Discuss about the Report for Public Health and Health Promotion.
According to Westbury et al. (2012), the term “reflective practice” is defined as the capability to reflect on any action in order to involve in the continuous process of learning. Such a practice involves paying critical attention to the realistic theories and values incorporated in the daily actions, by examining and evaluating the actions reflexively and reflectively. Reflective skills are regarded as a method of improving the learning and professional practice of student’s mainly in the higher levels of studies. Although the reflective practices are well accepted, the critical issues are those practices which are a complex, intellectual, rigorous and emotional enterprise that takes the time to be accepted. There are always exists certain clear solutions to complicated arrays of clinical conditions that an individual experiences as a student and also in the future being a health professional. While moving from information to gaining knowledge then to attain wisdom, requires a “lifelong reflective approach to practice.” As discussed by Aronson et al. (2012), “Teacher beliefs are self-generating, and often unchallenged." A teacher should develop the practice of "critical reflection" otherwise, he or she will grow the habit of unexamined judgments, assumptions, interpretations, and expectations. According to Westbury et al. (2012), the “Gibbs’ model of reflection” is an interactive approach which comprises of six steps involving the reflective cycle. The cycle involves the following steps: Description of the experience, sharing the feelings and thoughts, evaluating the experience, analysis of the situation, Conclusion on the account of the experience and lastly the recommendation of the action plan, to prepare the same experience again is done. The most significant attribute of an efficient healthcare practitioner is to possess a reflective skill in order to adhere to the rapidly modifying environment. Therefore, it can be said that reflective practice can be learned, enhanced and developed (Thompson and Pascal 2012).
Aspects of public health promotion:
In the future, I would like to pursue the promotion of the physical activity, fitness, and exercise. According to Baldwin (2016), the physical activity involves the movement produced by the “skeletal muscles” of the human body. This results in energy expenditure. Exercise is a planned, structured and repetitive subset of the physical exercise with an objective to stay fit. Physical fitness is a key attribute of a healthy person. Physical exercise also affects positively to the mental health of an individual. As stated by Thompson and Pascal (2012), the affects of physical health on mental health is potentially very huge. The reason I would like to pursue this study is that in the present world the symptoms of mild mental problems are predominant in almost all human beings which might give rise to several mental disabilities if not treated. According to Baldwin et al. (2012), physical exercise can moderate the depression and reduce the anxiety in the general population. The results of several types of research have been fruitful in the areas of substance abuse, coronary-prone and psychological stress. Moreover, physical exercise helps an individual to stay fit and many health related disorders can be reduced by regular exercise. By pursuing the study, I would like to hold programs to make people aware of the benefits of physical exercise (Westbury et al. 2012).
The action plan of my course would include assessment of the epidemiology related to physical activity to identify the health problems and prospects. This can be done by various health through health-related workshops and programs. As discussed by Baldwin et al. (2012), community workshops and programs can be beneficial for attracting the crowd. As discussed by Westbury et al. (2012), such programs can involve deliverables, lectures on the benefits of physical exercise and fitness. As stated by Bherer et al. (2013), the consequences of such activities need to be explained to develop the habit of exercise in the human beings. The affects of the physical exercise in the recovery from cardiovascular diseases and mental disease can be explained in the community program. Moreover, the determinants of the poor health such as lifestyle, peer support, climatic condition, environment and unsupervised activities need to be explained to the crowd. Moreover the positive effects of physical exercise which improve the various mental conditions should be described to the crowd. The first step involved in the program should be the planning of the program Secondly, the epidemiology of every individual present in the program need to be assessed. Thirdly, the instruments to check the fitness status of an individual need to be used as a measure. Fourthly, explanation of the various positive outcomes of physical exercise should be delivered along with the suggestion of implementation of the exercise. Lastly, exercises for specific problems need to be illustrated to the crowd (Collin et al. 2013).
After learning about the critical reflection, I have realized that in order to make proper assumption and prediction it is very important to critically review the problem and apply the reflective skill in the work. This learning has helped me to first realize the need for physical exercise and stay fit as a prospect of public health promotion. According to Pedrajas et al. (2015), the critical understanding of the complexities of the problem and need of the problem has helped me to understand how to implement the need of physical exercise in my plan of action. In order to understand the problem, I have practiced certain simple relaxation techniques which I want to implement in my future approach. My experience has challenged my “personal ideas and values.” Therefore practicing the actions have made me understand the mental health or illness much better. From this, I have focused more on the process so that “the results are not at the expense of processes that reflect the complexity of many clinical situations.” Such learning approaches have evolved me to be a reflective practitioner of clinical activities (Bherer et al. 2013).
Aronson, L., Niehaus, B., Hill?€ђSakurai, L., Lai, C., & O’Sullivan, P. S. (2012). A comparison of two methods of teaching reflective ability in Year 3 medical students. Medical education, 46(8), 807-814.
Baldwin, M. and Gould, N. eds., 2012. Social work, critical reflection and the learning organization. Ashgate Publishing, Ltd..
Baldwin, M., 2016. Social Work, Critical Reflection and the Learning Organization. Routledge.
Bherer, L., Erickson, K.I. and Liu-Ambrose, T., 2013. A review of the effects of physical activity and exercise on cognitive and brain functions in older adults. Journal of aging research, 2013.
Collin, S., Karsenti, T. and Komis, V., 2013. Reflective practice in initial teacher training: Critiques and perspectives. Reflective Practice, 14(1), pp.104-117.
Pedrajas, N., Mart?n, M., Barriopedro, M. and Vives, E., 2015. Latent demand of physical exercise and sport of adult population in the community of Madrid: gender differences in activities demanded. ?GORA para la Educaci?n F?sica y el Deporte, 17(3), pp.220-236.
Thompson, N. and Pascal, J., 2012. Developing critically reflective practice.Reflective practice, 13(2), pp.311-325.
Westbury, I., Hopmann, S. and Riquarts, K. eds., 2012. Teaching as a reflective practice: The German Didaktik tradition. Routledge.