Journal articles: 'Health advocacy'

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Hubinette, Maria, Sarah Dobson, Ian Scott, and Jonathan Sherbino. "Health advocacy." Medical Teacher 39, no. 2 (November 21, 2016): 128–35. http://dx.doi.org/10.1080/0142159x.2017.1245853.

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Berman, Micah L., Elizabeth Tobin-Tyler, and Wendy E. Parmet. "The Role of Advocacy in Public Health Law." Journal of Law, Medicine & Ethics 47, S2 (2019): 15–18. http://dx.doi.org/10.1177/1073110519857308.

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This article discusses how advocacy can be taught to both law and public health students, as well as the role that public health law faculty can play in advocating for public health. Despite the central role that advocacy plans in translating public health research into law, policy advocacy skills are rarely explicitly taught in either law schools or schools of public health, leaving those engaged in public health practice unclear about whether and how to advocate for effective policies. The article explains how courses in public health law and health justice provide ideal opportunities to teach advocacy skills, and it discusses the work of the George Consortium, which seeks to engage public health law faculty in advocacy efforts.

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Ridley, Julie, Karen Newbigging, and Cathy Street. "Mental health advocacy outcomes from service user perspectives." Mental Health Review Journal 23, no. 4 (December 10, 2018): 280–92. http://dx.doi.org/10.1108/mhrj-10-2017-0049.

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Purpose The purpose of this paper is to address a knowledge gap on advocacy outcomes from mental health service users’ perspective, and the implications for evaluating advocacy impact. The studies discussed highlight challenges for measuring the outcomes of advocacy, but underline the importance of doing so, and of involving service users alongside other stakeholders in co-designing evaluation systems. Design/methodology/approach The paper uses findings from three qualitative studies of independent advocacy involving focus groups and interviews with: 30 African and African Caribbean men who were mental health service users; 90 “qualifying patients” in a study of Independent Mental Health Advocate services; and nine young women in children and adolescent mental health services (CAMHS). Findings A comparative analysis and synthesis of findings from three studies identifies four common dimensions: how mental health advocacy is conceptualised and understood; how service users define advocacy outcomes; wider impacts; and, user involvement in evaluating advocacy outcomes. Advocacy outcomes were conceptualised as increasing involvement, changing care and treatment and supporting personal development. There was evidence of advocacy acting to empower mental health service users, and of broader impacts on service regimes and policies. However, there was limited evidence of transformational impact. Evaluating advocacy outcomes is increasingly seen as important. Originality/value Few researchers have focused primarily on the perspectives of people using independent mental health advocacy, or on the experience of “advocacy as empowerment”, and none have done so across diverse groups. This analysis adds insight into the impact of independent advocacy. Data from empirical studies attest to the important role independent advocacy plays in modern mental health systems.

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Bassett, Mary T. "Public Health Advocacy." American Journal of Public Health 93, no. 8 (August 2003): 1204. http://dx.doi.org/10.2105/ajph.93.8.1204.

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Santoro, Maya S., Dhwani J. Kothari, Charles Van Liew, and Terry A. Cronan. "Health Care Advocacy." Californian Journal of Health Promotion 12, no. 3 (December 1, 2014): 46–55. http://dx.doi.org/10.32398/cjhp.v12i3.1580.

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Background and Purpose: The U.S. population is living longer; therefore, a relatively large proportion of the population is likely to experience chronic illnesses within their lifetime. An experimental study was conducted to examine factors influencing the likelihood of hiring a Health Care Advocate (HCA). Methods: Survey data were collected from a randomly selected community sample of participants (N = 470) over the age of 18 who were provided with a description of an HCA and a written vignette describing a medical scenario. Participants read one of eight vignettes in which they were asked to imagine they were in a car accident and required medical care. Age, injury (chronic vs. acute), and presence of comorbid chronic condition were manipulated. Results: A significant interaction indicated that when there was no pre-existing chronic health condition, sustaining a chronic injury increased the likelihood of hiring an HCA. In addition, younger adults with comorbid conditions were perceived as having greater need for an HCA than younger adults without comorbid conditions. Older adults were perceived as benefiting from HCAs regardless of comorbid conditions. Conclusion: This study demonstrates the need for patient-centered support for older adults following an injury, and for younger adults when a pre-existing chronic condition exists. Efforts should be made to target services to these populations of interest.

