 2

✓ Verified Academic Solution Available

Executive Solution Overview

Complete these two article analysis: **- Incidence rate of allergic reactions induced by oxaliplatin.pdf** **- Body Mass Index and Weight Change as Predictors of Hypertension Development.pdf** Use **HLT-362V-RS-T3-ArticleAnalysis-2-Template.docx** template. Use **HLT-362V-RS3-ArticleAnalysisExampl…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

Complete these two article analysis:

**- Incidence rate of allergic reactions induced by oxaliplatin.pdf**

**- Body Mass Index and Weight Change as Predictors of Hypertension Development.pdf**

Use **HLT-362V-RS-T3-ArticleAnalysis-2-Template.docx** template.

Use **HLT-362V-RS3-ArticleAnalysisExample-2.docx** as an example of an article analysis.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric ( **HLT-362 Rubric – Article Analysis 2.pdf**). Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

– [\
\
HLT-362V-RS-T3-ArticleAnalysis-2-Template.docx](https://www.sweetstudy.com/files/hlt-362v-rs-t3-articleanalysis-2-template-docx "HLT-362V-RS-T3-ArticleAnalysis-2-Template.docx")
– [\
\
HLT-362V-RS3-ArticleAnalysisExample-2.docx](https://www.sweetstudy.com/files/hlt-362v-rs3-articleanalysisexample-2-docx-10201087 "HLT-362V-RS3-ArticleAnalysisExample-2.docx")
– [\
\
HLT-362Rubric-ArticleAnalysis2.pdf](https://www.sweetstudy.com/files/hlt-362rubric-articleanalysis2-pdf "HLT-362Rubric-ArticleAnalysis2.pdf")
– [\
\
Incidencerateofallergicreactionsinducedbyoxaliplatin.pdf](https://www.sweetstudy.com/files/incidencerateofallergicreactionsinducedbyoxaliplatin-pdf "Incidencerateofallergicreactionsinducedbyoxaliplatin.pdf")
– [\
\
BodyMassIndexandWeightChangeasPredictorsof0AHypertensionDevelopment.pdf](https://www.sweetstudy.com/files/bodymassindexandweightchangeaspredictorsof0ahypertensiondevelopment-pdf "BodyMassIndexandWeightChangeasPredictorsof0AHypertensionDevelopment.pdf")

– 2 years ago

November 5, 2026
[Solved] Public health

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (2)** – ## Assignment5.docx – ## IncarcerationCaseStudy.pdf **## Assignment5.docx** **Assignment #5** _PH 528_ **Directions:** Read the “Incarceration Case Study”, which outlines policy efforts to address public health in prisons and among incarcerated populations. Respond to t…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– 2 years ago

**files (2)**

– ## Assignment5.docx

– ## IncarcerationCaseStudy.pdf

**## Assignment5.docx**

**Assignment #5**

_PH 528_

**Directions:** Read the “Incarceration Case Study”, which outlines policy efforts to address public health in prisons and among incarcerated populations. Respond to the following questions, with each response a
**minimum of 150 words.**

**Due Date:** Upload your assignment to Blackboard as a .doc or .docx file by
**11:59 PM on Sunday 2/26.**

**Questions:**

1. Is mass incarceration a public health issue? Does it contribute to/exacerbate health inequity in the U.S.? Provide reasoning for your responses.

2. Discuss the implications of compassionate release, which is a policy that allows people with terminal illnesses to be released from prison before their sentences are served.

3. The article discusses the role of clinicians, correctional health systems, and community health systems in improving public health in this vulnerable population. Which action discussed do you think will make the biggest public health impact?

4. When Medicare or Medicaid beneficiaries are incarcerated, they are ineligible for benefits because of their incarceration status. What policies could be enacted to address this gap in coverage? You may discuss your personal opinions or the suggestions by the article authors.

5. How can we use lessons learned from the COVID-19 pandemic to better the health of individuals who are currently incarcerated or recently released?

**Case Study Source:** Wang, E.A., Western, B., & Berwick, D.M. (2020). COVID-19, decarceration, and the role of clinicians, health systems, and payers: A report from the National Academy of Sciences, Engineering, and Medicine.
_JAMA_,
_324_(22), 2257-2258.

**## IncarcerationCaseStudy.pdf**

COVID-19, Decarceration, and the Role of Clinicians,
Health Systems, and Payers
A Report From the National Academy of Sciences,
Engineering, and Medicine

The nation’s correctional facilities are deeply en-
tangled with the coronavirus disease 2019 (COVID-19)
pandemic.1 The criminal justice policies that drove
mass incarceration have created fertile ground for
the pandemic. According to the COVID Prison Project,
by August 2020, 90 of the largest 100 cluster out-
breaks in the United States have occurred in prisons and
jails.2 Many correctional facilities are overcrowded and
understaffed, and the high rates of incarceration among
Black, Latino, and Native communities map closely with
the demographic pattern of severe acute respiratory syn-
drome coronavirus 2 (SARS-CoV-2) infections and
COVID-19–related death.

Despite being a focal point of the pandemic and past
respiratory outbreaks, correctional facilities have not
consistently been included in pandemic planning or guid-
ance. Unlike in nursing homes and other long-term care
facilities, which were also sources of outbreaks, health
care in prisons and jails has no mandatory independent
quality oversight nor is it integrated with the commu-
nity health systems. The consequences include variabil-
ity and failures in pandemic management.

The health risks that converge in the US penal sys-
tem make reducing the incarcerated population, other-
wise labeled decarceration, an important and urgent
strategy for mitigating virus transmission in prisons and
jails. A new report from a consensus panel of the Na-
tional Academy of Sciences, Engineering, and Medi-
cine provides recommendations on decarceration.3 The
committee recognized that the current public health re-
sponse in corrections is insufficient and that reducing the
size of the incarcerated population could help increase
the penetration and effectiveness of standard preven-
tion measures in jails and prisons, such as testing, quar-
antining, and medical isolation for those who remain.

Since the pandemic began, prison and jail popula-
tions have declined, which helped to limit the spread of
the SARS-CoV-2 virus somewhat. Between January and
August 2020, jail populations decreased by 22% (from
738 400 to 575 952), state prison populations de-
creased by only 4% (from 1 260 393 to 1 207 710), and
federal Bureau of Prisons by only 10% (from 175 315 to
156 968).4 Prisonshavebeendifficulttodecarcerategiven
legal barriers to “compassionate release,” which is a legal
provision that varies by state but typically allows people
with terminal illnesses, such as metastatic cancer and end-
stage heart failure, to be released before their sentences
have been served. A condition of release often includes
a documentation of prognosis by a licensed physician for
a person who has 6 months or less to live. Rarely used be-

fore the pandemic, compassionate release has been in-
effective for distancing the most medically vulnerable in-
dividuals in prison from the risks of COVID-19. In the
Bureau of Prisons, where compassionate release was used
most widely, only 156 prisoners were released among the
10 940 who applied from March through May 2020.5

Clinicians, the health care system, and payers each
have roles in helping to reduce the prison and jail popu-
lation and to support formerly incarcerated people
after release.

Clinicians
Compassionate release could be a lever for protecting
many high-risk patients from harm, but compassionate
release policies are not aligned with current medical and
geriatric science about care at the end of life or vulner-
abilities based on medical risk. Licensed clinicians can ad-
vocate to reform existing policies to include “life-limiting
illness” or “debilitating” conditions rather than relying on
prognostic certainty. Clinicians also can directly assist by
providing medical attestations to the need for compas-
sionate release of individual patients during COVID-19.

Correctional and Community Health Systems
Health systems should do more to meet the needs of re-
leased individuals and their families. A person leaving in-
carceration faces higher risks of hospitalization and death
than does the general population. In a 2013 study in-
volving 76 208 individuals released from Washington
state prison and followed up for 10 years (1999-2009),
the mortality rate was 737 deaths from all causes per
100 000 person-years, which was significantly higher
than was the rate for the noninstitutionalized popula-
tion after adjusting for age, sex, and race (standard mor-
tality ratio, 3.61; 95% CI, 3.48-3.73).6 Before the pan-
demic, these elevated risks were related to overdose and
other chronic conditions, including hepatitis C, cardio-
vascular disease, and cancer, conditions for which mor-
bidity and mortality may be preventable by primary care.

Effective discharge planning by the correctional
health system must consider both the baseline risk for hos-
pitalizations and also how to prevent SARS-CoV-2 trans-
mission. This involves COVID-19 testing prior to release
and planning for access to community health care, non-
congregate housing, food security, and basic material well-
being. Discharge from corrections should include a 90-
day supply of medications, appointments with primary
care physicians, an internet-enabled phone (because en-
gagement in primary care now requires telemedicine ac-
cess), and a place to safely quarantine in the community.

VIEWPOINT

Emily A. Wang, MD,
MAS
SEICHE Center for
Health and Justice, Yale
School of Medicine,
New Haven,
Connecticut; and
Department of
Medicine, Yale School
of Medicine,
New Haven,
Connecticut.

Bruce Western, PhD
Justice Lab and
Department of
Sociology, Columbia
University, New York,
New York.

