Policy and political advocacy: Comparison study of nursing faculty to determine current practices, perceptions, and barriers to teaching health policy

Suzanne Staebler, Jane Campbell, Patsy Cornelius, Amanda Fallin-Bennett, Eileen Fry-Bowers, Ying Mai Kung, David LaFevers, Janice Miller

Research output: Contribution to journalArticlepeer-review

29 Scopus citations

Abstract

Purpose To better understand policy/advocacy concepts and methodology utilized in all levels of nursing educational programs and develop clarity concerning structure of policy content and integration across all levels of education. Design and methods Cross-sectional analysis of data obtained from a survey sent to 19,043 nursing faculty in the United States; 598 total responses; 514 complete responses. Quantitative data points were analyzed using SPSS and qualitative data was grouped and analyzed by theme. Findings Barriers and perceptions of student engagement and student learning outcomes along with institutional and faculty development barriers were explored in baccalaureate, masters, and doctoral level nursing programs. Thirty-six percent of respondents reported having experience in development and implementation of policy, ranging from local to international spheres and 21% reported active involvement in current state and federal policy development. Seventy percent of respondents have advocated for the nursing profession through professional organizations while 44% report current activity in legislative advocacy. Conclusions The value of nursing policy education, advocacy, and analysis must be valued in higher education.

Original languageEnglish
Pages (from-to)350-355
Number of pages6
JournalJournal of Professional Nursing
Volume33
Issue number5
DOIs
StatePublished - Sep 2017

Bibliographical note

Publisher Copyright:
© 2017 Elsevier Inc.

Keywords

  • Advocacy
  • Health policy
  • Learning outcomes
  • Nursing faculty

ASJC Scopus subject areas

  • General Nursing

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