Running head: REACHING OUT A SOLUTION

Reaching Out A Solution

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Reaching Out A Solution

“Political analysis is the process of examining an issue and understanding the key factors

and people that might potentially influence a policy goal” (Mason et al., 2016, p. 80). The initial

step in political analysis is recognizing and explaining the issue at hand followed by

implementing strategies to achieve modification of the chosen policy (Mason et al., 2016).

Reaching a solution requires the usage of different power sources to champion an issue through

the legislative process (Mason et al, 2016).

What is the issue?

The imminent issue is that the automatic external defibrillator (AED) was locked away in

the custodial closet instead of being readily available for use when a spectator suffered a sudden

cardiac arrest. The problem with this is that AEDs should be in an easily accessible common

location for emergency purposes to prevent a prolonged amount of time that those in need are

down without use of the device. An AED will walk those without any medical knowledge

through appropriate steps to help save lives. Chances of survival from a cardiac arrest are

significantly improved when the time of collapse to shock is less than or equal to three minutes

(Myerburg et al., 2003). Therefore, without uncomplicated retrievability of the AED, cardiac

arrest can be a death sentence for many.

Is it my issue, and can I solve it?

The school nurses’ role comprises of providing preventative services, administering

immunizations, checking verification of records, completing assessments, delivering

interventions for illnesses and injuries, reporting infectious diseases, offering health education

and healthcare promotion in the organization and surrounding areas, developing school health

policies, finalizing individualized healthcare plans, and emergency care plans for students with
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special needs (Todaro, 2018). Hence, in order to promote school health and provide appropriate

interventions in the future it is vital for the nurse to be a key member in finding an appropriate

solution to this issue. Since the AED is already purchased, which is the costliest part of this

venture, it should not be difficult to decide upon a more prominent location for it to be placed

thus solving the issue.

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

With lives at stake based on this issue being resolved it is its own entity not a component

of a greater problem.

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

According to the American Heart Association (2018), “there are more than 356,000 out-

of-hospital cardiac arrests annually in the U.S., nearly 90% of them fatal.” With the exponential

rates of fatality documented, it is fundamental that we provide an immediate solution for the

safety of the students, faculty, and visitors.

Is it likely to go away by itself?

Without immediate intervention it is likely that an incidence of this magnitude could

happen again, but with a graver outcome. By intervening when it is fresh and still on the minds

of many it could help alert other nearby institutions to follow suit making the community safer as

a whole.

Can I risk ignoring it?

By ignoring this issue, it is neglectful on behalf of the school nursing profession and as

an active member of the community. Disregarding the urgency of correcting this matter could be

destructive in the future if it were to happen again.

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

The chosen solutions to this issue include moving the AED to a more centralized location

in the school, educating staff on the importance of not moving or locking up such a valuable

piece of equipment, and promoting school and community awareness on the use of AEDs and

CPR in providing life saving measures. The only notable risk within these solutions is by

increasing accessibility to the AED, it also increases the risk of it being stolen. However, schools

are locked up when not in use and the risk of this occurring during business hours shouldn’t be

too high as staff would always be nearby. Alternatively, if you choose to do nothing and

continue to keep it locked up then the same scenario could happen again and cause life altering

devastation. Providing all staff members and coaches with keys to access the AED is another

possible solution but it is riskier because of the time restraint on employing this AED later than

three minutes from collapse could have the same poor outcomes.

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

In order to solve this issue, you would first need to describe the issue, explain why it is a

problem, the context of the matter, and supply any relevant background information necessary

(Mason et al., 2016). Next, you would need to identify any barriers or identify possible

Stakeholders in solving this issue (Mason et al., 2016). Then, you would rally the groups or

networks involved and use your power sources to explain the value of solving this issue and the

resources required to make this change possible (Mason et al., 2016).

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

The Principal, faculty, and school board should be involved in reaching this solution

along with students, parents, and community members. By including all of these parties it can
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help mandate these changes to take effect across the school and possibly community and will

leave them better educated to assist those in need in the future.

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

Sources of power can be varied and limited based upon the individual, but when

combined with a group that elicits multiple sources of power it promotes the overall strength of

finding a solution to the issue (Mason et al., 2016). The Principal and school board officials are

examples of legitimate power derived from their positions. The school nurse in this scenario is

an example of expert and information power because they have the medical knowledge and

nursing skills dominant in resolving this issue. The nurse may also utilize persuasion power

based on facts and the empowerment of other parties involved to form a coalition in solving this

matter.

Utilizing nurses’ assessment capabilities, medical knowledge, power, and affiliation with

a much larger group of healthcare providers makes nurses prime candidates for integrating new

policies and helping to pass legislation. Nurses can further develop this skill set to make a

difference not only at a institutional level but at a national level as well, resulting in better patient

outcomes and improved quality of care across the map.

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References

American Heart Association. (2018). Heart disease and stroke statistics—2018 update: a report

from the american heart association. Circulation. Retrieved from

https://doi.org/10.1161/CIR.0000000000000558

Mason, D. J., Gardner, D. B., Outlaw, F. H., & O’Grady, E. T. (2016). Policy & politics in

nursing and health care. (7th ed.). [VitalSource Digital Version]. St. Louis, MO:

Elsevier.

Myerburg, R., Velez, M., Rosenberg, D., Fenster, J., & Castellanos, A. (2003). Automatic

external defibrillators for prevention of out-of-hospital sudden death: effectiveness of the

automatic external defibrillator. Journal Of Cardiovascular Electrophysiology, 14S108-

16. Retrieved from

https://www.thecampuscommon.com/library/ezproxy/ticketdemocs.asp?sch=suo&turl=ht

tp://search.ebscohost.com.southuniversity.libproxy.edmc.edu/login.aspx?direct=true&db

=rzh&AN=106751337&site=eds-live

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, 1030-36. doi:10.1016/j.xjep.2017.11.001