Policy Help Needed, Experience Required

Moreland-Russell, Sarah; Zwald, Marissa; Golden, Shelley D.

doi:10.1177/1524839916650433

Cited by 6 publications

(3 citation statements)

References 14 publications

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“…The survey consisted of the 40-question PAI, 16 which required simple yes or no answers and was not divided into any particular sections, and 8 demographic questions for a total of 48 questions. Sample items on the PAI include “I voted in the last election” and “I know of at least 2 issues related to my profession that are currently under discussion at the state or national level.” The questions that are answered with a “yes” are then totaled to give a final number, which falls into 1 of 4 categories: (0-9) completely politically unaware, 11-19 slight awareness of political activity, (20-29) beginning political awareness, and (≥30) politically astute and an asset to the profession.…”

Section: Methodsmentioning

confidence: 99%

“…Sample items on the PAI include "I voted in the last election" and "I know of at least 2 issues related to my profession that are currently under discussion at the state or national level." The questions that are answered with a "yes" are then totaled to give a final number, which falls into 1 of 4 categories: (0-9) completely politically unaware, [11][12][13][14][15][16][17][18][19] slight awareness of political activity, (20-29) beginning political awareness, and (≥30) politically astute and an asset to the profession.…”

Section: Design and Samplementioning

confidence: 99%

“…13 The less confident a person felt regarding these skills, the less likely he/she was to be involved in advocacy. Moreland-Russell et al 14 interviewed health professionals and found that there is a strong belief that students will have an increased understanding and comfort level with advocacy if they are provided practical policy experiences.…”

Section: Professional Organization Involvement and Advocacymentioning

confidence: 99%

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The Level of Political Astuteness in Nursing Leaders

O'Hanlon Curry,

Fitzpatrick

2024

JONA: The Journal of Nursing Administration

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OBJECTIVE To assess the baseline knowledge of nursing leaders regarding political advocacy and healthcare policy. BACKGROUND Although there has been considerable attention to the need for nurses' involvement in health policy, there has not been a prior assessment of the political astuteness of nursing leaders. METHODS Researchers analyzed self-reported data from 101 nursing leaders collected via electronic survey from American Organization for Nursing Leadership members. Descriptive, correlational analysis of data assessing political astuteness and background information was completed. RESULTS Half of the nurse leader participants demonstrated slight political astuteness. Nurse executives, including those in chief nursing officer, chief nurse executive, and vice president positions, had higher levels of political astuteness than those in nurse director and manager positions. CONCLUSION Nursing leaders have beginning levels of political astuteness. Formal education is recommended to increase the knowledge base of nurse leaders in the areas of understanding the political and legislative process and the skills needed to advocate regarding healthcare policy, thus increasing their level of political astuteness.

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Section: Methodsmentioning

confidence: 99%

Section: Design and Samplementioning

confidence: 99%

Section: Professional Organization Involvement and Advocacymentioning

confidence: 99%

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The Level of Political Astuteness in Nursing Leaders

O'Hanlon Curry,

Fitzpatrick

2024

JONA: The Journal of Nursing Administration

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Differences in Health Education Competencies Among Obesity Prevention and Nutrition Education Professionals

LaChausse

Sandoval

2018

Health Promotion Practice

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The study purpose was to examine perceived health education competencies among those responsible for planning, implementing, and evaluating health education programs. A total of 172 obesity prevention and nutrition education professionals in the United States completed a survey measuring their perceived competency to plan, implement, and evaluate nutrition education/obesity prevention education programs based on the National Commission for Health Education Credentialing health education competencies and their endorsement of various health education approaches. Using a series of multiple hierarchical regression models, we found that those trained in health education had greater perceived competency in assessing needs ( B = 1.19, t = 2.11, p = .03), planning health education programs ( B = 1.63, t = 2.96, p = .004), implementing health education programs ( B = 1.00, t = 2.22, p = .03), evaluating health education programs ( B = 4.85, t = 3.54, p = .001), and managing health education programs ( B = 1.70, t = 2.21, p = .03) than those trained in nutrition or dietetics. Additionally, those trained in health education were more likely to endorse the use of a skill-based approach to obesity prevention ( B = 0.25, t = 2.53, p = .01) and less likely to endorse teaching facts and information ( B = 0.24, t = 1.99, p = .05) than those trained in nutrition or dietetics. These results have implications for improving the effectiveness of health education and promotion programs and the professional preparation of health educators and dietitians alike.

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Demystifying Public Health Policy Through Service-Learning Pedagogy

Gakh

2019

Pedagogy in Health Promotion

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Policy shapes the health of communities by enabling and limiting public health practice. Major organizations that focus on public health systems, education, and training stress the importance of policy to population health. They also recognize that practitioners should learn, practice, and be able to deploy policy skills. However, despite the recognized role of policy in public health, some public health practitioners remain uncomfortable with policy. And although teaching policy in public health programs appears on the rise, public health policy pedagogy literature is limited and tends to define policy narrowly. Service learning, which is used to teach other skills critical for public health, exhibits great promise as a tool to teach public health policy. This article describes an interdisciplinary, graduate-level public health policy course that relies on a service-learning approach. The course aims to teach public health policy principles, theories, and concepts and to make students more comfortable with public health policy through applied learning.

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Policy Help Needed, Experience Required

Cited by 6 publications

References 14 publications

The Level of Political Astuteness in Nursing Leaders

The Level of Political Astuteness in Nursing Leaders

Differences in Health Education Competencies Among Obesity Prevention and Nutrition Education Professionals

Demystifying Public Health Policy Through Service-Learning Pedagogy

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