Teaching Advocacy to Public Health Students: The New Jersey Experience

Goodhart, Fern Walter

doi:10.1177/152483990200300302

Cited by 8 publications

(14 citation statements)

References 7 publications

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“…One of the main barriers noted by several authors is the lack of more than passing attention in the education of health professionals and public health practitioners on how to advance or advocate for policy and social change to redress health inequities, with public health advocacy remaining barely a sub-discipline in the field (Christoffel 2000, Goodhart 2002, Auld et al 2003, Caira et al 2003, Chapman 2004, Hines & Jernigan 2012, White 2012, Brown 2013, Plough 2013, ECDPC 2014. As Freudenberg and Tsui (2014) note:…”

Section: Barriers To and Facilitators Of Public Health Advocacy For Hmentioning

confidence: 99%

Does public health advocacy seek to redress health inequities? A scoping review

Cohen

Marshall

2016

Health Soc Care Community

105

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What is known about this topic• Advocacy is considered a key public health strategy for redressing health inequities.• There is evidence that public health's advocacy role has not been fully realised; the reasons for this are unclear. What this paper adds• A systematic collation and critical analysis of the conceptual and empirical literature on public health advocacy focused on health equity is provided.• Public health is constrained in its health equity advocacy efforts by neoliberal conceptualisations of health problems, and by multiple barriers at the level of individual public health practitioners, institutions and the social environment. AbstractThe public health (PH) sector is ideally situated to take a lead advocacy role in catalysing and guiding multi-sectoral action to address social determinants of health inequities, but evidence suggests that PH's advocacy role has not been fully realised. The purpose of this review was to determine the extent to which the PH advocacy literature addresses the goal of reducing health and social inequities, and to increase understanding of contextual factors shaping the discourse and practice of PH advocacy. We employed scoping review methods to systematically examine and chart peer-reviewed and grey literature on PH advocacy published from January 1, 2000 to June 30, 2015. Databases and search engines used included: PubMed, CINAHL, PsycINFO, Social Sciences Citation Index, Google Scholar, Google, Google Books, ProQuest Dissertations and Theses, Grey Literature Report. A total of 183 documents were charted, and included in the final analysis. Thematic analysis was both inductive and deductive according to the objectives. Although PH advocacy to address root causes of health inequities is supported theoretically and through professional practice standards, the empirical literature does not reflect that this is occurring widely in PH practice. Tensions within the discourse were noted and multiple barriers to engaging in PH advocacy for health equity were identified, including a preoccupation with individual responsibilities for healthy lifestyles and behaviours, consistent with the emergence of neoliberal governance. If the PH sector is to fulfil its advocacy role in catalysing action to reduce health inequities, it will be necessary to address advocacy barriers at multiple levels, promote multi-sectoral efforts that implicate the state and corporations in the production of health inequities, and rally state involvement to redress these injustices.

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Section: Barriers To and Facilitators Of Public Health Advocacy For Hmentioning

confidence: 99%

Does public health advocacy seek to redress health inequities? A scoping review

Cohen

Marshall

2016

Health Soc Care Community

105

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“…Research shows that course work that provides undergraduate students with opportunities to build advocacy skills can increase their positive beliefs about the practice of advocacy (Goodhart, 2002). Again, I drew inspiration from Mogford et al (2010) in my quest to help students identify themselves as agents of change, by dedicating an entire learning theme to advocacy.…”

Section: Teaching Strategiesmentioning

confidence: 99%

Social determinants of health: A pedagogical framework for advancing the Citizen Scholar

Velardo

2017

Education, Citizenship and Social

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The concept of the Citizen Scholar highlights the potential for universities to act as vehicles for social change by supporting the development of active, engaged graduates who are geared to respond to current and future global challenges. This demands a radical shift in teaching towards more interactive pedagogies, which may prove difficult for some educators and students who are comfortable with a traditional model of learning and 'teaching to the test'. Despite these challenges, universities have a responsibility to bring about change in practice to prepare undergraduate students for the complex outside world. This article reports on a revised version of a 12-week Australian undergraduate course in health promotion that was delivered to 147 first-year students enrolled in a Bachelor of Education and/or Bachelor of Health Sciences degree. Significant revisions were made to the curriculum and modification of teaching methodology, with the aim of encouraging greater social awareness and students' capacity for social change. In this article, I reflect on various teaching strategies employed to develop skills and proficiencies akin to the Citizen Scholar, with a particular emphasis on fostering critically health literate graduates who are empowered to create healthy, just societies. Strategies included the facilitation of discussions to ignite empathy, integrating problem-solving activities and building advocacy competencies. A collaborative, learner-directed approach is considered as a way forward for other university educators, as a way of disrupting previous pedagogic work that emphasises knowing 'about' social problems rather than 'acting on' them.

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“…Advocacy implies individuals taking a position based on beliefs and acting to persuade others to address a situation to the benefit of self and others (Shields, 2012). Applied to public health, advocacy is the combination of individual and social actions designed to gain political commitment, policy support, and social acceptance to change community conditions related to health (Goodhart, 2002). Educational systems have been called on to integrate into curricula the 21st-century skills that students will need in order to successfully contribute to workforce needs (Casner-Lotto & Benner, 2006).…”

Section: Student Advocacymentioning

confidence: 99%

“…Universities often encourage students to expand their understanding of others, build empathy, and engage in advocacy because it is mutually beneficial. Students and alumni who have strong advocacy skills represent the institutions positively because they are more civically active and more engaged in their communities (Goodhart, 2002). Moreover, the Council for the Advancement of Standards in Higher Education (2009), a consortium of professional associations that promotes the improvement of higher education programs and services, requires institutions of higher learning to identify student learning and development outcomes in the areas of humanitarianism and civic engagement.…”

Section: Student Advocacymentioning

confidence: 99%

Photovoice as Pedagogy for Authentic Learning

Massengale

Strack

Orsini³

et al. 2016

Pedagogy in Health Promotion

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Students preparing for helping professions who understand the influences of income on health are better equipped to address health challenges in communities and in their future careers. Universities have a responsibility to bolster and provide a safe environment for students to build and practice their 21 st -century skills. When implemented as a pedagogical tool, photovoice projects have the potential to provide authentic learning experiences for students to engage in advocacy and civil discourse. Undergraduate students (n = 37) learning about the influence of low income on health engaged in a photovoice assignment, demonstrating their own understanding of the course content while effectively advocating for issues related to the health of low-income community members. Community members attending the exhibit (n = 32) completed surveys designed to capture their reactions to the students' work. As a result of attending the students' photovoice exhibit, community members reported increased awareness about issues of concern in the community as well as an affective response to the community concerns documented.

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Teaching Advocacy to Public Health Students: The New Jersey Experience

Cited by 8 publications

References 7 publications

Does public health advocacy seek to redress health inequities? A scoping review

Does public health advocacy seek to redress health inequities? A scoping review

Social determinants of health: A pedagogical framework for advancing the Citizen Scholar

Photovoice as Pedagogy for Authentic Learning

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