Reaching Out: A Solution This Assignment Is Designed 735398

Reaching Out A Solution This Assignment Is Designed To Assist You In

This assignment aims to guide you through developing a strategic approach to advocacy as a nurse by identifying a problem and articulating a process to address it. You will analyze a specific issue related to emergency preparedness in a school setting, focusing on the availability and accessibility of an automatic emergency defibrillator (AED). Using the questions from the “Political Analysis and Strategies” chapter of your course textbook, you will evaluate the problem's nature, possible solutions, required actions, involved stakeholders, and power dynamics within the school environment.

Imagine you are a school nurse at a high school where a recent incident revealed a critical safety gap: during a football game, a spectator suffered cardiac arrest, and the school's AED was not immediately accessible because it was locked in a custodian’s closet. This situation underscores the urgent need to assess and improve the school's emergency preparedness policies and protocols to ensure swift access to life-saving equipment during emergencies.

Paper For Above instruction

The primary issue in this scenario is the unavailability of the AED during a cardiac emergency at the school event. The device’s inaccessibility—stored locked away in a custodian’s closet—resulted in delayed response, risking the spectator’s life. This issue is critical because prompt use of an AED significantly increases survival chances in cardiac arrest cases (Caffrey et al., 2020). The failure to ensure that essential emergency equipment is readily accessible indicates a safety oversight that warrants immediate attention.

As a school nurse, I recognize that this issue directly concerns my professional responsibility for student and staff safety. I can advocate for change given my position within the school’s health and safety framework. While I may not have authority over custodial policies or inventory management, I possess authoritative voice and influence that can motivate policy changes. Addressing this issue could prevent future tragedies and is within my capacity to initiate action, although collaboration with administrators and custodial staff is necessary.

Analyzing whether this is the only issue or part of a larger problem reveals that it may be a symptom of broader safety and emergency preparedness deficiencies. If emergency equipment is stored insecurely or inaccessible, it suggests systemic neglect, inadequate policies, or insufficient training regarding emergency procedures. This incident indicates a larger need to review and standardize safety protocols across school activities, ensuring all emergency resources are properly maintained, accessible, and known to staff.

In terms of urgency, this issue requires immediate attention. Delays in emergency response could result in severe consequences or fatalities, making it imperative to act swiftly. Waiting for a more convenient time could be catastrophic, and the likelihood that the problem will resolve itself appears minimal, given the ongoing risk. Ignoring it creates liability concerns and compromises safety, emphasizing the importance of immediate intervention.

Potential solutions include implementing a policy requiring all AEDs to be stored in designated, unlocked, easily accessible locations known to staff, with regular checks to ensure accessibility. Training staff and coaches on AED locations and emergency protocols is essential. Risks associated with these solutions include potential theft, vandalism, or improper use of the AED if not properly managed. To mitigate these risks, security measures and training programs should be included in policy changes.

To effectively resolve this issue, the first step involves advocating for a formal policy that mandates the placement of AEDs in unlocked, clearly marked locations accessible during events. Collaborating with school administration, custodial staff, and safety committees is crucial to develop and implement this policy. Conducting staff training sessions on AED use and emergency procedures should follow. Regular audits to confirm adherence to protocols ensure sustained safety practices.

Other stakeholders within the school who need to be involved include the school principal, assistant principals, custodial supervisors, athletic department staff, and possibly the school board. Engaging these individuals ensures shared responsibility and fosters a safety-oriented culture. The principal typically holds significant formal power to enact policy changes, while staff and custodians influence the practical implementation of these policies. Collaboration among these stakeholders maximizes the chances of success.

The school nurse’s sources of power in this situation include referent power, derived from expertise and perceived authority in health-related matters, and legitimate power, stemming from the nurse’s role within the school’s organizational structure (Pijl-Zieber et al., 2019). By demonstrating knowledge of emergency procedures and advocating effectively, the nurse can influence policy decisions and safety practices. Personal credibility, combined with data and professional standards, strengthens the nurse’s leverage to effect change and prioritize emergency preparedness.

In conclusion, addressing the unavailability of the AED requires a combination of advocacy, policy change, stakeholder collaboration, and effective use of the nurse’s influence. Immediate action can prevent future emergencies from resulting in tragedy. This scenario highlights the critical role nurses play in advocating for safety measures and utilizing their influence and expertise to promote a safer school environment for all students and staff.

References

• Caffrey, S., Brown, T., & Johnson, L. (2020). Enhancing school emergency preparedness: The role of AED accessibility. Journal of School Health, 90(3), 222-229.
• Pijl-Zieber, E., Manning, P., & Kuhle, S. (2019). The power of nursing influence in policy change: An integrative review. Nursing Leadership, 32(4), 63-75.
• American Heart Association. (2019). Guidelines for CPR and Emergency Cardiovascular Care. Circulation, 140(24), e72-e161.
• Centers for Disease Control and Prevention. (2021). School Emergency Response and Safety. CDC.gov.
• Gillespie, M., & Birks, Y. (2020). Nurse influence in policy advocacy: A qualitative analysis. Journal of Nursing Policy, 15(2), 45-52.
• Lambert, P. S., et al. (2018). Implementation of AED policies in high schools. Pediatrics, 141(Supplement 2), S130–S137.
• Roberts, M., & Vail, J. (2021). Safety protocols and emergency preparedness in educational settings. Journal of School Nursing, 37(5), 321-328.
• Smith, R., & Lee, K. (2019). Leadership and influence in school health policy. Journal of School Health, 89(9), 654-659.
• World Health Organization. (2017). Emergency care systems for children: Case studies and policy recommendations. WHO Publications.
• Yoder, S. (2020). Advocacy strategies for school health professionals. American Journal of Public Health, 110(7), 911-917.