Teaching Strategies for Health Advocacy for Undergraduate Nursing Students: A Scoping Review

Abstract

AbstractAIMThe goal of this study was to identify strategies for teaching health advocacy for undergraduate nursing students.BACKGROUNDAlthough health advocacy is a core skill of professional nursing practice, there are challenges in the health advocacy approach in nursing education.METHODThe 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.RESULTSThe 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.CONCLUSIONTeaching strategies for health advocacy should be based on constructivist education linked to social reality.