Embedding public health advocacy into the role of school-based nurses: addressing the health inequities confronted by vulnerable Australian children and adolescent populations
Debra Jones A D , Sue Randall B , Danielle White A , Lisa-Marie Darley C , Gabrielle Schaefer C , Jennifer Wellington C , Anu Thomas C and David Lyle AA Broken Hill University Department of Rural Health, The University of Sydney, PO Box 457, Broken Hill, NSW 2880, Australia.
B Susan Wakil School of Nursing and Midwifery, Sydney Nursing School, The University of Sydney, Room A5.23, Building M02, 88 Mallett Street, Camperdown, NSW 2050, Australia.
C Far West Local Health District, PO Box 457, Broken Hill, NSW 2880, Australia.
D Corresponding author. Email: debra.jones1@health.nsw.gov.au
Australian Journal of Primary Health 27(2) 67-70 https://doi.org/10.1071/PY20155
Submitted: 29 June 2020 Accepted: 8 September 2020 Published: 3 December 2020
Abstract
There has been a growth in Australian school-based nurses to address the inequities confronted by vulnerable students and school populations. Failure to address inequities can be evidenced in intergenerational poverty, poorer health and educational attainment and diminished life opportunities. School-based nurses are ideally located to advocate for public health policies and programs that address social determinants that detrimentally affect the health of school populations. However, school-based nurses can confront professional and speciality challenges in extending their efforts beyond individual student advocacy to effect change at the school population level. Guidance is required to redress this situation. This paper describes public health advocacy, the professional and speciality advocacy roles of school-based nurses and the barriers they confront in advocating for the health of school populations and strategies that can be used by key stakeholders to enhance school-based nursing public health advocacy efforts. School-based nurses who are competent, enabled and supported public health advocates are required if we are to achieve substantial and sustained health equity and social justice outcomes for vulnerable school populations.
Keywords: delivery of health care, professional practice, public health: practice, school health services.
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