Quality education must go beyond textbooks and lectures. It should connect students with current events and equip them with skills for real-world engagement. When teaching a theoretical framework, for example, educators should demonstrate to students how that framework applies in real-life scenarios (Jeffrey von Freymann 2025). Similarly, lessons on historical events should include the context and consequences of those moments, linking the past to the present in ways that resonate with students’ lived experiences. Results from the 2023 National Survey of Student Engagement indicate that students benefit from high-impact educational activities, reporting deeper learning and increased retention (NSSE 2023).
In today’s changing academic and political climate, many fields—including education and healthcare—are experiencing the effects of administrative shifts and funding uncertainties. Students are vulnerable to these changes and may feel the weight of decisions made beyond their control (Cynthia Vitters et al. 2024). I have discovered that some of my students are not sufficiently educated or engaged in political matters, resulting in their ignorance of the potential consequences these decisions could have on their future careers. Faculty must consider how these broader changes affect their students and the future of their education and careers. I believe the future of education may be impacted on a scale larger than the sum of our individual experiences.
Fortunately, students bring energy, big ideas, and a passion for change. Throughout history, many transformative movements in the U.S. were student-led—from the Civil Rights Movement to recent climate strikes. Faculty should empower students with knowledge and resources to continue this tradition. Civics education is common in specific higher education fields; however, students pursuing careers in healthcare may not have as much familiarity with the process. Faculty have an opportunity to empower students by equipping them with the tools and confidence to participate in public life. It begins with acknowledging the reality: that the political process can be confusing, overwhelming, and discouraging, especially when students are already stretched thin and inundated with grim news. Disengagement is understandable—but it’s not the only option. Future healthcare professionals have a duty to remain engaged in the political process in order to advocate for our patients and ensure the continued accessibility of healthcare services.
By integrating advocacy into the classroom, educators can normalize civic participation and demonstrate how they can contribute to meaningful change. Faculty should first assess their current attitudes and knowledge and then guide them to apply their energy constructively, participating in our civic processes. One effective method is through structured classroom projects that engage students through real advocacy processes. Educators can use established frameworks to guide this process and offer credible models. Three great models identified for the activity discussed below were from the Centers for Disease Control, the deBeaumont Foundation, the American Public Health Association, and the Association of Public Health Nurses (https://www.cdc.gov/nceh/clearwriting/docs/health-comm-playbook-508.pdf, https://www.phnurse.org/advocacy-toolkit, https://phern.communitycommons.org/advocacy/taking-action-advocacy-for-public-health/getting-started-advocacy/).
In a public health nursing course, I recently applied this method with nursing students over a duration of three weeks. Collaborating in small groups, the students selected a topic of interest, conducted research on the issue, and developed potential interventions. The topics chosen by the students were diverse, including vaccine policies, environmental safety, access to healthy food, Medicare funding, and the conflict in Gaza. The groups researched their topics to identify relevant data, current and proposed policies impacting the issue, and organizations currently involved. At this point, they presented their peers with an outline of their findings to begin testing their messaging on the issue at hand and receive constructive feedback. Next, they developed communication materials to promote their intervention and identified potential community partners with whom to form a coalition to achieve shared goals. Their communication options included letters to the editor, media pitches, and social media campaigns. These were designed to inform the public and build support.
Additionally, each group identified an elected official with the power to affect change and wrote a letter outlining the problem and recommended solutions. For extra credit, the student groups were encouraged to schedule a meeting with them or their staff to present their recommendations. Throughout the process, faculty mentored their progress and encouraged deeper engagement and growth. Students periodically paused to present their work to peer groups, and they used this real-time feedback to refine their advocacy and communication strategies. A structured framework gave them direction and confidence. This process teaches students the importance of communication and teamwork, and provides them with real-world experience in advocacy and civic action. In the future, I plan to include a meeting with legislative staff as a required part of this activity based on feedback from students who elected to do the extra credit. They benefited tremendously and reported increased confidence with the process.
Ultimately, teaching the civic process is not about politics—it’s about empowerment. By showing students how to engage thoughtfully, speak confidently, and act collaboratively, we are not only educating them—we are preparing them to shape the future.
Lyndsay Anderson, MSN, FNP-BC, PHN is a clinical faculty member at University of the Pacific. She is a nurse educator, clinician, and researcher with experience in oncology, public health, and nursing education. Lyndsay’s research has focused on reducing cancer disparities among Latina and African American populations and has co-authored numerous peer-reviewed publications in oncology and public health. She holds a Master of Science in Nursing from Georgetown University and a BSN from the University of Virginia. She is currently pursuing her Doctorate of Health Sciences from University of the Pacific.
Dr. Julia VanderMolen is a Professor for the Public Health program at Grand Valley State University and a Visiting Assistant Clinical Professor with the University of the Pacific, School of Health Sciences. Her research examines the benefits of assistive technology for individuals with disabilities in public health. She serves as a board member of the Disability Advocates of Kent County and is an active member of the Disability Section of the American Public Health Association (APHA). Her current research focuses on exploring the health and medical services available to individuals with intellectual and developmental disabilities.
References
APHN Public Health Policy Committee Association of Public Health Nurses. Public Health Policy Advocacy Guidebook and Toolkit. APHN Public Health Policy Committee Association of Public Health Nurses 2021. https://www.phnurse.org/advocacy-toolkit
Centers for Disease Control. “CDC Health Communication Playbook.” Centers for Disease Control. Atlanta, GA. 2025. https://www.cdc.gov/nceh/clearwriting/docs/health-comm-playbook-508.pdf
Hearne, Shelley., and Keshia Pollack Porter and Katrina Forrest. Strategic Skills for Public Health Practice: Policy Engagement. APHA Press, 2023.
National Survey of Student Engagement. (2022). Engagement Insights: Survey Findings on the Quality of Undergraduate Education– Annual Results 2021. Bloomington, IN: Indiana University Center for Postsecondary Research. https://nsse.indiana.edu/nsse/survey-instruments/high-impact-practices.html
Public Health & Equity Resource Navigator. Take Action Guides: Getting Started with your Advocacy Journey. The American Public Health Association & The Alliance for the Public’s Health. Washington, D.C. 2025. https://phern.communitycommons.org/advocacy/taking-action-advocacy-for-public-health/getting-started-advocacy/
Vitters, Cynthia and Jake Braunsdorf, Joseph Lord, and Roy Mathew. “Significant risks facing higher education: Getting to the roots of risk.” Deloitte: Government & Public Services. Deloitte. December 18, 2024. https://www.deloitte.com/us/en/insights/industry/articles-on-higher-education/top-risks-in-higher-education.html
von Freyman, Jeffrey. “How to Significantly Improve Student Engagement and Retained Learning in Higher Education.” Faculty Focus. 30 May 2025. https://www.facultyfocus.com/articles/effective-teaching-strategies/how-to-significantly-improve-student-engagement-and-retained-learning-in-higher-education/