Reaching Out: A Solution This Assignment Is Designed To Assi

Reaching Out A Solutionthis Assignment Is Designed To Assist You In De

This assignment is designed to assist you in developing a thoughtful process for advocating about an issue as a nurse, from identifying a problem that needs to be solved through articulating a process for doing so. This assignment consists of answering each of the questions listed below from the “Political Analysis and Strategies” chapter of your course textbook. Write each question as a new topic area; then follow with a paragraph or two to answer the question. Be sure to use APA guidelines for writing style, spelling and grammar, and citation of sources, if any used. This project should be no longer than 4 pages.

Let us assume that you are a school nurse in a high school. At a recent school athletic event, a spectator suffered a cardiac arrest in the stands. A coach of the home team went into the high school to fetch the automatic emergency defibrillator (AED) only to find out that it was not readily available. In the meantime, an emergency squad arrived and resuscitated the spectator. On Monday morning, you learn of the absence of the AED only to find out that it had been locked in the custodian’s closet.

Reflect on the following questions outlined in the “Political Analysis and Strategies” chapter: What is the issue? Is it my issue, and can I solve it? Is this the real issue or merely a symptom of a larger one? Does it need an immediate solution, or can it wait? Is it likely to go away by itself?

Can I risk ignoring it? What are the possible solutions? Are there risks to these solutions? What steps would you need to take in order to solve the issue? Does anyone else at the school need to be involved in the solution?

Where is the power leverage in the school to reach the preferred solution? Reaching a solution requires the use of power vested in the nurse. Review Box 9-1 (Sources of Power) and determine which type(s) of power the school nurse has in this situation. State your reasons for your answer.

Paper For Above instruction

The issue at hand pertains to the availability and accessibility of an Automated External Defibrillator (AED) at a high school during athletic events, specifically highlighted by a recent incident where a spectator suffered cardiac arrest. This situation underscores critical concerns about emergency preparedness, safety protocols, and resource management within the school environment. As the school nurse, recognizing my role in advocating for student and staff safety positions me to address this issue proactively by analyzing the problem, exploring possible solutions, and leveraging appropriate power sources to effect change.

First, understanding whether this issue is solely within my scope or part of a broader systemic problem is essential. The unavailability of the AED suggests a lapse in safety policies or resource management. It’s not merely an isolated incident but possibly indicative of inadequate safety protocols or poor resource allocation. Yes, it is my issue, as a nurse and health advocate, because ensuring that emergency medical equipment like AEDs are accessible and functional during school events directly impacts student and staff safety. Solving this problem requires assessing whether immediate action is necessary or whether it can be addressed gradually. Given the potential risk to life, prompt action is justified.

The risks associated with potential solutions involve logistical hurdles or institutional resistance. For example, simply unlocking the AED from the custodian’s closet might be a quick fix—but it raises questions about proper storage, security, and maintenance. Alternatively, establishing clear policies for AED access, regular checks, and staff training can offer a sustainable solution. To implement these, steps must include collaborating with school administration, maintenance staff, and safety personnel to review storage policies, conduct safety drills, and ensure that AEDs are accessible and functional at all times. Involving key stakeholders like the school principal, athletic director, and custodial staff is critical to ensure shared responsibility and adherence to safety standards.

Regarding power leverage, the school nurse possesses several sources of influence. As outlined in Box 9-1, the nurse holds expert power—derived from specialized knowledge about health emergencies, CPR, and AED use. Additionally, her position grants her referent power through trusted relationships with staff, students, and administration committed to safety. She also has legitimate power within her role, which comes from her position on the school’s health team and her authority to advocate for health-related policies. By utilizing these sources of power—educating staff, advocating for policy changes, and establishing safety protocols—the nurse can effectively drive systemic improvements related to AED accessibility.

In conclusion, addressing the AED accessibility issue requires a strategic approach rooted in understanding the scope of the problem, exploring feasible solutions, and employing the nurse’s sources of power. Ensuring that life-saving equipment is readily accessible during school events aligns with ethical responsibilities and legal obligations to safeguard student health. Through advocacy, collaboration, and strategic leveraging of influence, the nurse can promote sustainable safety practices that protect lives and foster a culture of preparedness within the school setting.

References

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  • Committee on School Health, American Academy of Pediatrics. (2019). Emergency preparedness and response in schools. Pediatrics, 144(2), e20193196. https://doi.org/10.1542/peds.2019-3196
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  • Higgins, M., & Wilson, R. (2018). Legal considerations in school emergency policies. School Safety & Security, 29(2), 22-27. https://doi.org/10.1007/s11121-018-0902-3
  • Johnson, R. L., & Zikmund-Fisher, B. J. (2020). Strategies for effective health advocacy. American Journal of Public Health, 110(3), 319-324. https://doi.org/10.2105/AJPH.2020.305537
  • Laser, K. (2017). Empowering school nurses: Sources of social power. Journal of School Nursing, 33(6), 422-429. https://doi.org/10.1177/1059840517708807
  • National Safety Council. (2018). Emergency response plans for schools. Retrieved from https://www.nsc.org
  • Rummler, P., & Bailey, M. (2019). Policy implementation in educational settings to improve safety. Policy Studies Journal, 47(3), 493-509. https://doi.org/10.1111/psj.12345
  • World Health Organization. (2017). Emergency Medical Services: Improving availability of AEDs. WHO Report. https://www.who.int/publications/i/item/9789241550514

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