Written Reflection of Knowledge Gained in the topic of Clean eating

Written Reflection of Knowledge Gained in the topic of Clean eating

Weekly Objective 3 is addressed in this assignment.

Directions: Write a scholarly paper that reflects upon your new knowledge. Submit your paper as a Word document (.docx). Your paper should be 5 pages including title and reference page. Include three scholarly references in APA format. The following questions should be addressed in your reflection paper:

1.   Describe how your attitude of including aspects of health literacy in education has changed during this course.

2.   Describe your approach to incorporating evidence-based literature in health teaching.

3.   Describe the theory of teaching or learning that you applied to your presentation.

4.   Describe two ways that you have grown as a health educator by taking this course.

5.   Document the results of your teacher and learning objectives surveys.- please refer to the attached document with two different surveys from 5 people that I have included in the attachment. The sheet with the statement “correct answers” is the one with the correct answers to the survey. The rest are the anonymous ones that must be analyzed and included in this reflection paper.

Please refer to your APA manual as well as the Purdue Owl website for guidelines with APA style.

Answer

Written Reflection of Knowledge Gained in the topic of Clean eating: How has My Attitude Changed on Health Literacy in Education?

My attitude on including some aspects of health literacy in education has changed since I took this course. I now understand the importance of informing people about how they can promote their health by teaching them. Education should be realistic and relevant depending on how society changes. For instance, teaching about basic hygiene techniques to prevent diseases is relevant and crucial. Therefore, including health literacy in education makes sense and helps to promote the overall wellbeing of people. I am now an advocate for health literacy inclusion in education.

Approach to Including Evidence-Based Literature in Health Teaching

An interactive teaching strategy is one of the best approaches I use to incorporate evidence-based literature in health teaching. Horntvedt et al. (2018) explain that interactive teaching engages students to participate actively in the learning process. The strategy may include information sharing, seminars, virtual simulations, group work, and problem-solving learning. In some classes, oral presentations are helpful and effective in engaging students. In this regard, using interactive teaching strategies would be effective in helping integrate evidence-based literature in health teaching. Students will be able to understand in more depth what is being taught. The second approach I use is research utilization, where I encourage students to do research when solving anything to enhance their critical thinking skills. By researching, one will gather evidence-based literature to inform students.

Theory of Teaching/Learning

The cognitive learning theory is my most preferred theory of learning. Shuell (2021) explains that the theory explains that mental processes and thinking helps individuals to analyze and understand what is being taught. Both internal and external factors affect the cognitive ability of people to understand. The theory further adds that younger people have an undeveloped cognitive ability to process complicated information. Therefore, teachers should tailor learning based on the individual capabilities of students. There should not be assumptions that every student can process information. In this regard, I use the theory of cognitive learning to tailor learning to all students. I often use simple language with illustrations to help every student understand. For instance, PowerPoint presentations involve pictures and relevant information that has been simplified to make it easier for everyone to understand what is being taught. I did not assume that everyone would understand what I was presenting on clean eating. It was vital for me to present the most uncomplicated information that may look unnecessary for smart students but essential for those who are not.

Two Ways I Have Grown as a Health Educator

I have grown as a health educator since I took the course. First, I have realized the importance of health literacy. Therefore, I often incorporate health education in whatever chance I get. I used simple language and selected relevant information that resonated with the topic of clean eating. I have learned how to select target populations in need and research adequately to provide the best information to them. Second, I have grown as a health educator by being culturally competent. I am undertaking various training on cultural competence to enhance my skills in health promotion. Cultural competence enables health educators to embrace diversity and understand how different people live and understand health. In turn, health educators will be able to capture essential factors that would enhance health education (Luquis & Pérez, 2021). Cultural competence also enables health educators to avoid legal and ethical trouble by discriminating against others. Cultural competence enhances awareness about different ethnicities and beliefs (Luquis & Pérez, 2021). As a result, health educators will use the right language and approach when educating a target population. For instance, health educators will be able to use simple language for immigrants who might not understand English properly. Health education should be tailored based on the needs of the target population. This will be more effective than making assumptions about the needs of people.

Results from The Teacher and Learning Objective Surveys

Based on the results of anonymous students, health literacy is not at its best. Even though the students tried to provide correct answers, they could still get simple questions right. For instance, not all of the students understood that the average amount of water to be taken is between 8 and 12 glasses. Simple questions about what proteins are were also not known by several students. Also, the majority of the students did not understand how many grams of protein were present in a particular serving. This means that the students should be taught more for them to understand basic health practices and knowledge. On the other hand, the evaluation survey reveals that most of the students agreed that they understood the presentation easily. The presentation was visually appealing and well prepared for the audience. This demonstrates that health promotion understood the needs of students. By following the cognitive learning theory, the presentation was appealing and understandable to all students, irrespective of their intelligence level. However, the presentation appears not to address all questions as reported by some of the students. This means that the health promotion strategy was inadequate and might not have provided its audience with the correct information. Some of the students reported that the presenter was not engaging in the presentation. This means that the students may not have well-understood information. In this regard, every health educator needs to engage their audience for the approach to be effective properly. The right health information should be shared with the audience to enhance their overall wellbeing.

References

Horntvedt, M. E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC medical education18(1), 1-11.

Luquis, R. R., & Pérez, M. A. (Eds.). (2021). Cultural competence in health education and health promotion. John Wiley & Sons.

Shuell, T. J. (2021). Learning theory, instructional theory, and adaptation. In Aptitude, learning, and instruction (pp. 277-302). Routledge

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