Reaching out a Solution  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.

Develop and Concept Map, using the form provided, on the following patient. Include Diagnostic data and medical orders that you expect to be ordered on the patient.

T.J., a 30-year-old African American client, is in his last year of law school and is clerking for a prestigious law firm. He and his fiancé plan to marry as soon as he graduates. During the last week he has had four dizzy spells and a headache at the base of his skull upon awakening for the last 2 days. His father has a history of hypertension, so T.J. is aware that his symptoms may indicate high blood pressure. On his way home from work, T.J. stops by the clinic and asks the nurse to check his blood pressure. The nursing assessment yields the following data.

Subjective data: States he has had four dizzy spells and has awakened with a headache in the occipital lobe the last two mornings. T.J. has 1 glass of wine at lunch and 2-3 beers in the evening to relax from the tension of school and work. Most of his meals are at fast-food establishments and have a high fat content. T.J. does not smoke. He used to jog 4 mornings a week but quit when he started clerking. He has had nocturia for the last 3 weeks. He is not taking any medication. T.J. states he is concerned about having hypertension because he does not want to take medication.

Objective data: T 98.6°F(37°C), AP 78 beats/min, R 16 breaths/min, BP 142/92 mm Hg, Wt 190 lbs (optimum weight 160). No edema noted in hands, feet, or legs.

Please include 3-4 references

Describe the rationals for the following nursing intervention for a 75 year old lady/man. Use a minimum 2 complete sentences for each intervention.

Oxygenation: O2 therapy and breathing treatments.

Dehydration: Encourage fluid intake.

Safety:Instruct how to be safe at home.

Polypharmacy: Educate pt on reasons why knowing their meds and proper dosages.

Give the rationales behind these 4 nursing interventions 

• For your week Four Case/Questions Assignment, complete the following case from Chapter Thirteen.Please submit your answers typed in a Word Document via the assignment link above by Sunday midnight. 
  • Leadership Matters – Page 543
    Read the Case Study entitled, “Leadership Matters” on page 543. Then, follow the instructions at the end of the case by using the 3-Step Problem Solving approach.
  • I selected the most interesting and applicable questions and cases for the class.  Please be sure to back up your answers with facts from the textbook by including in-text citations and references on a Reference page.Please include section headings for each of your answers. This is very important so that I understand which questions you are responding to.Please answer the questions completely. Remember, it is quality that counts so be thorough yet to the point.Please upload answers in a Microsoft Word document via the link above. This assignment must be submitted by Sunday 11:59 PM Eastern Time.
  • Case Assignment Grading Criteria:
  • Thoroughly and substantively completed all assignment requirements:   60 Points Possible
  • References and citations to course material (citations in each section and references on Reference page):   20 Points Possible        
  • Spelling/Grammar at college level:                                                           10 Points Possible        Quality/Content of APA format:                                                                 10 Points Possible        TOTAL:100 Points Possible 

The definition of family has always been determined by societal acceptance. By historical reference, the definition of family was linked to blood lines or marriage. Through the years, societal attitudes regarding adoption, foster parenting, divorce, remarriage, and LBGTQ rights have changed the traditional definition (Green, 2018). Today, family is defined by more than blood ties or marriage. It is defined by function, level of commitment and attachment. In fact, some family members may not even live in the same household. According to Wright and Leahey (2012), “The family is who they say they are” (p.55).

Nontraditional family structures need to be acknowleged when working with patients. Perceptions of wellness and the health disparities present are influenced by the dynamics within a family system. For instance, a grandparent raising a grandchild may have different attitudes toward health promotion for the child, health issues of their own, or be experiencing economic disparities. In addition, caregiver roles may differ from a traditional family structure in single parent family. Understanding who is “family”, and how the family functions is key to creating stimulus for change in health promotion. The Calgary Modle of Family Assessment (CMFA) is one tool nurses can use to gain a better understanding of the family dynamics (Green, 2018). 

Bowen’s family systems theory can also be used to gain a better understanding of the interactions within a family. The family is made up of individuals that impact the lives of the other individuals within the family. For instance, a parent who has a substance abuse problem creates financial, emotional or even physical consequences for every other individual within the family. Any stressor or change within the unit, can create a ripple effect of negative or positive individual consequences that influence the entire family. Using the CMFA model the nurse can begin assessing the family in the initial assessment. This simple assessment can be utilized to understand the connections and interactions within her patient’s family. Then appropriate nursing interventions can be created that the family as a whole can adopt. Since the family is encouraged to work together toward a common goal, compliance and the incidence of desired outcomes increases (Green, 2018).

Green, S. (2018) Understanding families and health promotion. In Grand Canyon University (Eds.), Health promotion: health & wellness across the continuum. Retrieved from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/4

Wright, L. M., & Leahey, M. (2012). Nurses and families a guide to family assessment and intervention : A guide to family assessment and intervention. Retrieved from https://ebookcentral-proquest-com.lopes.idm.oclc.org 

The traditional definition of a family is two parents, man and a women living together with there biological offspring with the same ancestry. (Green, S.Z.). Times have changed tremendously and the definition of family can take on several different meanings. Family of choice is a more accurate term to call families. It is who people decide are their family and it doesn’t depend on bloodline, gender, racer sexuality.

The importance of acknowledging nontraditional family structures is because who they decide is family affects their outlook on their health patterns. For example, A NICU mother did not visit her child to do skin to skin and breastfeed as planned. It is unusual for a mother to skip. She called to say had to rush her dog to the emergency room which turned into an emergency surgery because he almost died. This is a family by choice. At this moment she was distraught and made a decision switch baby to formula and no longer breastfeed, which can be done but for the health outcomes of the child breastmilk is best. Understanding the family dynamics was important on how to aide in education on health promotion. Encouraged to take efforts to get the dog well and educated on different options such as expressed breast milk/donor milk for her growing baby in the meantime. Giving her time and understanding this is her family dynamic made all the difference to keep the baby on the health plan.

The family systems theory describes how a family interacts with one another and society. It’s divides into different systems. A whole system is the entire family. A subsystem is an individual within the family 

And a supersystem is the community. Each of the systems affect one another. (Green, Z.E) For example, a husband is going through a program to quit smoking. His wife smokes as well. They both decide to go through the program together to elevate the triggers that would cause one to relapse. Everyone in the family system affects one another.

Whitney, S. (2018). Health Promotion: Health and Wellness Across the Continuum. In Grand Canyon University (1st ed.). Retrieved from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/4