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Acheson, Donald, and Graham Hart. "Public health advocacy." Lancet 345, no. 8956 (April 1995): 1050. http://dx.doi.org/10.1016/s0140-6736(95)90789-0.

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Baffour, Tiffany D., Maurine A. Jones, and Linda K. Contreras. "Family Health Advocacy." Family & Community Health 29, no. 3 (July 2006): 221–28. http://dx.doi.org/10.1097/00003727-200607000-00009.

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Loue, S. "Community health advocacy." Journal of Epidemiology & Community Health 60, no. 6 (June 1, 2006): 458–63. http://dx.doi.org/10.1136/jech.2004.023044.

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Gil, D. "Community health advocacy." Journal of Epidemiology & Community Health 58, no. 1 (January 1, 2004): 79. http://dx.doi.org/10.1136/jech.58.1.79.

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Leveridge, Michael, Darren Beiko, James W. L. Wilson, and Robert Siemens. "Health advocacy training in urology: a Canadian survey on." Canadian Urological Association Journal 1, no. 4 (March 4, 2013): 363. http://dx.doi.org/10.5489/cuaj.438.

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Introduction: Health advocacy is a well-defined core competency recognizedby medical education and regulatory bodies. Advocacy is stressed as a criticalcomponent of a physician’s function within his or her community andalso of performance evaluation during residency training. We sought to assessurology residents’ perceptions and attitudes toward health advocacy in residencytraining and practice.Methods: We administered an anonymous, cross-sectional, self-report questionnaireto all final-year urology residents in Canadian training programs. The surveywas closed-ended and employed a 5-point Likert scale. It was designedto assess familiarity with the concept of health advocacy and with its applicationand importance to training and practice. We used descriptive and correlativestatistics to analyze the responses, such as the availability of formaltraining and resident participation in activities involving health advocacy.Results: There was a 93% response rate among the chief residents. Most residentswere well aware of the role of the health advocate in urology, and a majority(68%) believed it is important in residency training and in the urologist’s rolein practice. This is in stark contrast to acknowledged participation and formaltraining in health advocacy. A minority (7%–25%) agreed that formal trainingor mentorship in health advocacy was available at their institution, and only21%–39% felt that they had used its principles in the clinic or community. Only4%–7% of residents surveyed were aware of or had participated in local urologicalhealth advocacy groups.Conclusion: Despite knowledge about and acceptance of the importance ofthe health advocate role, there is a perceived lack of formal training and a dearthof participation during urological residency training.

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Poulton, Alexander, and Heather Rose. "The importance of health advocacy in Canadian postgraduate medical education: current attitudes and issues." Canadian Medical Education Journal 6, no. 2 (December 11, 2015): e54-e60. http://dx.doi.org/10.36834/cmej.36665.

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Background: Health advocacy is currently a key component of medical education in North America. In Canada, Health Advocate is one of the seven roles included in the Royal College of Physicians and Surgeons of Canada’s CanMEDS competency framework.Method: A literature search was undertaken to determine the current state of health advocacy in Canadian postgraduate medical education and to identify issues facing educators and learners with regards to health advocacy training.Results: The literature revealed that the Health Advocate role is considered among the least relevant to clinical practice by educators and learners and among the most challenging to teach and assess. Furthermore learners feel their educational needs are not being met in this area. A number of key barriers affecting health advocacy education were identified including limited published material on the subject, lack of clarity within the role, insufficient explicit role modeling in practice, and lack of a gold standard for assessment. Health advocacy is defined and its importance to medical practice is highlighted, using pediatric emergency medicine as an example.Conclusions: Increased published literature and awareness of the role, along with integration of the new 2015 CanMEDS framework, are important going forward to address concerns regarding the quality of postgraduate health advocacy education in Canada.

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Fontaine, Nicole, and Elisabeth Allard. "Advocacy in the mental health services field." Epidemiologia e Psichiatria Sociale 6, no. 1 (April 1997): 29–39. http://dx.doi.org/10.1017/s1121189x00008617.

