Reflecting on Community Service and Healthcare Experiences

This essay provides a reflection on a student's community service experience within the healthcare sector, specifically focusing on serving underserved populations. The author details their involvement, highlighting the skills acquired, such as patient advocacy, understanding of local epidemiological factors, and the ability to navigate healthcare barriers. The essay discusses the challenges faced by rural residents, including issues related to income, employment, health literacy, and access to resources. The student describes their volunteer work, the activities conducted for the elderly, and the sense of satisfaction derived from contributing to the community. The experience allowed the author to expand their horizons and address their academic pressures while helping others.

Essay-3
Although I do not belong to the NHS association and team so I serve people at my personal
level with the help of my studies, which have enabled me to understand the symptoms and
then allow to get assess of happiness by serving people with my skills. The part describes the
experience where I have contributed towards the community for their wellbeing especially to
the underserved people. Furthermore, it has amazing results as it gave me sense of
gratefulness as I went to old aged homes where I checked them and received a lot many
blessing, which made my day (Mersel, 2017). This year, we are instructed to go to the
communities and become helping hand to the people who have already been struggling.
Underserved community is described as situation as there is one physician on every 3000
person who must be served. However, it still faces issues related to lack of physicians, which
can give them primary care and health resources. While visiting these unprivileged people, it
is seen that I must have number of skills such as a sense of appreciation, ability to identify
that patients, which is exposed to local epidemiological factors, willingness to take the role of
patient`s advocate, and knowledge of resources (Jennings, and Lewis, 2017). Other more
skills lead to drive towards the ability to listen and speak with patients who have other
cultured people to take the role of patient to demonstrate respect towards patients.
Furthermore, it led to overcome barriers of healthcare system. Physicians must serve
underserved patients in urban and rural areas (Jennings, and Lewis, 2017). This made me
learn to prepare management of chronic medical conditions, huge number of problems
delivering care in situations, which serves greatest number of issues delivering care in
situation. During my experience, I learnt barriers, which were faced by rural residential by
discussing on social determinants of life where they lag behind such as income, poverty,
employment, health literacy, sexual orientation, air quality, pollution, highest accessibility to
safe transportations, environmental health balance, which can promote wellness (Lainson,

Braun, and Clarke, 2019). My classmate and I started going in this area on weekends and
serve them at least with the services given by the government but they are not aware of these
services. Slowly, we started conducting activities for the old age people so that they can relief
from mental stress. Furthermore, community work always give a sense of satisfaction. My
experience was great as I got an opportunity to reinforce talents, which they already possess.
This volunteer experience allowed me to distress and forget my issues while aiding to daily
relationships. This opportunity gave me the chance to expand my horizons by continuing
pressure and concerns for our academics (Bray, and MacLellan, 2019).

References
Bray, R. and MacLellan, G., 2019. Critical Reflection and Community Education
Values. Concept, 10(1), pp.11-11.
Jennings, G. and Lewis, R.E., 2017. Phase 4: Community Assessment and
Reflection. Lifescaping Project, p.251.
Lainson, K., Braun, V. and Clarke, V., 2019. Being both narrative practitioner and academic
researcher: A reflection on what thematic analysis has to offer narratively informed
research. International Journal of Narrative Therapy & Community Work, (4), p.86.
Spector-Mersel, G., 2017. Life story reflection in social work education: A practical
model. Journal of Social Work Education, 53(2), pp.286-299.