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How nurses learn advocacy.

Barbara Jo Foley1, M Ptlene Minick, Carolyn C Kee

  • 1University of North Carolina School of Nursing, Carrington Hall, CB #7460, Chapel Hill, NC 27599, USA. bfoley@email.unc.edu

Journal of Nursing Scholarship : an Official Publication of Sigma Theta Tau International Honor Society of Nursing
|June 25, 2002
PubMed
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Nurses often develop patient advocacy skills informally through personal experience and observation, rather than structured education. Enhancing nursing education and workplace support is crucial for fostering advocacy.

Area of Science:

  • Nursing
  • Healthcare Advocacy
  • Qualitative Research

Background:

  • Patient advocacy is a critical nursing role.
  • Understanding how nurses develop advocacy skills is essential for effective patient care.
  • Previous research has not fully explored the experiential development of nursing advocacy.

Purpose of the Study:

  • To explore and describe the process by which nurses develop patient advocacy skills.
  • To understand the lived experiences of nurses in developing their advocacy practices.

Main Methods:

  • Hermeneutic phenomenological research approach.
  • Individual interviews with U.S. Army nurses (active and reserve) involved in the Bosnia operation.
  • Exploration of nurses' experiences and development of advocacy.

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Main Results:

  • The primary pattern identified was 'Developing Advocating Practices'.
  • Key themes included 'Who I Am' (personal identity), 'Watching Other Nurses Interact with Patients' (observational learning), and 'Gaining Confidence' (skill development).

Conclusions:

  • Developing advocacy skills was largely informal and situation-dependent for study participants.
  • Formal education and supportive work environments are needed to strengthen nurses' advocacy foundation.
  • Nurse educators and administrators should prioritize teaching and supporting advocacy skills.