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SUMMARYObjective — Advocacy in the mental health services field is gaining importance since the traditional role of mental health hospitals is changing, particularly in North America and in Western Europe. This review will define advocacy, its goals and fundamental principles. It will then delineate the skills and strategies needed for any intervention on behalf of a patient or a group of patients. It will also deal with the issues and approaches most frequently raised and used, and finally, with the limits of advocacy. Method — The method used for this review was mainly a recension of the literature concerning advocacy throughout North America and Europe, having in view to see emerging the principal stakes and concerns related to this process. Results — Advocacy has a significant impact patients' awareness of their rights and their capacity to exercise them. It also prevents potential abuse of patients. On the other hand, some patients have an increased opportunity to cease treatment, and this could lead to serious medical consequences. There is also the possibility of retaliation from staff, as a result of being involved with an advocate. The combination of high quality care and effective advocacy is the best guarantee that a mental health patient will get the care he wants and needs with human dignity.

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Galer-Unti, Regina A., Marlene K. Tappe, and Sue Lachenmayr. "Advocacy 101: Getting Started in Health Education Advocacy." Health Promotion Practice 5, no. 3 (July 2004): 280–88. http://dx.doi.org/10.1177/1524839903257697.

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Gormley, Jenny M. "School Nurse Advocacy for Student Health, Safety, and School Attendance: Impact of an Educational Activity." Journal of School Nursing 35, no. 6 (November 29, 2018): 401–11. http://dx.doi.org/10.1177/1059840518814294.

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School nurses are expected to advocate for policies and procedures that support student health, safety, and school attendance. An educational activity to improve school nurse advocacy was developed and implemented based on advocacy literature, self-efficacy theory, and continuing education guidelines. A quantitative, repeated measure descriptive project design was used to compare school nurses’ advocacy measures before and following an educational activity and 6 weeks after the activity. Immediately after the education, there were significant increases in advocacy knowledge ( p < .001), confidence ( p < .001), and recalled behaviors ( p < .01) for a convenient sample of 51 Massachusetts school nurses. There were no significant differences across pre-, post-, and 6-week survey responses ( n = 6); however, advocacy outcomes from immediately after the education were maintained at 6 weeks. More effective school nurse advocacy may improve youth population health, increase safety for students at school, and improve school attendance.

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Perrin, James M. "Advocacy and Child Health." Ambulatory Pediatrics 4, no. 4 (2004): 267. http://dx.doi.org/10.1367/1539-4409(2004)4<267:aach>2.0.co;2.

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Kirkegaard, Margaret. "Community Health Advocacy (review)." Journal of Health Care for the Poor and Underserved 15, no. 4 (2004): 705–6. http://dx.doi.org/10.1353/hpu.2004.0064.

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Walsh, Mary Norine. "Advocacy for Health Care." Journal of the American College of Cardiology 69, no. 19 (May 2017): 2457–58. http://dx.doi.org/10.1016/j.jacc.2017.04.003.

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Rechtschaffen, Thomas H., and Deepak A. Kapoor. "Health Policy and Advocacy." Urologic Clinics of North America 48, no. 2 (May 2021): 251–58. http://dx.doi.org/10.1016/j.ucl.2021.01.007.

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Woolley, Mary. "Advocacy for health research means advocacy for patient care." Nursing Outlook 45, no. 1 (January 1997): 44. http://dx.doi.org/10.1016/s0029-6554(97)90060-9.

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Breton, Jessica, Louis H. Francescutti, and Yousef Al-Weshahi. "Teaching the Role of Health Advocate: Reflections on two cross-cultural collaborative advocacy workshops for medical trainees and instructors in Oman." Sultan Qaboos University Medical Journal [SQUMJ] 18, no. 3 (December 19, 2018): 286. http://dx.doi.org/10.18295/squmj.2018.18.03.004.

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In March 2014, medical educators from Canada and Oman collaborated to shape the foundation of health advocacy training in Oman. Using existing research and innovative tools, two workshops were developed, representing the first formalised approach to health advocacy for medical trainees in Oman. The development and application of the workshops highlighted many unique challenges and opportunities in advocacy training. This article summarises the process of developing and implementing the workshops as well as feedback from the participants and short-term consequences. Furthermore, this article seeks to explore the complexities of designing a cross-cultural curriculum. In particular, it reflects on how the role of health advocate may be perceived differently in various cultural and societal settings. Understanding and adapting to these influences is paramount to creating a successful health advocacy curriculum that is relevant to learners and responsive to the communities in which they work.Keywords: Patient Advocacy; Medical Education; Social Determinants of Health; Health Promotion; Problem-Based Learning; Cross-Cultural Comparison; Canada; Oman.

