Final Reflection – MHST 631

Unit 7

The practice of self-reflection is valuable for healthcare professional to foster intrapersonal skills in self-directed learning, as well as recognize their own strengths and weaknesses (Koshy et al., 2017). As I reflect on MHST 631 I now have a better understand of program planning. This course introduced the early steps of planning and preparing for a health promotion program, including the important contextual considerations that kicked off the course: positionality, and the topic that concluded the course: implicit bias. Overall, MHST 631 highlighted and provided opportunity to practice important steps to preparing for and planning a health promotion program through assignments that built upon a single health topic. In general, I walk away from this course with a positive experience and anticipation for the next course in the health promotion series.

Some of the most provoking discoveries of this course was how extensive the body of knowledge is available surrounding the models, frameworks and theories related to health promotion. I perceive that the definition of health promotion from the Ottawa Charter captures the breadth of opportunity that health promotion can have; “the process of enabling people to increase control over, and to improve, their health” (World Health Organization, 1986, p. 1). It is broad, yet succinct to the purpose of health promotion; to serve populations to empower and improve the self-efficacy surrounding their health. This resonates so much with my own professional philosophy, because I believe it isn’t my job to “fix” but rather guide and support others on their health journey.

The most powerful learning moment was not the functional steps of health promotion planning, nor the solid evidence behind each of the theories and models, but rather the important role that individual health promotion practitioners have in facilitating programs which recognize diversity, equity, inclusion and accessibility in the population(s) being served. This was done through reflecting on topics such as the coin model, positionality, implicit bias, health misinformation and reviewing how popular frameworks such as the Population Health Promotion Model do or do not reflect practices of diversity, equity and inclusion. The weekly activities prompted how my role as a health promotion practitioner can aid in supporting populations whose needs may not always be addressed in health programs and initiatives.

Thank you to my peers for their engagement throughout the course, and good luck in future courses! I look forward to our paths crossing again.

Kylie

References

Koshy, K., Limb, C., Gundogan, B., Whitehurst, K., & Jafree, D. J. (2017). Reflective practice in health care and how to reflect effectively. International Journal of Surgery. Oncology, 2(6), e20. https://doi.org/10.1097/IJ9.0000000000000020

World Health Organization. Regional Office for Europe. (‎1986)‎. Ottawa Charter for Health Promotion, 1986. World Health Organization. Regional Office for Europe.  https://iris.who.int/handle/10665/349652