Event Title

Nursing Students’ and Alumni’s Engagement in Health Policy Processes: Considerations for Pedagogical Leadership

Location

D34000

Start Date

1-4-2016 9:55 AM

End Date

1-4-2016 10:10 AM

Description

Health policy in an era of health reform is an important element in the education of practicing nurses and nurse leaders. The purpose of this research project, Nursing Students’ and Alumni’s Engagement in Health Policy Processes: Considerations for Pedagogical Leadership was to focus on nurses’ post-course participation in the political process related to healthcare policy in the context of their professional roles. The theoretical framework is a social learning, experiential, transformative pedagogy perspective.

Research Design. This exploratory/descriptive study was based on practitioner, action research, using a qualitative approach in two phases: 1) content analysis of post-course reflective statements; and 2) interviews of consenting participants selected by blind review of their reflective statements and based on their intent to participate in policy/political activity and match to course outcome objectives.

Findings. The ‘voices’ of the participants mirror the themes of the organizing framework—intent, advocacy, citizenship/democracy, and experience as they participated in health policy and political involvement in similar and diverse ways. The outcome of this study has implications for nursing program curriculum and will provide the foundation for a more in depth study of this issue.

Comments

Dr. Catherine Tymkow is an Associate Professor of Nursing in the College of Health and Human Services.

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Apr 1st, 9:55 AM Apr 1st, 10:10 AM

Nursing Students’ and Alumni’s Engagement in Health Policy Processes: Considerations for Pedagogical Leadership

D34000

Health policy in an era of health reform is an important element in the education of practicing nurses and nurse leaders. The purpose of this research project, Nursing Students’ and Alumni’s Engagement in Health Policy Processes: Considerations for Pedagogical Leadership was to focus on nurses’ post-course participation in the political process related to healthcare policy in the context of their professional roles. The theoretical framework is a social learning, experiential, transformative pedagogy perspective.

Research Design. This exploratory/descriptive study was based on practitioner, action research, using a qualitative approach in two phases: 1) content analysis of post-course reflective statements; and 2) interviews of consenting participants selected by blind review of their reflective statements and based on their intent to participate in policy/political activity and match to course outcome objectives.

Findings. The ‘voices’ of the participants mirror the themes of the organizing framework—intent, advocacy, citizenship/democracy, and experience as they participated in health policy and political involvement in similar and diverse ways. The outcome of this study has implications for nursing program curriculum and will provide the foundation for a more in depth study of this issue.