Suzanne Staebler1, Jane Campbell2, Patsy Cornelius3, Amanda Fallin-Bennett4, Eileen Fry-Bowers5, Ying Mai Kung6, David LaFevers7, Janice Miller8. 1. Emory University Nell Hodgson Woodruff, School of Nursing, United States. Electronic address: Suzanne.staebler@emory.edu. 2. Northern Michigan University, School of Nursing, United States. 3. John Brown University, Department of Nursing, United States. 4. University of Kentucky, College of Nursing, United States. 5. University of San Diego, Hahn School of Nursing and Health Science, United States. 6. Florida State University, College of Nursing, United States. 7. University of Missouri-Kansas City, School of Nursing and Health Studies, United States. 8. Thomas Jefferson University, College of Nursing, United States.
Abstract
PURPOSE: To better understand policy/advocacy concepts and methodology utilized in all levels of nursing educational programs and develop clarity concerning structure of policy content and integration across all levels of education. DESIGN AND METHODS: Cross-sectional analysis of data obtained from a survey sent to 19,043 nursing faculty in the United States; 598 total responses; 514 complete responses. Quantitative data points were analyzed using SPSS and qualitative data was grouped and analyzed by theme. FINDINGS: Barriers and perceptions of student engagement and student learning outcomes along with institutional and faculty development barriers were explored in baccalaureate, masters, and doctoral level nursing programs. Thirty-six percent of respondents reported having experience in development and implementation of policy, ranging from local to international spheres and 21% reported active involvement in current state and federal policy development. Seventy percent of respondents have advocated for the nursing profession through professional organizations while 44% report current activity in legislative advocacy. CONCLUSIONS: The value of nursing policy education, advocacy, and analysis must be valued in higher education.
PURPOSE: To better understand policy/advocacy concepts and methodology utilized in all levels of nursing educational programs and develop clarity concerning structure of policy content and integration across all levels of education. DESIGN AND METHODS: Cross-sectional analysis of data obtained from a survey sent to 19,043 nursing faculty in the United States; 598 total responses; 514 complete responses. Quantitative data points were analyzed using SPSS and qualitative data was grouped and analyzed by theme. FINDINGS: Barriers and perceptions of student engagement and student learning outcomes along with institutional and faculty development barriers were explored in baccalaureate, masters, and doctoral level nursing programs. Thirty-six percent of respondents reported having experience in development and implementation of policy, ranging from local to international spheres and 21% reported active involvement in current state and federal policy development. Seventy percent of respondents have advocated for the nursing profession through professional organizations while 44% report current activity in legislative advocacy. CONCLUSIONS: The value of nursing policy education, advocacy, and analysis must be valued in higher education.