Donald M. Berwick,
MD, MPP
Institute for Healthcare
Improvement, Boston,
Massachusetts.

Corresponding
Author: Emily
Wang, MD, MAS,
SEICHE Center for
Health and Justice, Yale
School of Medicine,
367 Cedar St, Harkness
Bldg A, Ste 410A,
New Haven, CT 06511
(emily.wang@yale.
edu).

Opinion

jama.com (Reprinted) JAMA December 8, 2020 Volume 324, Number 22 2257

© 2020 American Medical Association. All rights reserved.© 2020 American Medical Association. All rights reserved.

Downloaded From: https://jamanetwork.com/ on 04/03/2022

[mailto:emily.wang@yale.edu](mailto:emily.wang@yale.edu)

[mailto:emily.wang@yale.edu](mailto:emily.wang@yale.edu)

[http://www.jama.com?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109](http://www.jama.com/?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109)

People released from incarceration need reliable assistance to
connect into the community health care system. For those navi-
gating the extreme uncertainties and insecurity of prison and jail
release, community health systems should accept new patients
without government identification and soften restrictions for the
need to connect first to an electronic health record portal to con-
nect by video. Health systems can rely on proven strategies to
maximize participation in health care after release, such as by hir-
ing community health workers to work within the health system.7

Evidence shows that addressing the needs of newly released indi-
viduals can improve their engagement in primary care and reduce
preventable hospitalizations and later contact with the criminal
justice system.8

Medicaid or Medicare and Payment
Central to health care access is insurance. On any given day, the jail
population includes more than 700 000 individuals, but more than
10 million people a year pass through jails.9 Approximately 6% of
the jail population is 65 years or older. When Medicare or Medicaid
beneficiaries are incarcerated, they are ineligible for the benefits be-
cause of their incarceration status. The Medicaid Inmate Exclusion
Policy prohibits use of federal funds and services for medical care
provided to “inmates of a public institution.” About two-thirds of the
jail population are held before trial and most are unable to post bail
to get released. Perversely, the law denies these health insurance
benefits to those who are too poor to pay bail but for defendants
with more resources who can pay for their release, their Medicaid
or Medicare continues.

Under the Centers for Medicare & Medicaid Services (CMS)
administrative rules, states can initiate programs or policies to sup-
port safe decarceration, including covering the costs of SARS-CoV-2
testing and related health needs prior to release and facilitating
access to medications, primary care, substance use, and mental

health treatment. Importantly, states can follow Social Security
Administration rules and suspend (as opposed to fully terminate)
Medicaid or Medicare benefits when a person is incarcerated, which
ensures activation of coverage upon release. Suspension of these
benefits also has financial benefits. States that have suspended Med-
icaid have been reimbursed for inpatient medical services for incar-
cerated individuals enrolled in Medicaid and have reported cost sav-
ings ranging from $3 million to $19 million per year.10

Medicaid coverage also could be expanded with waivers under
Sections 1115 and 1135 of the Social Security Act. Some states are seek-
ing waivers to expand the scope of services to incarcerated people
during the COVID-19 emergency to cover testing or outpatient treat-
ment, although CMS has not yet approved any waivers. In addition,
wholesale expansion of Medicaid in the first 30 days prior to re-
lease could cover COVID-19 testing and also create a smoother tran-
sition to the community by covering medications and enabling re-
ferrals to community care.

Even in the 12 states that have not yet expanded Medicaid un-
der the Affordable Care Act, coverage is available for COVID-19 test-
ing and related services if the state takes up the optional eligibility
group provided in the Families First Coronavirus Response Act of
2020. This pathway allows low-income adults in nonexpansion
states, including incarcerated adults, to enroll in Medicaid. While the
Inmate Exclusion Policy would continue to apply, this pathway could
assist access to health care immediately upon release.

Conclusions
Decarceration in service of both public health and safer communi-
ties will require sustained engagement from clinicians, health sys-
tems, and Medicaid authorities. The actions the country takes now
against COVID-19 are opportunities to put in motion longer-term im-
provements to correctional and community health and to advance
health equity at large.

ARTICLE INFORMATION

Published Online: November 16, 2020.
doi:10.1001/jama.2020.22109

Conflict of Interest Disclosures: None reported.

Additional Contributions: The members of the
consensus committee that authored the National
Academies of Sciences, Engineering, and Medicine
report Decarcerating Correctional Facilities During
COVID-19: Advancing Health, Equity, and Safety
were Emily Wang (cochair, Department of
Medicine, Yale University School of Medicine);
Bruce Western (cochair, Department of Sociology,
Columbia University); Donald Berwick (Institute for
Healthcare Improvement); Sharon Dolovich
(University of California, Los Angeles Law School);
Deanna Hoskins (JustLeadershipUSA); Margot
Kushel (Center for Vulnerable Populations,
Department of Medicine, University of California,
San Francisco); Hedwig Lee (Department of
Sociology, Washington University in St Louis);
Stephen Rafael (University of California, Berkley);
Josiah Rich (Department of Medicine, Brown
University); John Wetzel (Department of
Corrections, Pennsylvania); and Emily Backes
(study director) and Julie Schuck (program officer,
National Academies of Sciences, Engineering, and
Medicine).

REFERENCES

1. Saloner B, Parish K, Ward JA, DiLaura G,
Dolovich S. COVID-19 cases and deaths in federal
and state prisons. JAMA. 2020;324(6):602-603.
doi:10.1001/jama.2020.12528

2. COVID Prison Project. Accessed October 20,
2020. https://covidprisonproject.com/

3. National Academies of Science, Engineering, and
Medicine. Decarcerating Correctional Facilities
During COVID-19: Advancing Health, Equity, and
Safety. National Academies Press. Accessed
November 10, 2020. https://www.nap.edu/catalog/
25945/decarcerating-correctional-facilities-during-
covid-19-advancing-health-equity-and

4. Franco-Paredes C, Ghandnoosh N, Latif H, et al.
Decarceration and community re-entry in the
COVID-19 era. Lancet Infect Dis. Published online
September 29, 2020. doi:10.1016/S1473-3099(20)
30730-1

5. Blakinger K, Neff J. Thousands of sick federal
prisoners sought release as COVID-19 spread: nearly
all were denied. NBC News blog. October 7, 2020.
Accessed November 10, 2020. https://www.
nbcnews.com/news/us-news/thousands-sick-
federal-prisoners-sought-release-covid-19-spread-
nearly-n1242193

6. Binswanger IA, Blatchford PJ, Mueller SR,
Stern MF. Mortality after prison release: opioid
overdose and other causes of death, risk factors,
and time trends from 1999 to 2009. Ann Intern Med.
2013;159(9):592-600. doi:10.7326/0003-4819-159-
9-201311050-00005

7. Kouyoumdjian FG, McIsaac KE, Liauw J, et al.
A systematic review of randomized controlled trials
of interventions to improve the health of persons
during imprisonment and in the year after release.
Am J Public Health. 2015;105(4):e13-e33. doi:10.
2105/AJPH.2014.302498

8. Wang EA, Lin HJ, Aminawung JA, et al.
Propensity-matched study of enhanced primary
care on contact with the criminal justice system
among individuals recently released from prison to
New Haven. BMJ Open. 2019;9(5):e028097. doi:10.
1136/bmjopen-2018-028097

9. Zhen Z. Jail Inmates in 2018. Bureau of Justice
Statistics; 2020. Accessed November 10, 2020.
https://www.bjs.gov/index.cfm?ty=pbdetail&iid=
6826

10. Beck A. Medicaid enrollment programs offer
hope to formerly incarcerated individuals and
savings for states. Health Affairs blog. February 20,
2020. Accessed November 10, 2020. https://
www.healthaffairs.org/do/10.1377/hblog20200218.
910350/full/

Opinion Viewpoint

2258 JAMA December 8, 2020 Volume 324, Number 22 (Reprinted) jama.com

© 2020 American Medical Association. All rights reserved.

