Introduction
In the field of healthcare, major issues are present, and some of them require immediate response to mitigate risks and avoid life-threatening situations that could affect the communities. One such issue is connected to poor access to automatic emergency defibrillators (AEDs). Without a timely reaction and involvement of all relevant stakeholders, the issue might lead to unfavorable results. In this situation, school administration, staff, and committees must be involved, with me, as a nurse, being the main advocate for change. In order to address the problem, advocacy, spreading awareness, and proper allocation of funds will be required to prevent situations that could jeopardize the well-being of school visitors.
What Is the Issue?
The primary problem stems from the fact that during a cardiac arrest episode at a recent school sporting event, the automatic emergency defibrillator was not easily accessible. The custodian’s closet contained the AED, which made it impossible for it to be used quickly in a life-threatening emergency. Consequently, this issue must be resolved in order to avoid risks in the future and ensure easy access to lifesaving devices.
Is It My Issue and Can I Solve It?
As a school nurse, it is indeed my issue, and I must make an effort to solve it. The adoption of the AED program is regarded as advantageous and an essential part of emergency care (Boudreaux & Broussard, 2020). While I do not have direct access to the custodian’s closet, I can advocate for easy access to the AED. Despite obstacles, school nurses are confident in their capacity to have a significant impact on healthcare decisions within the school environment (Boudreaux & Broussard, 2020). Therefore, I must advocate for implementing policies and procedures to ensure the device’s availability during emergencies.
Is This the Real Issue or Merely a Symptom of a Larger One?
The absence of an AED is a sign of a more serious problem with the school’s emergency planning and safety procedures. In general, written documents known as emergency action plans (EAPs) outline sequential methods for managing emergency situations (Williams et al., 2021). However, even while the majority of schools claimed to have an emergency action plan in effect, very few of them actually practiced the plan on a yearly basis and had EAPs that were venue-specific (Williams et al., 2021). As a result, the situation described in the case study outlines the necessity to address the issue and adopt a comprehensive approach to ensuring safety.
Does It Need an Immediate Solution or Can It Wait?
As discussed in the case study, a life-threatening situation occurred with an inability to access the AED to help a spectator who experienced a cardiac arrest. An individual undergoing cardiac arrest must receive treatment in phases and in a timely manner (Patel & Hipskind, 2023). Proven therapies for reversing cardiac arrest involve early defibrillation and cardiopulmonary resuscitation (Patel & Hipskind, 2023). Recognition and fundamental lifesaving measures are part of the first phase (Patel & Hipskind, 2023). Defibrillation equipment for public access should be activated and used when necessary (Patel & Hipskind, 2023). Therefore, such an issue needs an immediate solution and cannot wait.
Is It Likely to Go Away By Itself?
This issue is unlikely to resolve itself without deliberate action. Even in densely populated areas, many buildings remain lacking AEDs despite initiatives to expand their availability (Johnson et al., 2022). Furthermore, public access to buildings that have such devices is frequently restricted (Johnson et al., 2022). When a bystander looks for a cardiac arrest device, they may discover that it needs maintenance or fails to function because AED maintenance regulations differ from state to state (Johnson et al., 2022). Thus, one can see clearly that even when programs are implemented, there can be few results, which means that constant monitoring of a situation is crucial.
Can I Risk Ignoring It?
As a nurse who was exposed to the emergency situation and is now aware of the threat, I cannot risk ignoring the matter. It is a requirement of nurses to follow organizational protocols for recognizing risks and harms by making care plans, keeping an eye on issues, verifying, providing support, and interacting with other medical professionals (Vaismoradi et al., 2020). Without a proper resolution of the problem and actions to prevent harm, deterioration of the situation will follow.
What Are the Possible Solutions and Risks to These Solutions?
There are several possible solutions that can help change the circumstances. For example, the first solution revolves around reviewing and updating emergency response protocols (Mason et al., 2020). Moreover, another solution to the issue is to ensure proper storage and accessibility of AEDs. Meanwhile, one should understand that several risks can arise, such as resistance to change and budgetary barriers.
What Steps Would I Need to Take in Order to Solve the Issue?
In order to solve the problem, several steps will have to be taken. First, it will be crucial to assess the situation and current condition, paying attention to the school’s emergency response procedures. Second, I will initiate a conversation with school administrators and other relevant stakeholders and advocate for changes. Finally, I will collaborate with stakeholders to develop a comprehensive plan and then evaluate the outcomes and minimize risks. By offering evidence of successful initiative implementation and how it positively affected the population, I will be able to communicate the necessity to make changes.
Does Anyone Else at the School Need to Be Involved in the Solution?
Addressing the healthcare issue that will address life-threatening situations will need to involve many stakeholders. The first group of stakeholders that will be involved in collaboration are school administrators. Moreover, custodial staff, athletic coaches, and school committees will have to be engaged. Together, it will be feasible to ensure the safety of both staff, students, and visitors. Overall, it can be claimed that without the engagement of other stakeholders, it will be impossible to make changes and avoid resistance to such adjustments.
Where Is the Power Leverage in the School to Reach the Preferred Solution?
The power leverage in the school is connected to the school administration, which is responsible for policy-making and fund allocation. When it comes to the crucial duty of deciding how resources, such as funds, people, and time, are distributed within healthcare organizations, priority setting and allocating resources methods are essential (Seixas et al., 2021). In this situation, the school administration will focus on necessary procedures and justifications. Building a strong case for the issue of AED accessibility is essential to promote better safety guidelines and adherence to standards.
Conclusion
In summary, advocacy, raising awareness, and appropriate funding allocation will be needed to solve the issue and avoid circumstances that can endanger school visitors’ safety. The case study’s scenario highlights the need to address the problem and take a thorough strategy to guarantee safety. In order to guarantee that the equipment is available in an emergency, I must advocate for the implementation of regulations and procedures. I will convey the need for change by providing proof of an initiative’s effective execution and the good effects it had on the populace. As the body in charge of allocating funds and creating policies, the school administration is linked to the school’s power leverage.
References
Boudreaux, S., & Broussard, L. (2020). School nurses’ perceived barriers and perceptual influences when implementing AED programs. The Journal of School Nursing, 36(3), 187-192. Web.
Johnson, A. M., Cunningham, C. J., Zégre-Hemsey, J. K., Grewe, M. E., DeBarmore, B. M., Wong, E., Omofoye, F., & Rosamond, W. D. (2022). Out-of-hospital cardiac arrest bystander defibrillator search time and experience with and without directional assistance: A randomized simulation trial in a community setting. Simulation in Healthcare: Journal of the Society for Simulation in Healthcare, 17(1), 22–28. Web.
Mason, D. J., Perez, A., McLemore, M. R., & Dickson, E. (2020). Policy & politics in nursing and health care (8th ed.). Elsevier Health Sciences.
Seixas, B. V., Dionne, F., & Mitton, C. (2021). Practices of decision making in priority setting and resource allocation: a scoping review and narrative synthesis of existing frameworks. Health Economics Review, 11, 1-11. Web.
Vaismoradi, M., Tella, S., A Logan, P., Khakurel, J., & Vizcaya-Moreno, F. (2020). Nurses’ adherence to patient safety principles: A systematic review. International Journal of Environmental Research and Public Health, 17(6), 2028. Web.
Williams, R. M., Root, H. J., & Valovich McLeod, T. C. (2021). Athletic administrators’ reporting of emergency preparedness regarding policies and procedures in Iowa secondary schools. Journal of Athletic Training, 56(11), 1224–1231. Web.