Health Education Advocacy in the Classroom

Although acknowledged as a critical competency, advocacy for health education is neither a skill nor knowledge set encountered in the typical college classroom. Drawing from both the Health Belief Model and Social Cognitive Theory, an intervention was designed to contrast alternative approaches to teaching health education advocacy in the undergraduate classroom. Participants (N=250) derived from multiple sections of one class intended for future health professionals. The intervention included three tiers, with at least two classes randomly assigned to each (N=approx. 80/tier). Tier 1 received no intervention. Participants completed only a brief survey at the beginning and completion of the term. Tier 2 completed the same surveys as Tier 1. Tier 2 also received instruction dedicated to advocacy. Tier 3 received the same surveys and lecture as Tiers 1 and 2. In addition, its students completed assignments designed to enhance advocacy skills. Preliminary analyses indicate students have strong interest but little perceived efficacy in being effective advocates. Although willing to learn more, they feel stymied by both limited knowledge and limited experience. With exposure to what constitutes advocacy, students expressed more willingness to become involved. Of alternative classroom approaches, modeling behaviors appears to offer knowledge as well as personal empowerment to becoming an effective advocate. Work of this sort is crucial to health education. For the profession to participate effectively in policy and governmental affairs, as well as to be effective in advocating for itself, foundations in advocacy at the undergraduate level merit renewed attention.