Downloaded From: https://jamanetwork.com/ on 04/03/2022

[https://jamanetwork.com/journals/jama/fullarticle/10.1001/jama.2020.22109?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109](https://jamanetwork.com/journals/jama/fullarticle/10.1001/jama.2020.22109?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109)

[https://jamanetwork.com/journals/jama/fullarticle/10.1001/jama.2020.12528?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109](https://jamanetwork.com/journals/jama/fullarticle/10.1001/jama.2020.12528?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109)

[https://covidprisonproject.com/](https://covidprisonproject.com/)

[https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and](https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and)

[https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and](https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and)

[https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and](https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and)

[https://dx.doi.org/10.1016/S1473-3099(20)30730-1](https://dx.doi.org/10.1016/S1473-3099(20)30730-1)

[https://dx.doi.org/10.1016/S1473-3099(20)30730-1](https://dx.doi.org/10.1016/S1473-3099(20)30730-1)

[https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193](https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193)

[https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193](https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193)

[https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193](https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193)

[https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193](https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193)

[https://dx.doi.org/10.7326/0003-4819-159-9-201311050-00005](https://dx.doi.org/10.7326/0003-4819-159-9-201311050-00005)

[https://dx.doi.org/10.7326/0003-4819-159-9-201311050-00005](https://dx.doi.org/10.7326/0003-4819-159-9-201311050-00005)

[https://dx.doi.org/10.2105/AJPH.2014.302498](https://dx.doi.org/10.2105/AJPH.2014.302498)

[https://dx.doi.org/10.2105/AJPH.2014.302498](https://dx.doi.org/10.2105/AJPH.2014.302498)

[https://dx.doi.org/10.1136/bmjopen-2018-028097](https://dx.doi.org/10.1136/bmjopen-2018-028097)

[https://dx.doi.org/10.1136/bmjopen-2018-028097](https://dx.doi.org/10.1136/bmjopen-2018-028097)

[https://www.bjs.gov/index.cfm?ty=pbdetail&iid=6826](https://www.bjs.gov/index.cfm?ty=pbdetail&iid=6826)

[https://www.bjs.gov/index.cfm?ty=pbdetail&iid=6826](https://www.bjs.gov/index.cfm?ty=pbdetail&iid=6826)

[https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/](https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/)

[https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/](https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/)

[https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/](https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/)

[http://www.jama.com?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109](http://www.jama.com/?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109)

**## IncarcerationCaseStudy.pdf**

COVID-19, Decarceration, and the Role of Clinicians,
Health Systems, and Payers
A Report From the National Academy of Sciences,
Engineering, and Medicine

The nation’s correctional facilities are deeply en-
tangled with the coronavirus disease 2019 (COVID-19)
pandemic.1 The criminal justice policies that drove
mass incarceration have created fertile ground for
the pandemic. According to the COVID Prison Project,
by August 2020, 90 of the largest 100 cluster out-
breaks in the United States have occurred in prisons and
jails.2 Many correctional facilities are overcrowded and
understaffed, and the high rates of incarceration among
Black, Latino, and Native communities map closely with
the demographic pattern of severe acute respiratory syn-
drome coronavirus 2 (SARS-CoV-2) infections and
COVID-19–related death.

Despite being a focal point of the pandemic and past
respiratory outbreaks, correctional facilities have not
consistently been included in pandemic planning or guid-
ance. Unlike in nursing homes and other long-term care
facilities, which were also sources of outbreaks, health
care in prisons and jails has no mandatory independent
quality oversight nor is it integrated with the commu-
nity health systems. The consequences include variabil-
ity and failures in pandemic management.

The health risks that converge in the US penal sys-
tem make reducing the incarcerated population, other-
wise labeled decarceration, an important and urgent
strategy for mitigating virus transmission in prisons and
jails. A new report from a consensus panel of the Na-
tional Academy of Sciences, Engineering, and Medi-
cine provides recommendations on decarceration.3 The
committee recognized that the current public health re-
sponse in corrections is insufficient and that reducing the
size of the incarcerated population could help increase
the penetration and effectiveness of standard preven-
tion measures in jails and prisons, such as testing, quar-
antining, and medical isolation for those who remain.

Since the pandemic began, prison and jail popula-
tions have declined, which helped to limit the spread of
the SARS-CoV-2 virus somewhat. Between January and
August 2020, jail populations decreased by 22% (from
738 400 to 575 952), state prison populations de-
creased by only 4% (from 1 260 393 to 1 207 710), and
federal Bureau of Prisons by only 10% (from 175 315 to
156 968).4 Prisonshavebeendifficulttodecarcerategiven
legal barriers to “compassionate release,” which is a legal
provision that varies by state but typically allows people
with terminal illnesses, such as metastatic cancer and end-
stage heart failure, to be released before their sentences
have been served. A condition of release often includes
a documentation of prognosis by a licensed physician for
a person who has 6 months or less to live. Rarely used be-

fore the pandemic, compassionate release has been in-
effective for distancing the most medically vulnerable in-
dividuals in prison from the risks of COVID-19. In the
Bureau of Prisons, where compassionate release was used
most widely, only 156 prisoners were released among the
10 940 who applied from March through May 2020.5

Clinicians, the health care system, and payers each
have roles in helping to reduce the prison and jail popu-
lation and to support formerly incarcerated people
after release.

Clinicians
Compassionate release could be a lever for protecting
many high-risk patients from harm, but compassionate
release policies are not aligned with current medical and
geriatric science about care at the end of life or vulner-
abilities based on medical risk. Licensed clinicians can ad-
vocate to reform existing policies to include “life-limiting
illness” or “debilitating” conditions rather than relying on
prognostic certainty. Clinicians also can directly assist by
providing medical attestations to the need for compas-
sionate release of individual patients during COVID-19.

Correctional and Community Health Systems
Health systems should do more to meet the needs of re-
leased individuals and their families. A person leaving in-
carceration faces higher risks of hospitalization and death
than does the general population. In a 2013 study in-
volving 76 208 individuals released from Washington
state prison and followed up for 10 years (1999-2009),
the mortality rate was 737 deaths from all causes per
100 000 person-years, which was significantly higher
than was the rate for the noninstitutionalized popula-
tion after adjusting for age, sex, and race (standard mor-
tality ratio, 3.61; 95% CI, 3.48-3.73).6 Before the pan-
demic, these elevated risks were related to overdose and
other chronic conditions, including hepatitis C, cardio-
vascular disease, and cancer, conditions for which mor-
bidity and mortality may be preventable by primary care.

Effective discharge planning by the correctional
health system must consider both the baseline risk for hos-
pitalizations and also how to prevent SARS-CoV-2 trans-
mission. This involves COVID-19 testing prior to release
and planning for access to community health care, non-
congregate housing, food security, and basic material well-
being. Discharge from corrections should include a 90-
day supply of medications, appointments with primary
care physicians, an internet-enabled phone (because en-
gagement in primary care now requires telemedicine ac-
cess), and a place to safely quarantine in the community.

VIEWPOINT

Emily A. Wang, MD,
MAS
SEICHE Center for
Health and Justice, Yale
School of Medicine,
New Haven,
Connecticut; and
Department of
Medicine, Yale School
of Medicine,
New Haven,
Connecticut.

Bruce Western, PhD
Justice Lab and
Department of
Sociology, Columbia
University, New York,
New York.

Donald M. Berwick,
MD, MPP
Institute for Healthcare
Improvement, Boston,
Massachusetts.

Corresponding
Author: Emily
Wang, MD, MAS,
SEICHE Center for
Health and Justice, Yale
School of Medicine,
367 Cedar St, Harkness
Bldg A, Ste 410A,
New Haven, CT 06511
(emily.wang@yale.
edu).

Opinion

jama.com (Reprinted) JAMA December 8, 2020 Volume 324, Number 22 2257

© 2020 American Medical Association. All rights reserved.© 2020 American Medical Association. All rights reserved.

Downloaded From: https://jamanetwork.com/ on 04/03/2022

[mailto:emily.wang@yale.edu](mailto:emily.wang@yale.edu)

[mailto:emily.wang@yale.edu](mailto:emily.wang@yale.edu)

[http://www.jama.com?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109](http://www.jama.com/?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109)

People released from incarceration need reliable assistance to
connect into the community health care system. For those navi-
gating the extreme uncertainties and insecurity of prison and jail
release, community health systems should accept new patients
without government identification and soften restrictions for the
need to connect first to an electronic health record portal to con-
nect by video. Health systems can rely on proven strategies to
maximize participation in health care after release, such as by hir-
ing community health workers to work within the health system.7

Evidence shows that addressing the needs of newly released indi-
viduals can improve their engagement in primary care and reduce
preventable hospitalizations and later contact with the criminal
justice system.8

Medicaid or Medicare and Payment
Central to health care access is insurance. On any given day, the jail
population includes more than 700 000 individuals, but more than
10 million people a year pass through jails.9 Approximately 6% of
the jail population is 65 years or older. When Medicare or Medicaid
beneficiaries are incarcerated, they are ineligible for the benefits be-
cause of their incarceration status. The Medicaid Inmate Exclusion
Policy prohibits use of federal funds and services for medical care
provided to “inmates of a public institution.” About two-thirds of the
jail population are held before trial and most are unable to post bail
to get released. Perversely, the law denies these health insurance
benefits to those who are too poor to pay bail but for defendants
with more resources who can pay for their release, their Medicaid
or Medicare continues.

Under the Centers for Medicare & Medicaid Services (CMS)
administrative rules, states can initiate programs or policies to sup-
port safe decarceration, including covering the costs of SARS-CoV-2
testing and related health needs prior to release and facilitating
access to medications, primary care, substance use, and mental

health treatment. Importantly, states can follow Social Security
Administration rules and suspend (as opposed to fully terminate)
Medicaid or Medicare benefits when a person is incarcerated, which
ensures activation of coverage upon release. Suspension of these
benefits also has financial benefits. States that have suspended Med-
icaid have been reimbursed for inpatient medical services for incar-
cerated individuals enrolled in Medicaid and have reported cost sav-
ings ranging from $3 million to $19 million per year.10

Medicaid coverage also could be expanded with waivers under
Sections 1115 and 1135 of the Social Security Act. Some states are seek-
ing waivers to expand the scope of services to incarcerated people
during the COVID-19 emergency to cover testing or outpatient treat-
ment, although CMS has not yet approved any waivers. In addition,
wholesale expansion of Medicaid in the first 30 days prior to re-
lease could cover COVID-19 testing and also create a smoother tran-
sition to the community by covering medications and enabling re-
ferrals to community care.

