Advocacy and Public Policy Perceptions and Involvement of College Health Promotion Students

Abstract

Understanding the advocacy and public policy training needs of our future health promotion workforce is crucial if we are to prepare them to meet their professional responsibilities. The purpose of this study was to examine health promotion students’ advocacy/public policy involvement, training, and perceptions. Electronic surveys were disseminated nationwide to college students in health education and closely related programs. Of 477 student respondents, the most frequently indicated advocacy/public policy activity engaged in was voting (56%). The greatest benefit to advocacy was indicated as creating public awareness, while the most prevalent barrier reported was lack of familiarity with the legislation process. Less than one third of students reported receiving any training; however, training and the number of training sources were associated with greater involvement (p < .05). Comparisons by academic classification indicated that graduate students participated in more advocacy activities and reported significantly more benefits, barriers, knowledge, and self-efficacy compared with undergraduates. Regression analysis indicated that knowledge, self-efficacy, perceived benefits, and total number of training sources were significant predictors of advocacy involvement in both graduate and undergraduate student models, with age also contributing significantly to the graduate student model. Findings emphasize the need for increased training at earlier education levels to increase knowledge, self-efficacy, and advocacy/public policy involvement.

Does reviving organizations serve an advantage for college students?

“…Soft skills mastery is not unilaterally delegated to the University, because the presences of students in previous classes are not considered. There needs to be an increase in training at the previous educational levels in accordance with knowledge, self-efficacy, and advocacy/public policy involvement (Conrad, Becker, Brandley, Saksvig, & Nickelson, 2019). In addition, they are prepared as intellectuals with critical, democratic and constructive thinking able to make specific changes for the nation and state.…”

Utilizing a Data-to-Action Approach to Cultivate Policy Research and Advocacy Skills in Community-Engaged Health Promotion Courses

“…The policy-related skills gained in these courses, such as identifying policy audiences, reading and understanding the policy language, collaborating with advocacy organizations, displaying policy-relevant data, and crafting policy-oriented materials, are rare among undergraduates. According to a national survey, only 6% of students have “provided written reports, consultation, research, or other such assistance to a public official in support of or opposition to a public policy issue” (E. J. Conrad et al, 2019, p. 735), and only 9% have “participated in an advocacy committee or coalition that takes action to influence public policy issues” (E.…”

“…J. Conrad et al, 2019). The authors of the survey concluded that relevant training predicts advocacy and policy involvement and there is a need “to provide coursework or experiences in health promotion curriculum starting at the undergraduate level” (E. J. Conrad et al, 2019, p. 738).…”

“…However, despite its importance, only 26% of U.S. undergraduate students in a nationwide survey responded that they receive training in policy advocacy (E. J. Conrad et al, 2019). The authors of the survey concluded that relevant training predicts advocacy and policy involvement and there is a need "to provide coursework or experiences in health promotion curriculum starting at the undergraduate level" (E. J.…”

“…Improving SDOH often requires policy change, and advocating for public health policy is important in health promotion practice (Garcia et al, 2015). However, despite its importance, only 26% of U.S. undergraduate students in a nationwide survey responded that they receive training in policy advocacy (E. J. Conrad et al, 2019).…”