Future is Now: Students' Attitudes toward and Beliefs in the Importance of Health Education Advocacy

Purpose: A recent health educator competency, advocacy is now entering undergraduate curricula. Little understood, however, is students' readiness for or belief in their ability to advocate. The purpose of this study was to explore undergraduates' experiences in and attitudes toward health education advocacy.

Methods: Surveys were completed by 520 undergraduates in health education/health sciences. ANOVA, t-tests and other inferential methods explored students' perceptions of importance, personal involvement in, and willingness to advocate for health and health education.

Results: Of all respondents (>50% sophomore/junior; mean age = 21), 60% had no coursework in advocacy; >80% lacked advocacy experience (state, local or federal). While >91% concurred in the importance of health educators as advocates, fewer (70%) thought students should learn to be advocates and even fewer (60%) supported required advocacy coursework. Though >80% felt students' voice must be heard, <50% expressed confidence in their advocacy abilities. Only 8% perceived classwork as sufficient advocacy preparation. Students differed significantly (p<05) by age, experience, and advocacy involvement in their perceived competence to be effective advocates. Among other significant findings (p<05), student perceptions of advocacy's importance differed according to their openness to advocacy experiences.

Conclusions: Teaching about advocacy is a relatively new pedagogical imperative. We must examine the extent to which students embrace, understand, and are engaged in advocacy if education is to increase future professionals' competence in advocacy. Pre-service practica and professional societies appear productive venues to enhance students' receptiveness to and acceptance of their role as health education advocates.