Even in the 12 states that have not yet expanded Medicaid un-
der the Affordable Care Act, coverage is available for COVID-19 test-
ing and related services if the state takes up the optional eligibility
group provided in the Families First Coronavirus Response Act of
2020. This pathway allows low-income adults in nonexpansion
states, including incarcerated adults, to enroll in Medicaid. While the
Inmate Exclusion Policy would continue to apply, this pathway could
assist access to health care immediately upon release.

Conclusions
Decarceration in service of both public health and safer communi-
ties will require sustained engagement from clinicians, health sys-
tems, and Medicaid authorities. The actions the country takes now
against COVID-19 are opportunities to put in motion longer-term im-
provements to correctional and community health and to advance
health equity at large.

ARTICLE INFORMATION

Published Online: November 16, 2020.
doi:10.1001/jama.2020.22109

Conflict of Interest Disclosures: None reported.

Additional Contributions: The members of the
consensus committee that authored the National
Academies of Sciences, Engineering, and Medicine
report Decarcerating Correctional Facilities During
COVID-19: Advancing Health, Equity, and Safety
were Emily Wang (cochair, Department of
Medicine, Yale University School of Medicine);
Bruce Western (cochair, Department of Sociology,
Columbia University); Donald Berwick (Institute for
Healthcare Improvement); Sharon Dolovich
(University of California, Los Angeles Law School);
Deanna Hoskins (JustLeadershipUSA); Margot
Kushel (Center for Vulnerable Populations,
Department of Medicine, University of California,
San Francisco); Hedwig Lee (Department of
Sociology, Washington University in St Louis);
Stephen Rafael (University of California, Berkley);
Josiah Rich (Department of Medicine, Brown
University); John Wetzel (Department of
Corrections, Pennsylvania); and Emily Backes
(study director) and Julie Schuck (program officer,
National Academies of Sciences, Engineering, and
Medicine).

REFERENCES

1. Saloner B, Parish K, Ward JA, DiLaura G,
Dolovich S. COVID-19 cases and deaths in federal
and state prisons. JAMA. 2020;324(6):602-603.
doi:10.1001/jama.2020.12528

2. COVID Prison Project. Accessed October 20,
2020. https://covidprisonproject.com/

3. National Academies of Science, Engineering, and
Medicine. Decarcerating Correctional Facilities
During COVID-19: Advancing Health, Equity, and
Safety. National Academies Press. Accessed
November 10, 2020. https://www.nap.edu/catalog/
25945/decarcerating-correctional-facilities-during-
covid-19-advancing-health-equity-and

4. Franco-Paredes C, Ghandnoosh N, Latif H, et al.
Decarceration and community re-entry in the
COVID-19 era. Lancet Infect Dis. Published online
September 29, 2020. doi:10.1016/S1473-3099(20)
30730-1

5. Blakinger K, Neff J. Thousands of sick federal
prisoners sought release as COVID-19 spread: nearly
all were denied. NBC News blog. October 7, 2020.
Accessed November 10, 2020. https://www.
nbcnews.com/news/us-news/thousands-sick-
federal-prisoners-sought-release-covid-19-spread-
nearly-n1242193

6. Binswanger IA, Blatchford PJ, Mueller SR,
Stern MF. Mortality after prison release: opioid
overdose and other causes of death, risk factors,
and time trends from 1999 to 2009. Ann Intern Med.
2013;159(9):592-600. doi:10.7326/0003-4819-159-
9-201311050-00005

7. Kouyoumdjian FG, McIsaac KE, Liauw J, et al.
A systematic review of randomized controlled trials
of interventions to improve the health of persons
during imprisonment and in the year after release.
Am J Public Health. 2015;105(4):e13-e33. doi:10.
2105/AJPH.2014.302498

8. Wang EA, Lin HJ, Aminawung JA, et al.
Propensity-matched study of enhanced primary
care on contact with the criminal justice system
among individuals recently released from prison to
New Haven. BMJ Open. 2019;9(5):e028097. doi:10.
1136/bmjopen-2018-028097

9. Zhen Z. Jail Inmates in 2018. Bureau of Justice
Statistics; 2020. Accessed November 10, 2020.
https://www.bjs.gov/index.cfm?ty=pbdetail&iid=
6826

10. Beck A. Medicaid enrollment programs offer
hope to formerly incarcerated individuals and
savings for states. Health Affairs blog. February 20,
2020. Accessed November 10, 2020. https://
www.healthaffairs.org/do/10.1377/hblog20200218.
910350/full/

Opinion Viewpoint

2258 JAMA December 8, 2020 Volume 324, Number 22 (Reprinted) jama.com

© 2020 American Medical Association. All rights reserved.

Downloaded From: https://jamanetwork.com/ on 04/03/2022

[https://jamanetwork.com/journals/jama/fullarticle/10.1001/jama.2020.22109?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109](https://jamanetwork.com/journals/jama/fullarticle/10.1001/jama.2020.22109?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109)

[https://jamanetwork.com/journals/jama/fullarticle/10.1001/jama.2020.12528?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109](https://jamanetwork.com/journals/jama/fullarticle/10.1001/jama.2020.12528?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109)

[https://covidprisonproject.com/](https://covidprisonproject.com/)

[https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and](https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and)

[https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and](https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and)

[https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and](https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and)

[https://dx.doi.org/10.1016/S1473-3099(20)30730-1](https://dx.doi.org/10.1016/S1473-3099(20)30730-1)

[https://dx.doi.org/10.1016/S1473-3099(20)30730-1](https://dx.doi.org/10.1016/S1473-3099(20)30730-1)

[https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193](https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193)

[https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193](https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193)

[https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193](https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193)

[https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193](https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193)

[https://dx.doi.org/10.7326/0003-4819-159-9-201311050-00005](https://dx.doi.org/10.7326/0003-4819-159-9-201311050-00005)

[https://dx.doi.org/10.7326/0003-4819-159-9-201311050-00005](https://dx.doi.org/10.7326/0003-4819-159-9-201311050-00005)

[https://dx.doi.org/10.2105/AJPH.2014.302498](https://dx.doi.org/10.2105/AJPH.2014.302498)

[https://dx.doi.org/10.2105/AJPH.2014.302498](https://dx.doi.org/10.2105/AJPH.2014.302498)

[https://dx.doi.org/10.1136/bmjopen-2018-028097](https://dx.doi.org/10.1136/bmjopen-2018-028097)

[https://dx.doi.org/10.1136/bmjopen-2018-028097](https://dx.doi.org/10.1136/bmjopen-2018-028097)

[https://www.bjs.gov/index.cfm?ty=pbdetail&iid=6826](https://www.bjs.gov/index.cfm?ty=pbdetail&iid=6826)

[https://www.bjs.gov/index.cfm?ty=pbdetail&iid=6826](https://www.bjs.gov/index.cfm?ty=pbdetail&iid=6826)

[https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/](https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/)

[https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/](https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/)

[https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/](https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/)

[http://www.jama.com?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109](http://www.jama.com/?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109)

**## Assignment5.docx**

**Assignment #5**

_PH 528_

**Directions:** Read the “Incarceration Case Study”, which outlines policy efforts to address public health in prisons and among incarcerated populations. Respond to the following questions, with each response a
**minimum of 150 words.**

**Due Date:** Upload your assignment to Blackboard as a .doc or .docx file by
**11:59 PM on Sunday 2/26.**

**Questions:**

1. Is mass incarceration a public health issue? Does it contribute to/exacerbate health inequity in the U.S.? Provide reasoning for your responses.

2. Discuss the implications of compassionate release, which is a policy that allows people with terminal illnesses to be released from prison before their sentences are served.

3. The article discusses the role of clinicians, correctional health systems, and community health systems in improving public health in this vulnerable population. Which action discussed do you think will make the biggest public health impact?

4. When Medicare or Medicaid beneficiaries are incarcerated, they are ineligible for benefits because of their incarceration status. What policies could be enacted to address this gap in coverage? You may discuss your personal opinions or the suggestions by the article authors.

5. How can we use lessons learned from the COVID-19 pandemic to better the health of individuals who are currently incarcerated or recently released?

**Case Study Source:** Wang, E.A., Western, B., & Berwick, D.M. (2020). COVID-19, decarceration, and the role of clinicians, health systems, and payers: A report from the National Academy of Sciences, Engineering, and Medicine.
_JAMA_,
_324_(22), 2257-2258.

**## IncarcerationCaseStudy.pdf**

COVID-19, Decarceration, and the Role of Clinicians,
Health Systems, and Payers
A Report From the National Academy of Sciences,
Engineering, and Medicine

The nation’s correctional facilities are deeply en-
tangled with the coronavirus disease 2019 (COVID-19)
pandemic.1 The criminal justice policies that drove
mass incarceration have created fertile ground for
the pandemic. According to the COVID Prison Project,
by August 2020, 90 of the largest 100 cluster out-
breaks in the United States have occurred in prisons and
jails.2 Many correctional facilities are overcrowded and
understaffed, and the high rates of incarceration among
Black, Latino, and Native communities map closely with
the demographic pattern of severe acute respiratory syn-
drome coronavirus 2 (SARS-CoV-2) infections and
COVID-19–related death.

