Health Through Life Span: Reflective Learning and Improvisation

This essay presents a self-reflective analysis of learning within a health education course, focusing on identifying areas for improvement in knowledge and skills. The author acknowledges a need for deeper understanding of health administrative policies and disease detection procedures, particularly within the realm of public health. Through evaluating coursework and personal study habits, the reflection highlights the importance of continuous learning and practical application. The essay further explores strategies for improvisation, such as maintaining a self-journal, utilizing self-help resources, and applying learned knowledge in real-world job experiences, with the ultimate goal of achieving course outcomes and becoming a highly skilled health professional. The conclusion emphasizes the necessity of ongoing evaluation and development of health education competencies to address emerging challenges in public health.

RUNNING HEAD: HEALTH THROUGH LIFE SPAN
HEALTH THROUGH LIFE SPAN
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RUNNING HEAD: HEALTH THROUGH LIFE SPAN
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
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RUNNING HEAD: HEALTH THROUGH LIFE SPAN
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.
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RUNNING HEAD: HEALTH THROUGH LIFE SPAN
Reference Lists
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 10th October 2018, from
https://www.sciencedirect.com/science/article/pii/S0260691711002693
Johns, C. (Ed.). (2017). Becoming a reflective practitioner. John Wiley & Sons.Retrieved on 15th
October 2018, from https://books.google.co.in/books?
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=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 12th October 2018, from
https://www.sciencedirect.com/science/article/pii/S0260691708001925
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