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Borgaonkar, M., D. Pace, and P. Jeon. "2. Use of a health advocacy essay to improve competence." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 27. http://dx.doi.org/10.25011/cim.v30i4.2762.

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We set out to determine if essay writing on health advocacy could improve scores on a Health Advocacy observed structured clinical exam (OSCE) station. A Health Advocacy station was used as one of ten stations at the annual resident OSCE in 2006. Subsequently, residents were instructed to write an essay regarding their actions as a health advocate, either in general or relating to a specific situation. For the 2007 OSCE, a different Health Advocacy station was used that was similar to the previous year in terms of the issues that residents needed to address and the scoring structure. The results on the OSCE stations between the two years were compared using Student’s T-test. Regression analysis was used to identify any predictors for a higher score. The number of residents taking the OSCE in 2006 and 2007 were 17 and 13, respectively. Nine residents completed the OSCE in both years. The number of PGY-1’s taking the OSCE for the first time in 2006 and 2007 were 8 and 4, respectively. Compliance with the essay writing was 100%. The mean score on the Health Advocacy station was significantly higher in 2007 compared to 2006 (53.0 ± 14.6 compared to 65.6 ± 10.0 vs. 53.0 ± 14.6; p=0.01). The mean score of PGY-1’s in 2007 tended to be higher than PGY-1’s in 2006 (67.5 ± 11.4 vs. 54.5 ± 12.3; p=0.11), suggesting the improvement was not due to having taken the OSCE previously. Regression analysis did not identify and other predictors of higher score on the OSCE station. These results suggest that essay writing by residents about actions they have taken as health advocates improves knowledge about the CanMEDS competency of Health Advocacy, as measured in an OSCE station. The non-randomized design of the study does not exclude the possibility of other factors influencing the improvement in score. Oandasan I, Barker K. Educating for Advocacy: Exploring the Source and Substance of Community-Responsive Physicians. Acad Med 2003; 78(1):S16-S19. Frank J, Langer B. Collaboration, Communication, Management, and Advocacy: Teaching surgeons new skills through the CanMEDS project. World J Surg 2003; 27:972-978. Verma S, Flynn L, Seguin R. Faculty’s and residents’ perceptions of teaching and evaluating the role of health advocate: A study at one Canadian university. Acad Med 2005; 80:103-108.

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Siemens, D. R., M. Leveridge, D. Beiko, and J. W. L. Wilson. "50. Health advocacy in surgical training: A Canadian survey on attitudes and experience in urology residency." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 55. http://dx.doi.org/10.25011/cim.v30i4.2811.

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We sought to assess surgical residents’ perceptions and attitudes toward health advocacy in residency training and practice by administering an anonymous, cross-sectional, self-report questionnaire to all final year urology residents in Canadian training programs. The survey was closed-ended and employed a 5-point Likert scale designed to assess familiarity with the concept of health advocacy and its application and importance to training and practice. Descriptive and correlative statistics were used to analyze the responses. There was a 93% response rate from the chief residents. Most residents were well aware of the role of health advocate in urology, and a majority (68%) believe it to be important in residency training and in the urologist’s role in practice. However, a minority (7-25%) agreed that formal training or mentorship in health advocacy was available at their institution, and only 21-39% felt that they had employed its principles in the clinic or community. Only 4-7% or residents surveyed were aware of or had participated in local urologic health advocacy groups. Despite knowledge and acceptance of the importance of the health advocate role, there is a perceived lack of formal training and a dearth of participation during urologic residency training. Verma S, Flynn L, Seguin R. Faculty’s and Residents’ Perceptions of Teaching and Evaluating the Role of Health Advocate. Acad Med. 2005; 80:103–108. Oandasen I. Health advocacy: bringing clarity to educators through the voices of physician health advocates. Acad Med. 2005 (Oct); 80(10 Suppl):S38-41. Frank JR. (Ed). The CanMEDS 2005 physician competency framework. Better standards. Better physicians. Better care. Ottawa: The Royal College of Physicians and Surgeons of Canada, 2005.

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Lacey, Yvonne, and Philip Thomas. "A survey of psychiatrists' and nurses' views of mental health advocacy." Psychiatric Bulletin 25, no. 12 (December 2001): 477–80. http://dx.doi.org/10.1192/pb.25.12.477.