Despite being a focal point of the pandemic and past
respiratory outbreaks, correctional facilities have not
consistently been included in pandemic planning or guid-
ance. Unlike in nursing homes and other long-term care
facilities, which were also sources of outbreaks, health
care in prisons and jails has no mandatory independent
quality oversight nor is it integrated with the commu-
nity health systems. The consequences include variabil-
ity and failures in pandemic management.

The health risks that converge in the US penal sys-
tem make reducing the incarcerated population, other-
wise labeled decarceration, an important and urgent
strategy for mitigating virus transmission in prisons and
jails. A new report from a consensus panel of the Na-
tional Academy of Sciences, Engineering, and Medi-
cine provides recommendations on decarceration.3 The
committee recognized that the current public health re-
sponse in corrections is insufficient and that reducing the
size of the incarcerated population could help increase
the penetration and effectiveness of standard preven-
tion measures in jails and prisons, such as testing, quar-
antining, and medical isolation for those who remain.

Since the pandemic began, prison and jail popula-
tions have declined, which helped to limit the spread of
the SARS-CoV-2 virus somewhat. Between January and
August 2020, jail populations decreased by 22% (from
738 400 to 575 952), state prison populations de-
creased by only 4% (from 1 260 393 to 1 207 710), and
federal Bureau of Prisons by only 10% (from 175 315 to
156 968).4 Prisonshavebeendifficulttodecarcerategiven
legal barriers to “compassionate release,” which is a legal
provision that varies by state but typically allows people
with terminal illnesses, such as metastatic cancer and end-
stage heart failure, to be released before their sentences
have been served. A condition of release often includes
a documentation of prognosis by a licensed physician for
a person who has 6 months or less to live. Rarely used be-

fore the pandemic, compassionate release has been in-
effective for distancing the most medically vulnerable in-
dividuals in prison from the risks of COVID-19. In the
Bureau of Prisons, where compassionate release was used
most widely, only 156 prisoners were released among the
10 940 who applied from March through May 2020.5

Clinicians, the health care system, and payers each
have roles in helping to reduce the prison and jail popu-
lation and to support formerly incarcerated people
after release.

Clinicians
Compassionate release could be a lever for protecting
many high-risk patients from harm, but compassionate
release policies are not aligned with current medical and
geriatric science about care at the end of life or vulner-
abilities based on medical risk. Licensed clinicians can ad-
vocate to reform existing policies to include “life-limiting
illness” or “debilitating” conditions rather than relying on
prognostic certainty. Clinicians also can directly assist by
providing medical attestations to the need for compas-
sionate release of individual patients during COVID-19.

Correctional and Community Health Systems
Health systems should do more to meet the needs of re-
leased individuals and their families. A person leaving in-
carceration faces higher risks of hospitalization and death
than does the general population. In a 2013 study in-
volving 76 208 individuals released from Washington
state prison and followed up for 10 years (1999-2009),
the mortality rate was 737 deaths from all causes per
100 000 person-years, which was significantly higher
than was the rate for the noninstitutionalized popula-
tion after adjusting for age, sex, and race (standard mor-
tality ratio, 3.61; 95% CI, 3.48-3.73).6 Before the pan-
demic, these elevated risks were related to overdose and
other chronic conditions, including hepatitis C, cardio-
vascular disease, and cancer, conditions for which mor-
bidity and mortality may be preventable by primary care.

Effective discharge planning by the correctional
health system must consider both the baseline risk for hos-
pitalizations and also how to prevent SARS-CoV-2 trans-
mission. This involves COVID-19 testing prior to release
and planning for access to community health care, non-
congregate housing, food security, and basic material well-
being. Discharge from corrections should include a 90-
day supply of medications, appointments with primary
care physicians, an internet-enabled phone (because en-
gagement in primary care now requires telemedicine ac-
cess), and a place to safely quarantine in the community.

VIEWPOINT

Emily A. Wang, MD,
MAS
SEICHE Center for
Health and Justice, Yale
School of Medicine,
New Haven,
Connecticut; and
Department of
Medicine, Yale School
of Medicine,
New Haven,
Connecticut.

Bruce Western, PhD
Justice Lab and
Department of
Sociology, Columbia
University, New York,
New York.

Donald M. Berwick,
MD, MPP
Institute for Healthcare
Improvement, Boston,
Massachusetts.

Corresponding
Author: Emily
Wang, MD, MAS,
SEICHE Center for
Health and Justice, Yale
School of Medicine,
367 Cedar St, Harkness
Bldg A, Ste 410A,
New Haven, CT 06511
(emily.wang@yale.
edu).

Opinion

jama.com (Reprinted) JAMA December 8, 2020 Volume 324, Number 22 2257

© 2020 American Medical Association. All rights reserved.© 2020 American Medical Association. All rights reserved.

Downloaded From: https://jamanetwork.com/ on 04/03/2022

[mailto:emily.wang@yale.edu](mailto:emily.wang@yale.edu)

[mailto:emily.wang@yale.edu](mailto:emily.wang@yale.edu)

[http://www.jama.com?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109](http://www.jama.com/?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109)

People released from incarceration need reliable assistance to
connect into the community health care system. For those navi-
gating the extreme uncertainties and insecurity of prison and jail
release, community health systems should accept new patients
without government identification and soften restrictions for the
need to connect first to an electronic health record portal to con-
nect by video. Health systems can rely on proven strategies to
maximize participation in health care after release, such as by hir-
ing community health workers to work within the health system.7

Evidence shows that addressing the needs of newly released indi-
viduals can improve their engagement in primary care and reduce
preventable hospitalizations and later contact with the criminal
justice system.8

Medicaid or Medicare and Payment
Central to health care access is insurance. On any given day, the jail
population includes more than 700 000 individuals, but more than
10 million people a year pass through jails.9 Approximately 6% of
the jail population is 65 years or older. When Medicare or Medicaid
beneficiaries are incarcerated, they are ineligible for the benefits be-
cause of their incarceration status. The Medicaid Inmate Exclusion
Policy prohibits use of federal funds and services for medical care
provided to “inmates of a public institution.” About two-thirds of the
jail population are held before trial and most are unable to post bail
to get released. Perversely, the law denies these health insurance
benefits to those who are too poor to pay bail but for defendants
with more resources who can pay for their release, their Medicaid
or Medicare continues.

Under the Centers for Medicare & Medicaid Services (CMS)
administrative rules, states can initiate programs or policies to sup-
port safe decarceration, including covering the costs of SARS-CoV-2
testing and related health needs prior to release and facilitating
access to medications, primary care, substance use, and mental

health treatment. Importantly, states can follow Social Security
Administration rules and suspend (as opposed to fully terminate)
Medicaid or Medicare benefits when a person is incarcerated, which
ensures activation of coverage upon release. Suspension of these
benefits also has financial benefits. States that have suspended Med-
icaid have been reimbursed for inpatient medical services for incar-
cerated individuals enrolled in Medicaid and have reported cost sav-
ings ranging from $3 million to $19 million per year.10

Medicaid coverage also could be expanded with waivers under
Sections 1115 and 1135 of the Social Security Act. Some states are seek-
ing waivers to expand the scope of services to incarcerated people
during the COVID-19 emergency to cover testing or outpatient treat-
ment, although CMS has not yet approved any waivers. In addition,
wholesale expansion of Medicaid in the first 30 days prior to re-
lease could cover COVID-19 testing and also create a smoother tran-
sition to the community by covering medications and enabling re-
ferrals to community care.

Even in the 12 states that have not yet expanded Medicaid un-
der the Affordable Care Act, coverage is available for COVID-19 test-
ing and related services if the state takes up the optional eligibility
group provided in the Families First Coronavirus Response Act of
2020. This pathway allows low-income adults in nonexpansion
states, including incarcerated adults, to enroll in Medicaid. While the
Inmate Exclusion Policy would continue to apply, this pathway could
assist access to health care immediately upon release.

Conclusions
Decarceration in service of both public health and safer communi-
ties will require sustained engagement from clinicians, health sys-
tems, and Medicaid authorities. The actions the country takes now
against COVID-19 are opportunities to put in motion longer-term im-
provements to correctional and community health and to advance
health equity at large.

ARTICLE INFORMATION

Published Online: November 16, 2020.
doi:10.1001/jama.2020.22109

Conflict of Interest Disclosures: None reported.

Additional Contributions: The members of the
consensus committee that authored the National
Academies of Sciences, Engineering, and Medicine
report Decarcerating Correctional Facilities During
COVID-19: Advancing Health, Equity, and Safety
were Emily Wang (cochair, Department of
Medicine, Yale University School of Medicine);
Bruce Western (cochair, Department of Sociology,
Columbia University); Donald Berwick (Institute for
Healthcare Improvement); Sharon Dolovich
(University of California, Los Angeles Law School);
Deanna Hoskins (JustLeadershipUSA); Margot
Kushel (Center for Vulnerable Populations,
Department of Medicine, University of California,
San Francisco); Hedwig Lee (Department of
Sociology, Washington University in St Louis);
Stephen Rafael (University of California, Berkley);
Josiah Rich (Department of Medicine, Brown
University); John Wetzel (Department of
Corrections, Pennsylvania); and Emily Backes
(study director) and Julie Schuck (program officer,
National Academies of Sciences, Engineering, and
Medicine).

