Public health reflective writing
Assessment 3: Reflective Practice Assignment
This is an
INDIVIDUAL assessment. Based on your informal reflections throughout the term, you will explore your ability to develop effective partnerships with others , including establishing relationships and collaborative learning. In a
2000 word essay, reflect on your group partnership throughout the term. In your essay, you will need to focus on:
· The group process in establishing and maintaining relationships throughout the term
· The effectiveness and experience of collaborative learning within the group
· The relevance of this experience in undertaking community-based public health actions and evaluations.
A minimum of two appropriately cited references is required.
Assessment 3
Reflective essay (Individual assessment)
Effective teamwork and collaboration with others
Introduction:
Public Health Action and Evaluation addresses problem-solving from a constructive realism viewpoint and assesses the initiatives, plans and evaluations for the welfare of the population within the communities. Students develop new strengths during this coursework using reliable evaluation criteria and improve their perception of the system framework. They can understand the value of forming connections and working together to learn (also known as collaborative learning) regarding the framework of community advancement. Collaborative learning is becoming increasingly significant in the educational settings and students work together in small groups using this technique to enhance both individual and collective knowledge (Zambrano et al. 2019). Instructors have tried to incorporate various sorts of teamwork into their lesson plans to accomplish this goal.
Knowledge obtained through classes and lessons:
After reviewing the materials in the books, articles, and lectures from the Public Health Action and Evaluation (PBHL20004), I was capable of thinking and assessing how social constructivism and complex dynamic structures impact design process, incorporation, and assessment; select suitable preventive task frameworks that consider variables at different levels; review public health actions and evaluations within the Indigenous people communities in relation to the socioecological factors and the concepts of equality, fairness, and empowerment; help to build connections with individuals that are productive, including through forming groups and working together to learn and take into consideration the consequences of the activities on wellbeing of population in the communities. Neighbourhood advancement activities will be successful if people play an active role in design and monitoring every step of the operation. A project must place a strong emphasis on presenting the beliefs and values of native people to be accepted as culturally suitable which are the fundamental elements of collective action. The establishment of strong, stable interactions as well as collaboration, fairness, and faith are crucial for successful efforts of community development.
Establishing the group process and maintaining relationships throughout the term:
An essential subject of the Master of Public Health (MPH) programme is Public Health Action and Evaluation (PBHL20004). There are three tasks in it. The intervention presentation and the evaluation presentation which are the group work tasks among these. Our unit advisor, Dr Geraldine Vaughan, broke us into teams during week three and provided us with a draft developmental and preparation schedule, which was beneficial to us. She also explained to us the collaborative learning and its effectiveness for the development of presentation. Sandeep Singh, Binita Mahato, and I (Suraiya Akhter) made together our team of three. Straightaway, we got to interacting and working collaboratively. We started by choosing a group topic and title, exchanging contacts, and selecting WhatsApp as our preferred way of interacting in week 3. We performed resource searching, looking at learning materials, publications, books, and articles. We then planned a presentation format and specified a timetable for finishing our presentations and notes. We held group meetings regularly during and after the lesson. Since developing a group presentation requires a team effort, we engaged in relevant conversation and wanted to ensure that our speech had interconnection and clarity.
We first had trouble determining the proposal ‘s objective. After the lesson, we had a strong understanding of S.M.A.R.T. methods and were able to create goals for our project. We also made connections between these and the World Health Organization’s sustainable development goals (WHO). The proposal’s operations were planned to use a socio-ecological perspective. It was focused on a study of communal requirements. The logical design slide was created using concepts from lessons and literature on public health. It consisted of the proposal’s resources, achievements, potential outcomes, effects, and difficulties. We had also trouble coming up with the evaluation’s main questions and figuring out who the main and subordinate stakeholders were. Upon viewing the Penguin lecture for Lesson 9, we have a strong understanding of things. We drew a comparison between these and the evaluation’s results. The evaluating frame slide was built by gathering information on useful approaches from the 9-week and 10-week lessons. The six processes that were described in the week nine class included how our construction efforts were evaluated. The process evaluation slide featured a summary of indicators, types of measures, the origin of the information, and the methods used to collect the information. We discussed the proposal’s distribution of findings and summary in our group. We started reading the assigned readings and lecture notations. Ultimately, we experienced sufficient confidence to concentrate. The slide included the effectiveness of initiatives, specific consumers, timings, and recommendations. Initially, we thought we had only discussed the success of the initiative. As we studied, though, it occurred to us that a future effort should take the community and proposals into consideration. All the slides included the voice of the Indigenous people because we had to engage them. We completed the presentations, ideas, and activities during the time given and exchanged it with teammates using WhatsApp. Across the term, we communicated with Dr Geri to get her appropriate reflection of our prepared slides. After everyone in the team had provided ideas and slides through WhatsApp, we planned a discussion to complete the presentation. We had much conversation and made corrections that were needed for. Finally, we brought everything altogether to successfully create our presentation. The incredible talents and dedication of every member of the team contributed to its success. Since we all arrived from diverse ethnicities, countries, and education levels, it was difficult for us to establish meaningful interactions. We liked working with each other in the group due to the welcoming atmosphere and helpful attitudes. Thus, we explore innovative systemic initiatives in managing partnership and collaboration.