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Aims and MethodAdvocacy is assuming an increasingly important role in the delivery of mental health services, but many psychiatrists feel threatened by it. This study was performed to ascertain how much doctors and nurses know about advocacy and their attitudes towards it. We interviewed five senior house officers, five staff nurses and four community psychiatric nurses (CPNs) to examine their understanding, experience and opinions about advocacy. A full-time advocate was also interviewed to establish his views about how well staff understood his role.ResultsIn general there was poor understanding of the background and training of advocates, and their Code of Practice. There were also important differences in the way in which different groups of staff saw advocacy, with CPNs having the best understanding. Experiences of advocacy were positive and it was seen as being helpful both for clients and staff, despite fears that advocates might work to their ‘own agendas'.Clinical ImplicationsThere is a need to improve psychiatrists' understanding of what advocacy is, through the involvement of advocates and service users in their training. This would help to allay their anxieties about the role of advocates.

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Mahlin, Margaret. "Individual patient advocacy, collective responsibility and activism within professional nursing associations." Nursing Ethics 17, no. 2 (February 25, 2010): 247–54. http://dx.doi.org/10.1177/0969733009351949.

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The systemic difficulties of health care in the USA have brought to light another issue in nurse—patient advocacy — those who require care yet have inadequate or non-existent access. Patient advocacy has focused on individual nurses who in turn advocate for individual patients, yet, while supporting individual patients is a worthy goal of patient advocacy, systemic problems cannot be adequately addressed in this way. The difficulties nurses face when advocating for patients is well documented in the nursing literature and I argue that, through collective advocacy, professional nursing associations ought to extend the reach of individual nurses in order to address systemic problems in health care institutions and bureaucracies.

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Hancher-Rauch, Heidi L., Yordanos Gebru, and Any’e Carson. "Health Advocacy for Busy Professionals: Effective Advocacy With Little Time." Health Promotion Practice 20, no. 4 (February 14, 2019): 489–93. http://dx.doi.org/10.1177/1524839919830927.

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Doaty, Sarah, Nicole Bitencourt, William Harvey, Sharon Kolasinski, and E. Blair Solow. "Advocacy 101: Engaging Rheumatology Fellows in Health Policy and Advocacy." Arthritis Care & Research 71, no. 8 (June 11, 2019): 1141–45. http://dx.doi.org/10.1002/acr.23749.

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Maylea, Christopher, Helen Makregiorgos, Jennifer Martin, Susan Alvarez-Vasquez, Matthew Dale, Nicholas Hill, Brendan Johnson, Stuart Thomas, and Penelope Weller. "Independent Mental Health Advocacy: A Model of Social Work Advocacy?" Australian Social Work 73, no. 3 (March 9, 2020): 334–46. http://dx.doi.org/10.1080/0312407x.2020.1725076.

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Bradley, M. "We (Theatre Health Care Professionals) are the Patient's Advocate: Fact or Fiction?" British Journal of Anaesthetic and Recovery Nursing 5, no. 2 (May 2004): 31–35. http://dx.doi.org/10.1017/s1742645600001960.

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AbstractThe word ‘advocacy’ is often used in hospitals. The author's practice has always been to treat the patient as he would like himself or a member of his family to be treated, but is this being an advocate? This article will examine the concept of advocacy and its relevance to the perioperative arena. In the view of the author, protecting a patient's dignity, being aware of tissue viability, ensuring the right patient receives the right treatment, monitoring of vital signs, correct patient positioning etc. are all a part of our duty of care.

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Sabo, Samantha, Ashley Wennerstrom, David Phillips, Catherine Haywoord, Floribella Redondo, Melanie L. Bell, and Maia Ingram. "Community Health Worker Professional Advocacy." Journal of Ambulatory Care Management 38, no. 3 (2015): 225–35. http://dx.doi.org/10.1097/jac.0000000000000089.

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Servaes, Jan, and Patchanee Malikhao. "Advocacy strategies for health communication." Public Relations Review 36, no. 1 (March 2010): 42–49. http://dx.doi.org/10.1016/j.pubrev.2009.08.017.

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Griffiths, S., J. McWilliam, D. M. White, and A. Macfarlane. "Public health advocacy will remain." BMJ 310, no. 6973 (January 21, 1995): 191. http://dx.doi.org/10.1136/bmj.310.6973.191.

