PHTY90104 Lifespan Health

Student Self-Reflective Essay for: Health Through Life Span

 

The purpose of the Student Self-Reflective Essay is to reflect upon what one has learned or how one has performed as compared with one's expectations or goals.

 

At the end of each course, we ask students to respond to five (5) statements. In your essay please respond in sequential order to the five (5) statements below. There is no requirement for length when responding to each statement. 

 

1.Descriptions of how you feel you improved your knowledge, skills, abilities, and yourself in this session through this course.

 

2. Evaluation of the work you did during the session for the class and explanations of ways you could have performed better.

 

 3. Topics you have identified that you did not understand or were not successful in trying to implement and suggestions you may have about how to improve the course material on those topics.

 

4. Ways you might measure the future effects of what you have learned in this course or your future progress/improvement.

 

5. State whether you achieved the course outcomes

Introduction

Self-reflective practice allows analysing of learning that has been undertaken in the past (Johns, 2017). The scope of the current analysis undertakes reflective learning practice to analyse areas for improvement in the domain of health education. Then a scope for improvisation has been discussed.

Reflective Analysis

The current course on health has provided me with immense knowledge and skill development through transfer of knowledge (Bulman, Lathlean & Gobbi, 2012). Reflecting on my self- learning I can say that though we had been taught various and varied topics, I have not been able to developed in-depth knowledge in all domains. Especially in the area of health administrative policies and procedures, I lack knowledge. But this knowledge is integral in the area of public health. Most importantly, I need to understand the procedures related to health detection and diseases. As the domain of health in life span is vast, I improved my knowledge through extensive studying of class notes as well as additional course work material. I had to undertake self-study extensively to enhance my knowledge in public health especially. Evaluating work undertaken in class, I can say that I am a hard working student and care for achieving high grades. However, I could not understand new topics easily which often deterred my scores. I feel if I would have studied more, it would have helped in enhancing my performance towards the better.  In order to improvise my understanding in public health I feel that the course need to include more examples of disease diagnosis and provide students with practical examples so that they are able to apply their knowledge. Measuring future effects of learning from the course can be directly being seen in my career. In case I am able to learn and develop knowledge extensively then I would be able to become a better health professional in the future. My course requirement needs that I develop skills and knowledge in public health in disease diagnosis and handling complex challenges related to the same as well.         

Scope for Improvisation

Evaluating the relevant areas for skill gap reflects scope for improvisation. Health education programs and principles are diversified in nature, hence an individual in the health area need to apply a process of continuous learning (Yoo, Son, Kim & Park, 2009). I will maintain a self-journal to track my progress related to various competencies. I will also undertake guidance from self-help books, which includes various case studies so as to improvise my practical knowledge. Applying my knowledge into job role experience will be the best possible way to overcome lack in knowledge or skill gap areas.  Through this process I will be able to achieve the course outcomes and become a highly skilled professional.    

Conclusion

Through improvisation process continuous learning and evaluation procedure can be undertaken. Health education competencies need to be developed and improvised continuously so that newer challenges in public health can be diagnosed and overcome.

References

Bulman, C., Lathlean, J., & Gobbi, M. (2012). The concept of reflection in nursing: qualitative findings on student and teacher perspectives. Nurse Education Today, 32(5), e8-e13. Retrieved on 10^th October 2018, from https://www.sciencedirect.com/science/article/pii/S0260691711002693

Johns, C. (Ed.). (2017). Becoming a reflective practitioner. John Wiley & Sons.Retrieved on 15^th October 2018, from https://books.google.co.in/books?hl=en&lr=&id=9tnCDgAAQBAJ&oi=fnd&pg=PP2&dq=self+reflection+in+nursing&ots=CQSinqwOgf&sig=oCZf8rLj0ZFDAGG3tmKLeoD9NtI

Yoo, M. S., Son, Y. J., Kim, Y. S., & Park, J. H. (2009). Video-based self-assessment: Implementation and evaluation in an undergraduate nursing course. Nurse Education Today, 29(6), 585-589. Retrieved on 12^th October 2018, from https://www.sciencedirect.com/science/article/pii/S0260691708001925