NSG 4068 Week 4 Project – Reaching out a Solution

NSG 4068 Week 4 Project – Reaching Out a Solution

Political analysis is an essential part of the nursing profession. It involves the systematic attempt to comprehend, examine, assess as well and elaborate any form of political phenomena by breaking it down into theoretical parts to understand the relationship between its linked variables (Manson et al., 2016). Political analysis starts with identifying and describing the problem and then executing approaches to achieve the best solution or change. Finding the solution entails the application of different sources of power to drive an issue through the lawmaking process. That being said, this project is meant to answer each of the questions stated below as regards the political analysis case scenario.

What is the issue?

The issue is about the automatic emergency defibrillator (AED), which was inaccessible to a spectator who had a sudden cardiac arrest. Such restriction was inappropriate because AEDs should be accessible to everyone for emergency purposes, especially in public places, malls, schools, sports stadiums, airports, and office buildings. It should be noted that most individuals who experience sudden cardiac arrest do not survive; however, the accessibility and use of an AED can save lives. Within the first few minutes after the cardiac arrest occurs, an AED can be used to check the heart rate of the victim and subsequently alert the user if there is a need of electric shock to aid the victim in recovering his or her normal heartbeat (Murugiah et al., 2014). In this case, inaccessibility of AED would result in detrimental effects and even death.

Is it my issue, and can I solve it?

It is the responsibility of a school nurse to offer preventative services, complete assessments, administer immunizations, provide health education, develop school health policies, establish interventions for diseases and injuries, create emergency care plans for students, and report infectious diseases (Todaro et al., 2018). Thus, to enhance school health and offer suitable interventions, it is essential for the nurse to take part in identifying a proper solution to the issue presented in this case scenario. As illustrated, the AED is already available but not accessible to the users. The school nurse can solve this issue by deciding an appropriate location for the device to enable everyone to access it.

Is this the real issue or merely a symptom of a larger one?

The issue is real because the life of someone is at stake and needs considerable attention to prevent it from escalating.

Does it need an immediate solution, or can it wait?

The issue needs a prompt solution because it can lead to death if it is not addressed. Research has demonstrated that over 300,000 victims experience cardiac arrest per year in the United States (Murugiah et al., 2014). Almost 90 percent of these cases are fatal. It is, therefore, essential to provide a rapid solution to anyone experiencing cardiac arrest.

NSG 4068 Week 4 Project – Reaching Out a Solution

Is it likely to go away by itself?

Without an instant intervention, the possibility of surviving is very low, and the issue may occur again, worse than before, resulting in death. It is worth mentioning that sudden cardiac arrest is unpredictable; it can occur anywhere, anytime, at any person, and without any notification. Time is of the essence when such an issue happens, and using AED would highly enable the victim to survive (Murugiah et al., 2014). For this case, it is advisable to find a solution as early as possible to promote the health of the victim and ensure a safe society at large.

Can I risk ignoring it?

We are dealing with a very critical issue that should not be ignored. By disregarding this matter, there could be detrimental consequences to the school, students, and visitors if it were to occur again. A solution should be sought to prevent its recurrence as well as its related effects.

What are the possible solutions? Are there risks to these solutions?

The possible solutions to address this issue include putting the AED at a reachable point in the school environment, educating everyone in the school about the importance of using the device, and generating awareness about life-saving efforts during emergencies. The only distinguishable vulnerability within these resolutions is the theft of AED when it is put in an accessible place. Nonetheless, the school has a watch guard, and it can also keep the device in an enclosed place when not in use; hence, the risk is very low. The device should not be locked up to avoid the occurrence of such a scenario and its devastating repercussions. All the personnel in the school should be allowed to access the AED; however, this solution requires more time to implement and could not bear any benefit.

What steps would you need to take in order to solve the issue?

All AEDs generate clear voice reminders, and most have readable and visual instructions; thus, any person can use them, irrespective of their medical knowledge or experience (Murugiah et al., 2014). Using this device is one of the most straightforward tasks to master. Nevertheless, since the AED cannot be accessed in this case, it would be essential first to elucidate the issue and explain why it is a problem as well as the need to solve it immediately. Then, as a school nurse, there will be a need to recognize possible obstructions or the relevant stakeholders who can help to resolve this issue. With the least time possible, I would use my power sources to describe the solution and the resources needed to solve this issue.

Does anyone else at the school need to be involved in the solution?

Due to the urgency of the issue at hand, only a few stakeholders should be involved. These include the principal, faculty, students, the school board, and parents. By allowing these stakeholders to take part, it will be easy to find the appropriate solution and ensure that all parties are satisfied. In fact, involving the stakeholders will enable the implementation of the solution as soon as possible and would allow society to come up with effective measures for addressing emergencies (Patton et al., 2015).

NSG 4068 Week 4 Project – Reaching Out a Solution

Where is the power leverage in the school to reach the preferred solution?

Manson et al. (2016) emphasize that integrating diverse power sources facilitates the overall determination of reaching a solution. In this case scenario, the school principal and the staff would demonstrate legitimate power due to their respective positions in the school. The school nurse, however, has expert and information power as he can offer medical understanding and use his nursing skills to resolve this matter. The school nurse may also use persuasion power to convince the stakeholders why it is important to solve the issue.

Conclusively, there is no doubt that the issue will be resolved through the collaboration of all stakeholders. Through the school nurse’s abilities, medical understanding, and power sources, it would be achievable to establish new policies in the school. From the scenario, we can deduce that nurses have a vital role in ensuring that the laws enacted in their institutions or government lead to a better quality of patient care and enhanced patient outcomes.

References

Manson, J. D, Gardner, B. D, Hopkins, F & O’Grady, T. E. (2016). Policy & politics in nursing and health care. Seventh Edition, Elsevier Inc.

Murugiah, K., Chen, S., Dharmarajan, K., Nuti, S., Wayda, B., & Shojaee, A. et al. (2014). Most Important Outcomes Research Papers on Cardiac Arrest and Cardiopulmonary Resuscitation. Circulation: Cardiovascular Quality and Outcomes, 7(2), 335-345. doi: 10.1161/circoutcomes.114.000957

Patton, R. M., Zalon, M. L., Ludwick, R., & American Nurses Association. (2015). Nurses making policy: From bedside to boardroom. New York: American Nurses Association: Springer Publishing Company.

Todaro, B., Nikander, J., Powden, C., & Eberman, L. (2018). Understanding the role of secondary school nurses and their collaboration with athletic trainers. Journal of Interprofessional Education & Practice, 10(6), 30-36. doi: 10.1016/j.xjep.2017.11.001

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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
.