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Madden, Christopher, and Taryn Bloom. "Creativity, health and arts advocacy." International Journal of Cultural Policy 10, no. 2 (July 2004): 133–56. http://dx.doi.org/10.1080/1028663042000255772.

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Klotz, Laurence. "Health advocacy in urology training." Canadian Urological Association Journal 1, no. 4 (December 11, 2012): 356. http://dx.doi.org/10.5489/cuaj.98.

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Kaur, Manmeet. "Develop advocacy for public health." Indian Journal of Community Medicine 33, no. 2 (2008): 71. http://dx.doi.org/10.4103/0970-0218.40870.

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Sagrillo, Dawn. "Developing a Health Advocacy Campaign." Plastic Surgical Nursing 33, no. 3 (2013): 109–15. http://dx.doi.org/10.1097/psn.0b013e3182a2010d.

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&NA;. "Developing a Health Advocacy Campaign." Plastic Surgical Nursing 33, no. 3 (2013): 116–17. http://dx.doi.org/10.1097/psn.0b013e3182a6f945.

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Dorfman, Lori, and Ingrid Daffner Krasnow. "Public Health and Media Advocacy." Annual Review of Public Health 35, no. 1 (March 18, 2014): 293–306. http://dx.doi.org/10.1146/annurev-publhealth-032013-182503.

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Sartorius, Norman, and John A. Talbott. "International Mental Health Advocacy Organizations." Journal of Nervous and Mental Disease 199, no. 8 (August 2011): 557–61. http://dx.doi.org/10.1097/nmd.0b013e318225f147.

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Cox, Carolyn C., Sandy Mazzacco, and James Herauf. "School Health Advocacy in Missouri." Journal of School Health 73, no. 7 (September 2003): 252. http://dx.doi.org/10.1111/j.1746-1561.2003.tb06572.x.

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Gusmano, Michael K. "Physician Advocacy for Public Health." Journal of Health Politics, Policy and Law 44, no. 1 (October 6, 2018): 5–41. http://dx.doi.org/10.1215/03616878-7206707.

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Dyall, Lorna, and Maria Marama. "Health Advocacy- Counting the Costs." International Journal of Mental Health and Addiction 8, no. 2 (September 9, 2009): 190–204. http://dx.doi.org/10.1007/s11469-009-9243-z.

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Hashimoto, Naofumi. "Advocacy of cyber public health." Global Health & Medicine 3, no. 4 (August 31, 2021): 246–48. http://dx.doi.org/10.35772/ghm.2020.01105.

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Goodman, Lisa A., Joshua M. Wilson, Janet E. Helms, Nettie Greenstein, and Julia Medzhitova. "Becoming an Advocate: Processes and Outcomes of a Relationship-Centered Advocacy Training Model." Counseling Psychologist 46, no. 2 (February 2018): 122–53. http://dx.doi.org/10.1177/0011000018757168.

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Counseling programs across the country are increasingly incorporating social justice advocacy training into their curricula. However, much remains to be learned about the developmental processes by which students develop advocacy skills and apply those skills after they graduate. To address these questions and drive further innovation in the field of advocacy training, we conducted an evaluation of the Community Advocacy Project, a yearlong microlevel advocacy training model that teaches mental health counseling master’s students to use relationship-centered advocacy with individuals in marginalized communities. We interviewed 19 counselors within 2.5 years of their graduation from the project about their experiences of the program and their current advocacy work. Using qualitative description, we developed a model describing processes of Internal Grappling, Building the Advocacy Relationship, and Integrating the Advocate Identity that highlights the importance of a yearlong one-on-one advocacy relationship, intensive reflection and supervision, and community collaboration.

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Dodson, Nancy A., Hina J. Talib, Qi Gao, Jaeun Choi, and Susan M. Coupey. "Pediatricians as Child Health Advocates: The Role of Advocacy Education." Health Promotion Practice 22, no. 1 (June 9, 2020): 13–17. http://dx.doi.org/10.1177/1524839920931494.

