Each Week You Will Be Expected To Provide The Following Info

Each Week You Will Be Expected To Provide The Following Information To

Each week you will be expected to provide the following information to your community practice instructor through your journal entries: What are your upcoming week’s specific learning goals and objectives? What is your upcoming week’s detailed schedule at your community practice experience placement? Were there any placement items/issues that occurred this week that you feel your instructor should be aware of that are private in nature and are more appropriately shared here than in the discussion board with your classmates? Give a brief description of an objective you worked on this week. Make sure to cite at least one reference showing how your objective relates to the public health knowledge you’ve studied during this course or the public health course. You may choose to reference your e-text, journal articles, or videos you've studied during these courses or you may find an outside reference on your own to further enhance your public health knowledge and practices.

Paper For Above instruction

The weekly journal entries for community practice offer a vital platform for students to document and reflect upon their learning journey in public health. These reflections serve not only as records of activities and objectives but also as opportunities to connect academic knowledge with practical experiences. This essay aims to explore the core components students are expected to include in their weekly reflections, emphasizing the importance of goal setting, schedule planning, confidentiality, and scholarly integration.

Firstly, clearly articulating upcoming learning goals and objectives is essential. These goals guide students’ focus during their practicum and ensure their activities align with broader public health competencies. For instance, a student might aim to develop competence in health education or community assessment. Setting specific, measurable, achievable, relevant, and time-bound (SMART) goals enhances the effectiveness of these reflections and supports skill development (Doran, 1981).

Secondly, detailed scheduling is a crucial component. Recording scheduled activities allows students to plan their time efficiently, reflect on the diversity of experiences, and evaluate their engagement levels. Such planning ensures a comprehensive exposure to public health practice and fosters organizational skills essential for professional growth.

Thirdly, maintaining confidentiality regarding sensitive issues or items encountered during placement is paramount. Students must recognize situations where private or sensitive information is involved, such as client details or organizational challenges, and understand the importance of sharing such information solely with their instructor through private journal entries. Respecting confidentiality aligns with ethical standards in public health and fosters trust between students and supervisors.

Furthermore, reflecting on objectives worked on during the week allows students to demonstrate the integration of theoretical knowledge with practical application. For example, a student might describe working on a health education session about chronic disease prevention. To enhance the academic rigor of these reflections, students are encouraged to cite relevant literature. Citing at least one scholarly source shows how the activity connects to public health principles and knowledge acquired during coursework. For instance, referencing the social determinants of health framework (World Health Organization, 2008) can illustrate the broader context of a specific health intervention.

Utilizing a range of references, from course textbooks and scholarly articles to reputable videos or external sources, enriches the reflection and demonstrates a well-rounded understanding of public health practices. This scholarly integration supports critical thinking and continuous learning, which are fundamental in public health careers.

In conclusion, weekly journal entries in community practice encapsulate goal setting, scheduling, confidentiality, and scholarly reflection. These components foster professional growth, ethical practice, and evidence-based understanding of public health issues. By systematically addressing these aspects, students can maximize their practicum experience and develop competencies necessary for impactful public health practice.

References

• Doran, G. T. (1981). There's a S.M.A.R.T. way to write management's goals and objectives. Management Review, 70(11), 35–36.
• World Health Organization. (2008). Closing the gap in a generation: Health equity through action on the social determinants of health. Final Report of the Commission on Social Determinants of Health. WHO.
• Green, L. W., & Kreuter, M. W. (2005). Health program planning: An educational and ecological approach. McGraw-Hill.
• Bryant, J., & Rainer, J. (2018). Reflective practice in public health. Journal of Public Health Practice and Research, 29(4), 253–259.
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• Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. Jossey-Bass.
• Patton, M. Q. (2015). Qualitative research & evaluation methods. Sage Publications.
• CDC. (2019). Principles of community engagement. CDC/ATSDR.
• Nutbeam, D. (2008). The evolving concept of health literacy. Social Science & Medicine, 67(12), 2072–2078.
• Winkler, J. A., & DeWalt, D. A. (2018). Health literacy and public health: Promoting health and equity. American Journal of Public Health, 108(S2), S84–S85.