I am undertaking the reflection on my role in the project that states “Enchanting Primary Health Care”. This reflection is based on my experience of participating in this project. Driscoll’s Model of Reflection (1994) will be used to reflect upon the various aspects of the project.
It was found that problem and prevalence of Gonorrhoea has been very high in the individual population of Australia. The project was based on implementing the educational and clinical strategies to improve the health literacy of the people and decreasing the incidence of this disease. Gonorrhoea is a sexually transmitted disease that can lead to many other problems and infection, if it is not treated on time (Graham et al, 2015). Drastic increase has been identified in the cases of gonorrhea among the indigenous population of Australia. Therefore, it was important to develop a health promotion strategy that could focus on the sexual health behavior of these people and help in preventing Gonorrhoea (Nattabi et al, 2016). The health promotional strategy was prepared through the team work. The members of the team were assigned with different parts to collect significant data. Educational programs are considered as very significant for increasing the awareness towards sexually transmitted disease.
Feelings at the time of taking this project were very complex, as I was little worried about the aims, objectives and outcomes of the project. However, no my feelings have changed and I feel good that I participated in this project, because the health problem introduced in the project is very serious in Australian Indigenous community. I also feel empowered after attaining and receiving important information through this project. Improving the health of these people is important, because they make the significant part of the total population of the country (Ward et al, 2014). The effect of the process that I completed during this project was very significant. I learned to develop the evidence based information and also improved my skills about integrating the evidence based knowledge in practice (Ward et al, 2014). I learned that our project significantly displays the relevant aspects of “Health for all” campaign. My experience was different from my team mates as, I learned that social justice can be achieved by improving the health condition of Aboriginal population and removing the barrier to primary healthcare (Ware, 2013). The reason that my feelings are different from my colleagues could be that I was involved in the statistical analysis of the data, and statistical analysis provides the different perspective of the research and helps to focus on the broader community (Healey, 2014).
What I have learnt from this project or the activity is that evidenced based practice is very important for planning and implementation of the health interventions or strategies. Me and my colleagues, we collectively believe that removing social disparities and discrimination is the part of social justice and equal rights (McGrail and Humphreys, 2015). Therefore, our project has been significant in addressing the various health and social issues in the Aboriginal population. If I decide not to alter anything, then this project may provide some significant data for future research. The positive aspect of the project was the team work and team collaboration. The negative point that I found was the lack of ethics. In the future project I would like to add more ethical principles for data collection process, such as informed consent, ethical approval etc.
The main concept that was involved in team process was the collaboration and inclusion throughout the process. I worked in complete collaboration and tried to maintain effective communication with the team members. Effective communication among the team members is important for increasing the quality of the work and for improving outcomes. Effective team work is very important for implementing and achieving the common goals in the team project (Cheruvelil et al, 2014). During the team work and at different stages of the project the arguments and conflicts occurred, but I resolved them by understanding the view of others and explaining them mine. Tuckman's teamwork theory of Four Stages helped to understand and manage various problems (Ryan, 2017). The four stages proposed by the theory were used to make an effective team. I understood that health promotion strategy can only be develop by respecting and integrating different perspectives. I clearly recognized my role and responsibility towards this team project. I also recognized my specific characteristics of collaborative working, effectively communication and maintained the proper balance.
I used my knowledge and skills to understand the various concepts associated with the project and how the health promotion strategy should be prepared. The evidence based research helped to identify the significant and relevant evidences that were integrated in the project. Every member in the team had different roles to play. The Team Role Theory helped to identify and develop the different team roles. These team roles were identified by evaluating the specific characteristics of all the team members (Ruch et al, 2016). Therefore, this theory helped significantly managing the weaknesses of the team as well.
The team work and project making experience was very significant for my personal and professional growth. The learning gained through this project was evidenced for understanding the main aim of the project. I also experienced new things, such as learning through communication, through data collection and enhancing communicating skills. The health promotion intervention or projects are very important for promoting better health among the unprivileged people. For my future practice, I will use my knowledge and skills developed through this project. I will include the evidence based knowledge in my practice and will focus on promoting team work. Through this reflection I also recognized that this project was mainly focused on the community, the future development of the project will require the patient centered approach. I also recognized the need to promote myself in a positive manner and supported the team personal positive behavior.
Cheruvelil, K.S., Soranno, P.A., Weathers, K.C., Hanson, P.C., Goring, S.J., Filstrup, C.T. and Read, E.K., 2014. Creating and maintaining high?performing collaborative research teams: the importance of diversity and interpersonal skills. Frontiers in Ecology and the Environment, 12(1), pp.31-38.
Graham, S., Guy, R.J., Wand, H.C., Kaldor, J.M., Donovan, B., Knox, J., McCowen, D., Bullen, P., Booker, J., O’Brien, C. and Garrett, K., 2015. A sexual health quality improvement program (SHIMMER) triples chlamydia and gonorrhoea testing rates among young people attending Aboriginal primary health care services in Australia. BMC infectious diseases, 15(1), p.370.
Healey, J.F., 2014. Statistics: A tool for social research. Cengage Learning.
McGrail, M.R. and Humphreys, J.S., 2015. Spatial access disparities to primary health care in rural and remote Australia. Geospatial health, 10(2).
Nattabi, B., Matthews, V., Bailie, J., & Bailie, R. 2016, Factors associated with variation in sexual health care delivery at primary health care level in Australia, In SiREN Symposium (Vol. 10).
Ruch, W., Gander, F., Platt, T. and Hofmann, J., 2016. Team roles: Their relationships to character strengths and job satisfaction. The Journal of Positive Psychology, pp.1-10.
Ryan, S., 2017. Promoting effective teamwork in the healthcare setting. Nursing Standard, 31(30), pp.52-60.
Ward, J., Goller, J., Ali, H., Bowring, A., Couzos, S., Saunders, M., Yau, P., Kaldor, J.M., Hellard, M., Guy, R.J. and Donovan, B., 2014. Chlamydia among Australian Aboriginal and/or Torres Strait Islander people attending sexual health services, general practices and Aboriginal community controlled health services. BMC health services research, 14(1), p.285.
Ware, V., 2013. Improving the accessibility of health services in urban and regional settings for Indigenous people (Vol. 27). Australian Institute of Health and Welfare.
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