REFERENCES

1. Saloner B, Parish K, Ward JA, DiLaura G,
Dolovich S. COVID-19 cases and deaths in federal
and state prisons. JAMA. 2020;324(6):602-603.
doi:10.1001/jama.2020.12528

2. COVID Prison Project. Accessed October 20,
2020. https://covidprisonproject.com/

3. National Academies of Science, Engineering, and
Medicine. Decarcerating Correctional Facilities
During COVID-19: Advancing Health, Equity, and
Safety. National Academies Press. Accessed
November 10, 2020. https://www.nap.edu/catalog/
25945/decarcerating-correctional-facilities-during-
covid-19-advancing-health-equity-and

4. Franco-Paredes C, Ghandnoosh N, Latif H, et al.
Decarceration and community re-entry in the
COVID-19 era. Lancet Infect Dis. Published online
September 29, 2020. doi:10.1016/S1473-3099(20)
30730-1

5. Blakinger K, Neff J. Thousands of sick federal
prisoners sought release as COVID-19 spread: nearly
all were denied. NBC News blog. October 7, 2020.
Accessed November 10, 2020. https://www.
nbcnews.com/news/us-news/thousands-sick-
federal-prisoners-sought-release-covid-19-spread-
nearly-n1242193

6. Binswanger IA, Blatchford PJ, Mueller SR,
Stern MF. Mortality after prison release: opioid
overdose and other causes of death, risk factors,
and time trends from 1999 to 2009. Ann Intern Med.
2013;159(9):592-600. doi:10.7326/0003-4819-159-
9-201311050-00005

7. Kouyoumdjian FG, McIsaac KE, Liauw J, et al.
A systematic review of randomized controlled trials
of interventions to improve the health of persons
during imprisonment and in the year after release.
Am J Public Health. 2015;105(4):e13-e33. doi:10.
2105/AJPH.2014.302498

8. Wang EA, Lin HJ, Aminawung JA, et al.
Propensity-matched study of enhanced primary
care on contact with the criminal justice system
among individuals recently released from prison to
New Haven. BMJ Open. 2019;9(5):e028097. doi:10.
1136/bmjopen-2018-028097

9. Zhen Z. Jail Inmates in 2018. Bureau of Justice
Statistics; 2020. Accessed November 10, 2020.
https://www.bjs.gov/index.cfm?ty=pbdetail&iid=
6826

10. Beck A. Medicaid enrollment programs offer
hope to formerly incarcerated individuals and
savings for states. Health Affairs blog. February 20,
2020. Accessed November 10, 2020. https://
www.healthaffairs.org/do/10.1377/hblog20200218.
910350/full/

Opinion Viewpoint

2258 JAMA December 8, 2020 Volume 324, Number 22 (Reprinted) jama.com

© 2020 American Medical Association. All rights reserved.

Downloaded From: https://jamanetwork.com/ on 04/03/2022

[https://jamanetwork.com/journals/jama/fullarticle/10.1001/jama.2020.22109?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109](https://jamanetwork.com/journals/jama/fullarticle/10.1001/jama.2020.22109?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109)

[https://jamanetwork.com/journals/jama/fullarticle/10.1001/jama.2020.12528?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109](https://jamanetwork.com/journals/jama/fullarticle/10.1001/jama.2020.12528?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109)

[https://covidprisonproject.com/](https://covidprisonproject.com/)

[https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and](https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and)

[https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and](https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and)

[https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and](https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and)

[https://dx.doi.org/10.1016/S1473-3099(20)30730-1](https://dx.doi.org/10.1016/S1473-3099(20)30730-1)

[https://dx.doi.org/10.1016/S1473-3099(20)30730-1](https://dx.doi.org/10.1016/S1473-3099(20)30730-1)

[https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193](https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193)

[https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193](https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193)

[https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193](https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193)

[https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193](https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193)

[https://dx.doi.org/10.7326/0003-4819-159-9-201311050-00005](https://dx.doi.org/10.7326/0003-4819-159-9-201311050-00005)

[https://dx.doi.org/10.7326/0003-4819-159-9-201311050-00005](https://dx.doi.org/10.7326/0003-4819-159-9-201311050-00005)

[https://dx.doi.org/10.2105/AJPH.2014.302498](https://dx.doi.org/10.2105/AJPH.2014.302498)

[https://dx.doi.org/10.2105/AJPH.2014.302498](https://dx.doi.org/10.2105/AJPH.2014.302498)

[https://dx.doi.org/10.1136/bmjopen-2018-028097](https://dx.doi.org/10.1136/bmjopen-2018-028097)

[https://dx.doi.org/10.1136/bmjopen-2018-028097](https://dx.doi.org/10.1136/bmjopen-2018-028097)

[https://www.bjs.gov/index.cfm?ty=pbdetail&iid=6826](https://www.bjs.gov/index.cfm?ty=pbdetail&iid=6826)

[https://www.bjs.gov/index.cfm?ty=pbdetail&iid=6826](https://www.bjs.gov/index.cfm?ty=pbdetail&iid=6826)

[https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/](https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/)

[https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/](https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/)

[https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/](https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/)

[http://www.jama.com?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109](http://www.jama.com/?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109)

**## Assignment5.docx**

**Assignment #5**

_PH 528_

**Directions:** Read the “Incarceration Case Study”, which outlines policy efforts to address public health in prisons and among incarcerated populations. Respond to the following questions, with each response a
**minimum of 150 words.**

**Due Date:** Upload your assignment to Blackboard as a .doc or .docx file by
**11:59 PM on Sunday 2/26.**

**Questions:**

1. Is mass incarceration a public health issue? Does it contribute to/exacerbate health inequity in the U.S.? Provide reasoning for your responses.

2. Discuss the implications of compassionate release, which is a policy that allows people with terminal illnesses to be released from prison before their sentences are served.

3. The article discusses the role of clinicians, correctional health systems, and community health systems in improving public health in this vulnerable population. Which action discussed do you think will make the biggest public health impact?

4. When Medicare or Medicaid beneficiaries are incarcerated, they are ineligible for benefits because of their incarceration status. What policies could be enacted to address this gap in coverage? You may discuss your personal opinions or the suggestions by the article authors.

5. How can we use lessons learned from the COVID-19 pandemic to better the health of individuals who are currently incarcerated or recently released?

**Case Study Source:** Wang, E.A., Western, B., & Berwick, D.M. (2020). COVID-19, decarceration, and the role of clinicians, health systems, and payers: A report from the National Academy of Sciences, Engineering, and Medicine.
_JAMA_,
_324_(22), 2257-2258.

**## IncarcerationCaseStudy.pdf**

COVID-19, Decarceration, and the Role of Clinicians,
Health Systems, and Payers
A Report From the National Academy of Sciences,
Engineering, and Medicine

The nation’s correctional facilities are deeply en-
tangled with the coronavirus disease 2019 (COVID-19)
pandemic.1 The criminal justice policies that drove
mass incarceration have created fertile ground for
the pandemic. According to the COVID Prison Project,
by August 2020, 90 of the largest 100 cluster out-
breaks in the United States have occurred in prisons and
jails.2 Many correctional facilities are overcrowded and
understaffed, and the high rates of incarceration among
Black, Latino, and Native communities map closely with
the demographic pattern of severe acute respiratory syn-
drome coronavirus 2 (SARS-CoV-2) infections and
COVID-19–related death.

Despite being a focal point of the pandemic and past
respiratory outbreaks, correctional facilities have not
consistently been included in pandemic planning or guid-
ance. Unlike in nursing homes and other long-term care
facilities, which were also sources of outbreaks, health
care in prisons and jails has no mandatory independent
quality oversight nor is it integrated with the commu-
nity health systems. The consequences include variabil-
ity and failures in pandemic management.

The health risks that converge in the US penal sys-
tem make reducing the incarcerated population, other-
wise labeled decarceration, an important and urgent
strategy for mitigating virus transmission in prisons and
jails. A new report from a consensus panel of the Na-
tional Academy of Sciences, Engineering, and Medi-
cine provides recommendations on decarceration.3 The
committee recognized that the current public health re-
sponse in corrections is insufficient and that reducing the
size of the incarcerated population could help increase
the penetration and effectiveness of standard preven-
tion measures in jails and prisons, such as testing, quar-
antining, and medical isolation for those who remain.