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In this article, we discuss the role of formal advocacy education with high-effort advocacy activities among pediatricians. We discuss the historical role of advocacy in the field of pediatrics and the changing role of advocacy education in pediatric training programs. We describe our survey of pediatricians in New York, in which we asked about a history of formal child health advocacy education, current high- and low-effort advocacy activities, perceived barriers to advocacy work, and child health advocacy issues of interest. Our findings demonstrate an association between a history of formal child health advocacy education and recent participation in high-effort advocacy activities on behalf of children’s health. We also found that practicing pediatricians were more likely to participate in high-effort advocacy work than individuals still in pediatric residency training. Our findings imply that education in child health advocacy should be considered an important part of pediatric training. Advocacy education should not only be included in residency and fellowship training programs but also made available as part of continuing medical education for pediatricians. Time for professional advocacy work should be allotted and encouraged.

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Gohlke, Angela L., Katherine M. Murphy, Megan E. Cannell, David B. Ray, and Melinda J. Burnworth. "Igniting the Fire Within." Journal of Pharmacy Practice 26, no. 3 (April 3, 2013): 165–70. http://dx.doi.org/10.1177/0897190013482333.

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Due to the expanding role of pharmacy in health care, it is imperative that pharmacy professionals work together to advocate for the profession. An English-language only literature search was conducted of the PubMed and Medline databases using the key words advocacy, grassroots, political action committee, lobbying, politics, political action, legislation, letter writing, pharmacy, pharmacist, Capitol Hill. Up-to-date information regarding pharmacy-specific advocacy was limited and difficult to locate. Information from the literature search was supplemented with interviews of professionals actively engaged in advocacy, personal experience, and Web sites of national pharmacy organizations. This primer ignites the fire for political advocacy within pharmacy professionals by reinforcing the significant impact that advocacy has on the profession and by providing information on how to become involved. The primer provides a comprehensive “pocket guide” of resources combined into an easy-to-use reference for pharmacy professionals and outlines a structured approach on how to become a pharmacy advocate, ranging from a minimal level of involvement to master political activist, and to promote interest among pharmacy professionals to become more engaged with advocacy. Even a small act of advocacy or volunteerism can transform a spark into a raging fire.

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McLeod, Renee P. "Advocacy." Journal of Pediatric Health Care 11, no. 3 (May 1997): A37—A38. http://dx.doi.org/10.1016/s0891-5245(97)90057-2.

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Isaacs, David. "Advocacy." Journal of Paediatrics and Child Health 51, no. 8 (July 29, 2015): 747–48. http://dx.doi.org/10.1111/jpc.12971.

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Thompson, Amy, Dianne Kerr, Jamie Dowling, and Laurie Wagner. "Advocacy 201: Incorporating advocacy training in health education professional preparation programs." Health Education Journal 71, no. 3 (May 12, 2011): 268–77. http://dx.doi.org/10.1177/0017896911408814.

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Sapsin, Jason W., Theresa M. Thompson, Lesley Stone, and Katherine E. DeLand. "International Trade, Law, and Public Health Advocacy." Journal of Law, Medicine & Ethics 31, no. 4 (2003): 546–56. http://dx.doi.org/10.1111/j.1748-720x.2003.tb00122.x.

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Abstract:

Public Health Science and practice expanded during the course of the 20th century. Initially focused on controlling infectious disease through basic public health programs regulating water, sanitation and food, by 1988 the Institute of Medicine broadly declared that “public health is what we, as a society, do collectively to. assure the conditions for people to be healthy.” Commensurate with this definition, public health practitioners and policymakers today work on ;in enormous range of issues. The 2002 policy agenda of the American Public Health Association reflects positions on genomics’ role in public health; national health and safety standards for child care programs; sodium in Americans’ diets; the health and safety of emergency rescue workers; and war in Central Asia and the Persian Gulf.

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Galemore, Cynthia A. "State-level Collaborations Among School Nurse Organizations: A Year in Review." NASN School Nurse 32, no. 4 (July 2017): 228–34. http://dx.doi.org/10.1177/1942602x17712021.

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The passage of the Every Student Succeeds Act provides an impetus for school nurse organizations to advocate for student health and climate goals at the state level. Collaboration between state agencies and associations is a starting point for advocacy. Advocacy also includes legislative involvement. This article explores state advocacy and collaboration efforts among school nurse organizations over the past year identifying common themes, with a focus on Every Student Succeeds Act involvement, as well as listing unique activities by state.

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Journal articles on the topic 'Health advocacy'

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