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Teaching Strategies for Health Advocacy for Undergraduate Nursing Students: A Scoping Review
Elen C Gandra1, Kênia L da Silva
1About the Authors Elen C. Gandra, MSN, RN, is a doctoral student, Postgraduate Program in Nursing, School of Nursing, Federal University of Minas Gerais, Belo Horizonte, Minas Gerais, Brazil. Kênia L. da Silva, PhD, RN, is adjunct professor, Department of Applied Nursing, School of Nursing, Federal University of Minas Gerais. The authors are grateful for the financial support of the Research Productivity Scholarship Program, National Council for Scientific and Technological Development. For more information, contact Elen C. Gandra at elengandra@yahoo.com.br .
Aim:
The goal of this study was to identify strategies for teaching health advocacy for undergraduate nursing students.
Background:
Although health advocacy is a core skill of professional nursing practice, there are challenges in the health advocacy approach in nursing education.
Method:
The databases LILACS, IBECS, BDENF, Medline, Web of Science, CINAHL, and the Cochrane Library were searched, without limit of time and language, for this scoping review; 11 articles were included. Data were analyzed and synthesized in a narrative form.
Results:
The following teaching strategies emerged: theoretical exposition and supervised clinical internship, technology-enhanced simulation, clinical experience, experiential learning, simulated social experiences, digital story making, and narrative pedagogy. The topic was taught according to several themes: economic disparity, health legislation, LGBTQ+ population, elder health, mental health, health policies, concept of advocacy, and nontechnical skills.
Conclusion:
Teaching strategies for health advocacy should be based on constructivist education linked to social reality.
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