Since the pandemic began, prison and jail popula-
tions have declined, which helped to limit the spread of
the SARS-CoV-2 virus somewhat. Between January and
August 2020, jail populations decreased by 22% (from
738 400 to 575 952), state prison populations de-
creased by only 4% (from 1 260 393 to 1 207 710), and
federal Bureau of Prisons by only 10% (from 175 315 to
156 968).4 Prisonshavebeendifficulttodecarcerategiven
legal barriers to “compassionate release,” which is a legal
provision that varies by state but typically allows people
with terminal illnesses, such as metastatic cancer and end-
stage heart failure, to be released before their sentences
have been served. A condition of release often includes
a documentation of prognosis by a licensed physician for
a person who has 6 months or less to live. Rarely used be-

fore the pandemic, compassionate release has been in-
effective for distancing the most medically vulnerable in-
dividuals in prison from the risks of COVID-19. In the
Bureau of Prisons, where compassionate release was used
most widely, only 156 prisoners were released among the
10 940 who applied from March through May 2020.5

Clinicians, the health care system, and payers each
have roles in helping to reduce the prison and jail popu-
lation and to support formerly incarcerated people
after release.

Clinicians
Compassionate release could be a lever for protecting
many high-risk patients from harm, but compassionate
release policies are not aligned with current medical and
geriatric science about care at the end of life or vulner-
abilities based on medical risk. Licensed clinicians can ad-
vocate to reform existing policies to include “life-limiting
illness” or “debilitating” conditions rather than relying on
prognostic certainty. Clinicians also can directly assist by
providing medical attestations to the need for compas-
sionate release of individual patients during COVID-19.

Correctional and Community Health Systems
Health systems should do more to meet the needs of re-
leased individuals and their families. A person leaving in-
carceration faces higher risks of hospitalization and death
than does the general population. In a 2013 study in-
volving 76 208 individuals released from Washington
state prison and followed up for 10 years (1999-2009),
the mortality rate was 737 deaths from all causes per
100 000 person-years, which was significantly higher
than was the rate for the noninstitutionalized popula-
tion after adjusting for age, sex, and race (standard mor-
tality ratio, 3.61; 95% CI, 3.48-3.73).6 Before the pan-
demic, these elevated risks were related to overdose and
other chronic conditions, including hepatitis C, cardio-
vascular disease, and cancer, conditions for which mor-
bidity and mortality may be preventable by primary care.

Effective discharge planning by the correctional
health system must consider both the baseline risk for hos-
pitalizations and also how to prevent SARS-CoV-2 trans-
mission. This involves COVID-19 testing prior to release
and planning for access to community health care, non-
congregate housing, food security, and basic material well-
being. Discharge from corrections should include a 90-
day supply of medications, appointments with primary
care physicians, an internet-enabled phone (because en-
gagement in primary care now requires telemedicine ac-
cess), and a place to safely quarantine in the community.

VIEWPOINT

Emily A. Wang, MD,
MAS
SEICHE Center for
Health and Justice, Yale
School of Medicine,
New Haven,
Connecticut; and
Department of
Medicine, Yale School
of Medicine,
New Haven,
Connecticut.

Bruce Western, PhD
Justice Lab and
Department of
Sociology, Columbia
University, New York,
New York.

Donald M. Berwick,
MD, MPP
Institute for Healthcare
Improvement, Boston,
Massachusetts.

Corresponding
Author: Emily
Wang, MD, MAS,
SEICHE Center for
Health and Justice, Yale
School of Medicine,
367 Cedar St, Harkness
Bldg A, Ste 410A,
New Haven, CT 06511
(emily.wang@yale.
edu).

Opinion

jama.com (Reprinted) JAMA December 8, 2020 Volume 324, Number 22 2257

© 2020 American Medical Association. All rights reserved.© 2020 American Medical Association. All rights reserved.

Downloaded From: https://jamanetwork.com/ on 04/03/2022

[mailto:emily.wang@yale.edu](mailto:emily.wang@yale.edu)

[mailto:emily.wang@yale.edu](mailto:emily.wang@yale.edu)

[http://www.jama.com?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109](http://www.jama.com/?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109)

People released from incarceration need reliable assistance to
connect into the community health care system. For those navi-
gating the extreme uncertainties and insecurity of prison and jail
release, community health systems should accept new patients
without government identification and soften restrictions for the
need to connect first to an electronic health record portal to con-
nect by video. Health systems can rely on proven strategies to
maximize participation in health care after release, such as by hir-
ing community health workers to work within the health system.7

Evidence shows that addressing the needs of newly released indi-
viduals can improve their engagement in primary care and reduce
preventable hospitalizations and later contact with the criminal
justice system.8

Medicaid or Medicare and Payment
Central to health care access is insurance. On any given day, the jail
population includes more than 700 000 individuals, but more than
10 million people a year pass through jails.9 Approximately 6% of
the jail population is 65 years or older. When Medicare or Medicaid
beneficiaries are incarcerated, they are ineligible for the benefits be-
cause of their incarceration status. The Medicaid Inmate Exclusion
Policy prohibits use of federal funds and services for medical care
provided to “inmates of a public institution.” About two-thirds of the
jail population are held before trial and most are unable to post bail
to get released. Perversely, the law denies these health insurance
benefits to those who are too poor to pay bail but for defendants
with more resources who can pay for their release, their Medicaid
or Medicare continues.

Under the Centers for Medicare & Medicaid Services (CMS)
administrative rules, states can initiate programs or policies to sup-
port safe decarceration, including covering the costs of SARS-CoV-2
testing and related health needs prior to release and facilitating
access to medications, primary care, substance use, and mental

health treatment. Importantly, states can follow Social Security
Administration rules and suspend (as opposed to fully terminate)
Medicaid or Medicare benefits when a person is incarcerated, which
ensures activation of coverage upon release. Suspension of these
benefits also has financial benefits. States that have suspended Med-
icaid have been reimbursed for inpatient medical services for incar-
cerated individuals enrolled in Medicaid and have reported cost sav-
ings ranging from $3 million to $19 million per year.10

Medicaid coverage also could be expanded with waivers under
Sections 1115 and 1135 of the Social Security Act. Some states are seek-
ing waivers to expand the scope of services to incarcerated people
during the COVID-19 emergency to cover testing or outpatient treat-
ment, although CMS has not yet approved any waivers. In addition,
wholesale expansion of Medicaid in the first 30 days prior to re-
lease could cover COVID-19 testing and also create a smoother tran-
sition to the community by covering medications and enabling re-
ferrals to community care.

Even in the 12 states that have not yet expanded Medicaid un-
der the Affordable Care Act, coverage is available for COVID-19 test-
ing and related services if the state takes up the optional eligibility
group provided in the Families First Coronavirus Response Act of
2020. This pathway allows low-income adults in nonexpansion
states, including incarcerated adults, to enroll in Medicaid. While the
Inmate Exclusion Policy would continue to apply, this pathway could
assist access to health care immediately upon release.

Conclusions
Decarceration in service of both public health and safer communi-
ties will require sustained engagement from clinicians, health sys-
tems, and Medicaid authorities. The actions the country takes now
against COVID-19 are opportunities to put in motion longer-term im-
provements to correctional and community health and to advance
health equity at large.

ARTICLE INFORMATION

Published Online: November 16, 2020.
doi:10.1001/jama.2020.22109

Conflict of Interest Disclosures: None reported.

Additional Contributions: The members of the
consensus committee that authored the National
Academies of Sciences, Engineering, and Medicine
report Decarcerating Correctional Facilities During
COVID-19: Advancing Health, Equity, and Safety
were Emily Wang (cochair, Department of
Medicine, Yale University School of Medicine);
Bruce Western (cochair, Department of Sociology,
Columbia University); Donald Berwick (Institute for
Healthcare Improvement); Sharon Dolovich
(University of California, Los Angeles Law School);
Deanna Hoskins (JustLeadershipUSA); Margot
Kushel (Center for Vulnerable Populations,
Department of Medicine, University of California,
San Francisco); Hedwig Lee (Department of
Sociology, Washington University in St Louis);
Stephen Rafael (University of California, Berkley);
Josiah Rich (Department of Medicine, Brown
University); John Wetzel (Department of
Corrections, Pennsylvania); and Emily Backes
(study director) and Julie Schuck (program officer,
National Academies of Sciences, Engineering, and
Medicine).

