Background: Skills to promote advocacy, a nursing competency, are vital to today's cohorts of nursing students, who often struggle with discourse. Opportunities to develop, defend, and rebut science-based arguments enhance resilience and self-efficacy when advocating for health policy. A community health discussion activity was developed to enhance advocacy skills in undergraduate and graduate nursing students at a midwestern university.
Objectives: The purposes of this study were to explore students' perceptions of the benefits of a discussion activity about a controversial health issue, and to describe the impact of the opportunities to form valid arguments using empirical evidence on students' perceptions of their ability to be advocates.
Design: Cross-sectional post-activity survey evaluation.
Settings: Enrollment in a community health nursing course.
Participants: Students from two undergraduate (n = 110) and one graduate (n = 20) nursing cohorts.
Methods: Following completion of the online discussion activity, students were invited to provide feedback on their perceptions of activity benefits. Descriptive analyses were conducted.
Results: Undergraduate and graduate nursing students reported the activity helped them learn to form a valid argument using scientific evidence (88.6 %), use credible sources when forming their own opinions (91.7 %), and begin to see themselves as advocates for improving the health of individuals and communities (87.1 %).
Conclusions: Online discussion boards are potential venues for development of advocacy skills.
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