Qualitative Analysis of an Integrated Curricular Strategy to Develop Health Policy Advocacy

Abstract

Background: Baccalaureate nursing programs have primarily taught policy advocacy using knowledge related to social and health policy and political systems. Creative curricular strategies have not been widely implemented to prepare nursing students to address health policy advocacy. Purpose: A qualitative study explored the impact of an innovative intervention to integrate leadership competencies with population health policy advocacy in an undergraduate nursing curriculum. Method: The intervention consisted of a 5-part, unfolding assignment across leadership and population health courses. A phenomenological theoretical approach was used to understand and describe students’ perceptions about the intervention and impact on student readiness to engage in health policy advocacy through narrative survey responses. Results: Student understanding of policy processes improved postintervention. Students recognized that systems level thinking and developing policy solutions for population health issues were important attainable activities for nurses. This study demonstrates the significance of providing integrated curricula to develop student engagement in policy advocacy. Conclusion: Nurse educators should explore innovative policy advocacy curricula to prepare baccalaureate graduates to address health equity.