Teaching Strategies for Health Advocacy for Undergraduate Nursing Students: A Scoping Review
Elen Cristiane Gandra, Kênia L. da Silva
Abstract
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.