Understanding of success and impact of collaborative learning within the group:
Collaborative learning may assist individuals in connecting with peers in productive ways, such as by forming teams and working together to learn. It may enhance the thinking ability of individuals and relationships with others. In the team there must be cooperation and coordination among team members so that everyone can listen and help each other when facing difficulties to solve any concern. Each member should respect other opinions and establish the correct concept by discussing with all the members. There should be one member who reviews and whose command everyone must follow. It will help to develop the leadership quality within the group. They also develop the tendency of faith and respect for each other. The collaborative learning is sometimes quite challenging. The lack of knowledge of pupils to work collaboratively is one of the issues that educators from all levels of education frequently encounter. In the master’s degree, first-year students may have communicative challenges that prevent them from participating in teamwork and bringing team success (Le, Janssen & Wubbels 2018). Sometimes there are different opinions for one concern. There are also time management difficulties among peers in the group. These are brought on by a lack of collaboration abilities. Proper guidance of educators needs to face the challenges. There is also a need to arrange training facilities for a successful collaborative learning process in every institution. Every group member’s extraordinary ability and commitment help the collaboration succeed.
Utilization of the collaboration learning experience in future:
As a physician my focus areas were individual healthcare, sickness, and managing. My major goals were to control, advocate, and work to lessen any possible health-related concerns on individuals. The future will continually be shaped by our actions and capabilities. Reflecting upon it, my major goal is to learn about and receive expertise in the public health area so that I may adequately practise healthcare knowledge in the long term. I now place a greater emphasis on population welfare than on personal safety and wellness. My aim is now to improve communal welfare, support and secure their life to help people survive longer and experience minimal diseases in the society. People share a common location or range of features as well as a common understanding, diverse traditions, purposes, or range of interests in a society. As a public health practitioner, I will work together collaboratively with all in the society including partnership initiation for community development and welfare. The community transformation will be more persistent if individuals participate actively and give a say in initiative creation, then the neighbourhood is strengthened, and their perspective, capabilities, and opportunities are kept obvious in the society (Harris 2017). Since I started the Master of Public Health, my vision shifted, and I began to reflect more clearly. I knew a healthy environment might be created if the actions of all society areas- including the health administration and other national sectors, non-governmental, and community charities coordinated.
Conclusion:
Neighbourhood improvement efforts will indeed be successful if people actively engaged in design and evaluation during the overall welfare activities. A project must place a strong emphasis on presenting the values and ideals of native people to be seen as culturally acceptable. The establishment of sustainable, dependable partnerships as well as collaboration, fairness, and loyalty are crucial for successful efforts of community initiatives. It is possible to establish a healthy community by combining the actions of all the societal sectors and organisations. By the effective collaborative strength, we can probably construct a long-term sustainable, strong, and healthy nation while achieving the sustainable development goals.
References:
Harris, JM 2017,
The Community Assessment: An overview. In J. M. Harris, Evaluating Public and Community Health Programs, Hoboken, NJ: John Wiley & Sons Inc, pp. 23-54.
https://ebookcentral.proquest.com/lib/cqu/reader.action?docID=4722974
Le, H, Janssen, J & Wubbels, T 2018,
Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration, Cambridge Journal of Education, 48:1, 103-122. DOI:
10.1080/0305764X.2016.1259389
Zambrano, J, Kirschner, F, Sweller, J & Kirschner, PA 2019, ‘Effects of group experience and information distribution on collaborative learning’,
Instructional Science, 531–550.
https://doi.org/10.1007/s11251-019-09495-0
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