Engaging Leadership Competencies Through Population Health Policy Advocacy: A Review of the Evidence

Abstract

The purpose of this article is to identify the gaps in prelicensure nursing curriculum regarding the teaching and learning of policy advocacy and the necessary nursing leadership competencies that are significant in addressing social determinants of health at an upstream, policy level and to discuss how current prelicensure nursing curricula integrates and applies concepts of population health, policy advocacy, and nursing leadership competencies. The authors performed a conceptual review of the literature, analyzing the current, evidence-based scholarship on the topic in an effort to categorize and describe relevant concepts and outline a relationship between them, by combining the concept terms nursing leadership, policy advocacy, population health policy, nursing education, and social determinants of health. The conceptual review identified gaps in nursing education regarding the preparation of nursing graduates for leadership engagement at the policy level, which presents opportunities for future research and exploration. This article shares the thematic gaps, major findings, and recommendations that resulted. Continued effort should be invested into the development of more robust discussions and curriculum related to population health advocacy and the impact on population health in baccalaureate nursing educational programming.

Effectiveness of a web‐based learning program for promoting local healthcare planning competencies

“…Local healthcare planning by PHNs is an upstream strategy that is a good opportunity for both the development of needs‐oriented policies and enhancement of health equity (Cropley et al., 2022; Greer et al., 2022). Health policy development is essential competency of PHNs (APHA & Public Health Nursing Section, 2013; QCC, 2018).…”

Legislative Advocacy on Capitol Hill

“…Little is known about US nursing and midwifery students' instruction on health policy, their educational experiences around advocacy, or their political participatory behaviors and attitudes. 3,4,8,9 A 2022 literature review on policy advocacy curriculum in prelicensure nursing programs found inconsistent teaching strategies. A lack of evidence regarding the effectiveness of different pedagogical approaches was noted, with no consensus on essential topics in health policy curriculum.…”

“…4 Curricular strategies are described as too broad and ambitious, resulting in ambiguity and ineffectiveness. 4 The importance of tailoring health policy curricula to the role of the nurse at each level of nursing education, weaving health policy content into other didactic courses, and engaging nursing faculty in health policy activities as role models was emphasized. 4,9,25 The AACN published a 2021 revised framework for nursing curriculum that incorporated recommendations to improve health policy instruction.…”

“…4 The importance of tailoring health policy curricula to the role of the nurse at each level of nursing education, weaving health policy content into other didactic courses, and engaging nursing faculty in health policy activities as role models was emphasized. 4,9,25 The AACN published a 2021 revised framework for nursing curriculum that incorporated recommendations to improve health policy instruction. 19 Interpreting, evaluating, and leading change in health policy, as well as advocating for professional autonomy, are presented as core concepts for nursing practice.…”

“…Experiential learning of legislative advocacy has been found to be an important educational strategy for students at all levels of education. [3][4][5][6][7][8][9][10] This activity can be replicated in other undergraduate and graduate educational programs, as well as at the local and state levels, for powerful learning.…”