This report is based on a study sponsored by the TriService Nursing Research Program, Uniformed Services University of the Health Sciences. Names of participants have been changed to protect their privacy. Opinions or assertions expressed in this paper are entirely those of the authors and do not necessarily reflect the opinion of the TriService Nursing Research Program, the Uniformed Services University of the Health Sciences, the Army Medical Department, the Department of the Army, the Department of Defense, or the U.S. Government.
How Nurses Learn Advocacy
Article first published online: 23 APR 2004
Journal of Nursing Scholarship
Volume 34, Issue 2, pages 181–186, June 2002
How to Cite
Foley, B. J., Minick, M. P. and Kee, C. C. (2002), How Nurses Learn Advocacy. Journal of Nursing Scholarship, 34: 181–186. doi: 10.1111/j.1547-5069.2002.00181.x
- Issue published online: 23 APR 2004
- Article first published online: 23 APR 2004
- Accepted for publication October 13, 2001.
Purpose: To describe how nurses develop the skill of advocating for patients.
Design & Methods: Hermeneutic phenomenological research methods. Both reserve and active U.S. Army nurses who cared for patients associated with the military operation in Bosnia were individually interviewed to gain an understanding of their experiences of advocating for patients and how they developed their advocating practices.
Findings: The constitutive pattern identified was Developing Advocating Practices. The themes comprising this constitutive pattern were Who I Am, Watching Other Nurses Interact with Patients, and Gaining Confidence.
Conclusions: For the nurses in this study, developing advocating practices was more haphazard and situationally dependent than methodically taught in their nursing education programs. Nurses would have a stronger foundation in advocacy if nurse educators consciously teach advocacy and if nurse administrators support new graduates' advocacy in the work environment.