SELF REFLECTION

As I reflect on my first semester at Coventry University pursuing a master’s in global healthcare management, I find Rolfe’s reflective model particularly useful in structuring my thoughts and experiences (Rolfe et al., 2001). Rolfe’s reflective model provides a structured approach to analysing experiences and developing actionable insights (Rolfe et al., 2001). This framework has helped me analyse my journey, understand its implications, and develop actionable improvement plans. My late start and initial struggle to understand the UK educational system of being critical in analysis and critical thinking created a challenging beginning. However, I quickly realised that I possessed strengths in adaptability and classroom engagement. These qualities served me well, positively impacting my grades across the five submitted coursework assignments. Yet, the feedback I received highlighted areas where I needed to improve, particularly in research depth, proofreading, and proper citation practices (Helyer, 2015). Reflecting on this feedback, I’ve come to understand that my ability to adapt and engage actively in class demonstrates resilience and a proactive learning approach. These are valuable traits that will serve me well in my future career in healthcare management (Freshwater and Stickley, 2004). However, I must also acknowledge my weaknesses in time management and task prioritisation (Robert, 2023). These skills are critical not only for my academic success but also for my future professional life (Claessens et al., 2007). To address these weaknesses, I’ve developed a SMART action plan focusing on improving my time management skills. This plan includes daily tracking and analysis of my activities over three months, 17th January – 28th March 2024.utilising tools such as to-do lists and time management apps, and employing a multitasking approach. By allocating specific time slots for each course and prioritising the most urgent tasks, I aim to balance my workload more effectively (MacCann et al., 2012).Additionally, i will perform continuous professional development (CPDs) on LinkedIn to improve my skills. I have also decided to seek guidance from tutors and mentors, attend time management workshops, and leverage the university’s support services. This approach aligns with research showing that effective time management correlates positively with academic achievement (Nadinloyi et al., 2013). Moreover, it demonstrates my commitment to continuous improvement, which is crucial in the field of healthcare management (Jasper et al., 2013). My recognition of the need to balance coursework effectively to maintain quality across all modules stems from critical self-reflection, a key skill in healthcare management (Mann et al., 2009). I understand that by implementing these strategies, I’m not only addressing immediate academic challenges but also developing skills that will be invaluable in my future career. As I move forward in my academic journey, I’m confident that this reflective process I’ve developed will help me overcome the challenges I faced in my first semester. I’m committed to enhancing my time management skills, deepening my research, improving my proofreading, and mastering proper citation practices. These improvements will not only boost my academic performance but also prepare me for the demands of global healthcare management. This process of reflection has been invaluable, allowing me to identify my strengths, acknowledge my weaknesses, and create a concrete plan for improvement. I’m excited about the growth I’ve already experienced and look forward to the continued development of my skills and knowledge in the field of global healthcare management.

REFRENCES.

Claessens, B. J., Van Eerde, W., Rutte, C. G., & Roe, R. A. (2007). A review of the time management literature. Personnel Review, 36(2), 255-276.

Freshwater, D., & Stickley, T. (2004). The heart of the art: emotional intelligence in nurse education. Nursing Inquiry, 11(2), 91-98.

Helyer, R. (2015). Learning through reflection: the critical role of reflection in work-based learning (WBL). Journal of Work-Applied Management, 7(1), 15-27.

Jasper, M., Rosser, M., & Mooney, G. (2013). Professional development, reflection and decision-making in nursing and healthcare. John Wiley & Sons.

MacCann, C., Fogarty, G. J., & Roberts, R. D. (2012). Strategies for success in education: Time management is more important for part-time than full-time community college students. Learning and Individual Differences, 22(5), 618-623.

Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: a systematic review. Advances in Health Sciences Education, 14(4), 595-621.

Nadinloyi, K. B., Hajloo, N., Garamaleki, N. S., & Sadeghi, H. (2013). The study efficacy of time management training on increase academic time management of students. Procedia – Social and Behavioral Sciences, 84, 134-138.

Robert. (2023). 18 time management smart goals examples for improved productivity. Time Hack Hero. https://timehackhero.com/time-management-smart-goals-examples/#Relevant

Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection in nursing and the helping professions: A user’s guide. Palgrave Macmillan.