REFERENCES

1. Saloner B, Parish K, Ward JA, DiLaura G,
Dolovich S. COVID-19 cases and deaths in federal
and state prisons. JAMA. 2020;324(6):602-603.
doi:10.1001/jama.2020.12528

2. COVID Prison Project. Accessed October 20,
2020. https://covidprisonproject.com/

3. National Academies of Science, Engineering, and
Medicine. Decarcerating Correctional Facilities
During COVID-19: Advancing Health, Equity, and
Safety. National Academies Press. Accessed
November 10, 2020. https://www.nap.edu/catalog/
25945/decarcerating-correctional-facilities-during-
covid-19-advancing-health-equity-and

4. Franco-Paredes C, Ghandnoosh N, Latif H, et al.
Decarceration and community re-entry in the
COVID-19 era. Lancet Infect Dis. Published online
September 29, 2020. doi:10.1016/S1473-3099(20)
30730-1

5. Blakinger K, Neff J. Thousands of sick federal
prisoners sought release as COVID-19 spread: nearly
all were denied. NBC News blog. October 7, 2020.
Accessed November 10, 2020. https://www.
nbcnews.com/news/us-news/thousands-sick-
federal-prisoners-sought-release-covid-19-spread-
nearly-n1242193

6. Binswanger IA, Blatchford PJ, Mueller SR,
Stern MF. Mortality after prison release: opioid
overdose and other causes of death, risk factors,
and time trends from 1999 to 2009. Ann Intern Med.
2013;159(9):592-600. doi:10.7326/0003-4819-159-
9-201311050-00005

7. Kouyoumdjian FG, McIsaac KE, Liauw J, et al.
A systematic review of randomized controlled trials
of interventions to improve the health of persons
during imprisonment and in the year after release.
Am J Public Health. 2015;105(4):e13-e33. doi:10.
2105/AJPH.2014.302498

8. Wang EA, Lin HJ, Aminawung JA, et al.
Propensity-matched study of enhanced primary
care on contact with the criminal justice system
among individuals recently released from prison to
New Haven. BMJ Open. 2019;9(5):e028097. doi:10.
1136/bmjopen-2018-028097

9. Zhen Z. Jail Inmates in 2018. Bureau of Justice
Statistics; 2020. Accessed November 10, 2020.
https://www.bjs.gov/index.cfm?ty=pbdetail&iid=
6826

10. Beck A. Medicaid enrollment programs offer
hope to formerly incarcerated individuals and
savings for states. Health Affairs blog. February 20,
2020. Accessed November 10, 2020. https://
www.healthaffairs.org/do/10.1377/hblog20200218.
910350/full/

Opinion Viewpoint

2258 JAMA December 8, 2020 Volume 324, Number 22 (Reprinted) jama.com

© 2020 American Medical Association. All rights reserved.

Downloaded From: https://jamanetwork.com/ on 04/03/2022

[https://jamanetwork.com/journals/jama/fullarticle/10.1001/jama.2020.22109?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109](https://jamanetwork.com/journals/jama/fullarticle/10.1001/jama.2020.22109?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109)

[https://jamanetwork.com/journals/jama/fullarticle/10.1001/jama.2020.12528?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109](https://jamanetwork.com/journals/jama/fullarticle/10.1001/jama.2020.12528?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109)

[https://covidprisonproject.com/](https://covidprisonproject.com/)

[https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and](https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and)

[https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and](https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and)

[https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and](https://www.nap.edu/catalog/25945/decarcerating-correctional-facilities-during-covid-19-advancing-health-equity-and)

[https://dx.doi.org/10.1016/S1473-3099(20)30730-1](https://dx.doi.org/10.1016/S1473-3099(20)30730-1)

[https://dx.doi.org/10.1016/S1473-3099(20)30730-1](https://dx.doi.org/10.1016/S1473-3099(20)30730-1)

[https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193](https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193)

[https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193](https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193)

[https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193](https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193)

[https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193](https://www.nbcnews.com/news/us-news/thousands-sick-federal-prisoners-sought-release-covid-19-spread-nearly-n1242193)

[https://dx.doi.org/10.7326/0003-4819-159-9-201311050-00005](https://dx.doi.org/10.7326/0003-4819-159-9-201311050-00005)

[https://dx.doi.org/10.7326/0003-4819-159-9-201311050-00005](https://dx.doi.org/10.7326/0003-4819-159-9-201311050-00005)

[https://dx.doi.org/10.2105/AJPH.2014.302498](https://dx.doi.org/10.2105/AJPH.2014.302498)

[https://dx.doi.org/10.2105/AJPH.2014.302498](https://dx.doi.org/10.2105/AJPH.2014.302498)

[https://dx.doi.org/10.1136/bmjopen-2018-028097](https://dx.doi.org/10.1136/bmjopen-2018-028097)

[https://dx.doi.org/10.1136/bmjopen-2018-028097](https://dx.doi.org/10.1136/bmjopen-2018-028097)

[https://www.bjs.gov/index.cfm?ty=pbdetail&iid=6826](https://www.bjs.gov/index.cfm?ty=pbdetail&iid=6826)

[https://www.bjs.gov/index.cfm?ty=pbdetail&iid=6826](https://www.bjs.gov/index.cfm?ty=pbdetail&iid=6826)

[https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/](https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/)

[https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/](https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/)

[https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/](https://www.healthaffairs.org/do/10.1377/hblog20200218.910350/full/)

[http://www.jama.com?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109](http://www.jama.com/?utm_campaign=articlePDF%26utm_medium=articlePDFlink%26utm_source=articlePDF%26utm_content=jama.2020.22109)

November 5, 2026
[Solved] patient care

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## NURS112ClinicalWeek3Assignment-Spring2025.docx **## NURS112ClinicalWeek3Assignment-Spring2025.docx** **NURS 112 Clinical** **Week 3 Assignment** **10 Points** Include APA formatted in-text citations and reference page. References must be published in the last 5 yrs. …

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## NURS112ClinicalWeek3Assignment-Spring2025.docx

**## NURS112ClinicalWeek3Assignment-Spring2025.docx**

**NURS 112 Clinical**

**Week 3 Assignment**

**10 Points**

Include APA formatted in-text citations and reference page. References must be published in the last 5 yrs. Medical dictionaries and textbooks are excellent references. Websites must be .gov, .org, and .edu. NO .com websites. NO patient education websites (Mayo, Cleavland clinic).

Students must follow HIPAA guidelines in the clinical setting and outside of clinical setting.

• First violation of HIPAA will receive a point deduction on the assignment. Any violations will have a black highlight through the violation when returned.

• Second violation – Student will receive a zero on the assignment and be placed on probation.

(See full policy in the Nursing Student Handbook.)

Discuss the nutritional needs of your resident.

1. Are they on a therapeutic diet? If so why?

2. According to the textbook what are their caloric requirements per day? Cite reference

3. How do they take in nutrients? Do they need assistance? Are they at risk for aspiration?

4. What is the height, weight and BMI?

5. What was their average fluid intake? What % did they eat?

6. Do you think the resident’s nutritional needs are being met? Why or why not? What recommendations do you have?

7. What education on nutrition would be appropriate for your resident?

| |
| — |
| Analyze your head to toe assessment findings in the section above. List three abnormal findings. (3)<br> <br>1.<br>2.<br>3.<br>Determine a second concern for your resident. Explain why you chose this. Remember concerns are not a medical diagnosis. (2) |
| Create a plan related to your second concern. What is the goal? What outcome are you striving for to promote, maintain or restore your resident’s health? Be specific and discuss outcomes that you believe are obtainable during your 4 week clinical experience. It should be something you are able to do or assist with as the student nurse. (2) |
| Take action. Determine three nursing interventions that address your second concern and provide rationale on how the interventions promote your resident’s health. Discuss how they will be implemented. These should come from a medical reference. (6) Cite reference<br>1.<br>2.<br>3. |
| Evaluate the effectiveness of each intervention for your second assessment concern. Did the intervention promote, maintain or restore health? (3)<br>1.<br>2.<br>3. |
| Evaluate the overall progression towards the goal for your second concern for your assigned resident. Was the goal achieved? Why or why not? Would you keep this goal or change it? (1) Make sure you address each question. |

**## NURS112ClinicalWeek3Assignment-Spring2025.docx**

**NURS 112 Clinical**

**Week 3 Assignment**

**10 Points**

Include APA formatted in-text citations and reference page. References must be published in the last 5 yrs. Medical dictionaries and textbooks are excellent references. Websites must be .gov, .org, and .edu. NO .com websites. NO patient education websites (Mayo, Cleavland clinic).

Students must follow HIPAA guidelines in the clinical setting and outside of clinical setting.

• First violation of HIPAA will receive a point deduction on the assignment. Any violations will have a black highlight through the violation when returned.

• Second violation – Student will receive a zero on the assignment and be placed on probation.

(See full policy in the Nursing Student Handbook.)

Discuss the nutritional needs of your resident.

1. Are they on a therapeutic diet? If so why?

2. According to the textbook what are their caloric requirements per day? Cite reference

3. How do they take in nutrients? Do they need assistance? Are they at risk for aspiration?

4. What is the height, weight and BMI?

5. What was their average fluid intake? What % did they eat?

6. Do you think the resident’s nutritional needs are being met? Why or why not? What recommendations do you have?

7. What education on nutrition would be appropriate for your resident?

| |
| — |
| Analyze your head to toe assessment findings in the section above. List three abnormal findings. (3)<br> <br>1.<br>2.<br>3.<br>Determine a second concern for your resident. Explain why you chose this. Remember concerns are not a medical diagnosis. (2) |
| Create a plan related to your second concern. What is the goal? What outcome are you striving for to promote, maintain or restore your resident’s health? Be specific and discuss outcomes that you believe are obtainable during your 4 week clinical experience. It should be something you are able to do or assist with as the student nurse. (2) |
| Take action. Determine three nursing interventions that address your second concern and provide rationale on how the interventions promote your resident’s health. Discuss how they will be implemented. These should come from a medical reference. (6) Cite reference<br>1.<br>2.<br>3. |
| Evaluate the effectiveness of each intervention for your second assessment concern. Did the intervention promote, maintain or restore health? (3)<br>1.<br>2.<br>3. |
| Evaluate the overall progression towards the goal for your second concern for your assigned resident. Was the goal achieved? Why or why not? Would you keep this goal or change it? (1) Make sure you address each question. |

November 5, 2026
[Solved] Discussion Post

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering Discussion Post.

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026