MY REFLECTION

Reflecting on my journey so far at Coventry University, I utilized Gibbs’ model, a popular framework for learning from experiences. Following its six steps, I sought insights to help me grow and plan for future challenges (Ezezika & Johnston, 2022).

In the second semester, coursework became more detailed and applied when compared to the first semester, but critical analysis kept being emphasized.  New modules such as strategic business planning, and group presentation on innovative solutions for healthcare management problems were introduced.

I was nostalgic considering my struggles in critical analysis in the first semester. Also, while I was keen to engage in more practical tasks in the second semester, I also felt some nervousness about using unfamiliar tools and methodologies.

Certainly, there was notable progress in my critical analysis skills, as evidenced by the feedback received in the second semester as I had watched Youtube videos which exposed me to connective words. Additionally, the module on using evidence and evaluation helped me get better.

However, I had a new challenge regarding the assessment in strategic business planning. To address this, I underwent LinkedIn training focusing on the fundamentals of project management. Applying this new knowledge proved beneficial, leading to successful outcomes. Another challenge I confronted was in group tasks as my leadership abilities were put to the test as I guided my teammates. While I managed individual assignments, ensuring sufficient time for review before the submission deadline, replicating the same level of organization for group assessments proved difficult, and this was evident in the provided feedback.

Firstly, I have realized that assertiveness in leadership is crucial in collaborative settings. Secondly, the disparity between my personal coursework and team projects highlighted the complexities of teamwork and leadership.

To overcome the challenges identified, I will take on training to improve my assertiveness in leadership by 50% in 3months, to facilitate more efficient collaboration and task completion in the future.

REFERENCES

Ezezika, O., & Johnston, N. (2022). Development and Implementation of a Reflective Writing Assignment for Undergraduate Students in a Large Public Health Biology Course. Pedagogy in Health Promotion, 9(2), 101–115. https://doi.org/10.1177/23733799211069993.