Health Promotion in Public Health for Reflexivity-myassignmenthelp

Question: Discuss about theHealth Promotion in Public Health for Reflexivity. Answer: Reflexivity is referred to the premeditated intellectual activity that enables individuals to examine or explore a certain situation or an issue based on the past experiences and aids the professional to develop a better understanding of the actions needed in similar situations. Reflexivity has been gaining enhanced attention about professional development in the field of health promotion. It appears to have a crucial role in bringing major improvements in the education of the healthcare professionals and their practice since the individuals can integrate theory and practice. Their clinical experiences are therefore transformed into novice learning, and they gain new skills by strengthening their knowledge base (Alley et al. 2015). According to Tremblay et al. (2014), formative reflexivity refers to the examination of the experience of the healthcare professional along with his skills with the aim of making sense of the situations for identification of the appropriate knowledge aligned with the practice. The purpose of this reflexivity is to bring improvements in the practice that often unchallenged. Critical reflexivity refers to the action of questioning power, moral issues and assumptions that underlay practice about humane society. The purpose of this reflexivity is to raise the critical conscience and awareness level of the professional from the perspective of the social system. An area of interest within the heath promotion domain is smoking cessation. An example of formative reflexivity would be the reflection of professional on care delivery provided to individual patients for whom the aim is smoking cessation. An example of critical reflexivity would be an analysis of why patients fail to demonstrate adequate smoking cessation and how the broader community contribute towards this situation. Both formative and critical reflexivity are important in smoking cessation as community-based health promotion can only be achieved with the transformations in professional practice (Bisset et al. 2015). References Alley, S., Jackson, S.F. and Shakya, Y.B., 2015. Reflexivity: A methodological tool in the knowledge translation process?.Health promotion practice,16(3), pp.426-431. Bisset, S., Tremblay, M.C., Wright, M.T., Poland, B. and Frohlich, K.L., 2015. Can reflexivity be learned? An experience with tobacco control practitioners in Canada.Health promotion international,32(1), pp.167-176. Tremblay, M.C., Richard, L., Brousselle, A. and Beaudet, N., 2013. Learning reflexively from a health promotion professional development program in Canada.Health promotion international,29(3), pp.538-548.