LAUSR

Abstract AIM The goal of this study was to identify strategies for teaching health advocacy for undergraduate nursing students. BACKGROUND Although health advocacy is a core skill of professional nursing practice, there are challenges in the health advocacy approach in nursing education. METHOD The databases LILACS, IBECS, BDENF, Medline, Web of Science, CINAHL, and the Cochrane Library were searched, without limit of time and language, for this scoping review; 11 articles were included. Data were analyzed and synthesized in a narrative form. RESULTS The following teaching strategies emerged: theoretical exposition and supervised clinical internship, technology-enhanced simulation, clinical experience, experiential learning, simulated social experiences, digital story making, and narrative pedagogy. The topic was taught according to several themes: economic disparity, health legislation, LGBTQ+ population, elder health, mental health, health policies, concept of advocacy, and nontechnical skills. CONCLUSION Teaching strategies for health advocacy should be based on constructivist education linked to social reality.