ASSESSMENT BRIEF
Subject Code and Title PUBH6006: Community Health and Disease Prevention
Assessment Assessment 1: Essay - Working with Communities
Individual/Group Individual
Length 2,000 words
Learning Outcomes This assessment address the following learning outcomes:
1. Analyse the impact of social, environmental and behavioural factors on the health of different populations
2. Analyse population health outcomes and the major social, economic, political and cultural forces that contribute to health inequalities
Submission Due Sunday following the end of Module 2 at 11:55pm AEST/AEDT*
Weighting 35%
Total Marks 100 marks
*Please Note: This time is Sydney time (AEST or AEDT). Please convert to your own time zone (eg. Adelaide = 11:25pm).
Instructions:
In this Assignment, you will explore the connection between helping groups and communities to gain empowerment through capacity building and community action. As a current or future public health practitioner, you will continually be called upon to identify the common needs and shared concerns of a community in the management of health programs.
Over the next two Modules you will complete a multi-part assignment.
To prepare for this assignment:
• Analyse the different levels of community-based interaction in health programs; use Laverack’s (2007, Chapter 2) ladder to help with your thinking on this complex subject.
• Analyse the different theories and models of health promotion practice.
• Critique the link between capacity building and empowerment.
Write a 2,000-word paper that uses your professional judgement and the evidence provided in the Learning Resources in Modules 1 and 2 to address the following:
Part 1: Identify a preventable health concern in which you are interested, such as dengue fever or type 2 diabetes. Using Laverack’s ladder of community-based interaction as a guide, describe three key strategies that you might use to engage with a community to implement a program to address this health concern (Module 1).
Part 2: Discuss how you could use the core domains of capacity-building identified by Liberato et al (2011) to support the journey to community empowerment and ownership of a prevention program for your chosen health concern (Module 1).
Part 3: Describe the models and approaches of health promotion (such as the health belief model or the education approach) that you would use to motivate and educate the community about your chosen health concern, and discuss the advantages and disadvantages of each model/approach (Module 2).
Submit the entire 2,000-word Assignment 1 at the end of Module 2.
Assessment Criteria:
• Demonstrates knowledge and understanding of the different levels of community-based interaction in community health programs (20%).
• Interpret and analyse the different theories and models of health promotion and justify any conclusions reached with well-formed arguments (30%).
• Analysis and application of theories and models to an existing community health problem (30%).
• General assessment criteria (20%):
o Provides a lucid introduction
o Shows a sophisticated understanding of the key issues
o Shows ability to interpret relevant information and literature in relation to chosen topic
o Demonstrates a capacity to explain and apply relevant concepts o Shows evidence of reading beyond the required readings
o Justifies any conclusions reached with well-formed arguments and not merely assertions
o Provides a conclusion or summary o Correctly uses academic writing, presentation and grammar:
? Complies with academic standards of legibility, referencing and bibliographical details (including reference list)
? Writes clearly, with accurate spelling and grammar as well as proper sentence and paragraph construction
? Uses appropriate APA style for citing and referencing research
Marking Rubric:
Assessment
Attributes
0-34
(Fail 2 – F2)
Unacceptable 35-49
(Fail 1 – F1)
Poor 50-64
(Pass -P)
Functional 65-74
(Credit - CR)
Proficient 75-84
(Distinction – DN)
Advanced 85-100
(High Distinction – HD)
Exceptional
Grade Description (Grading Scheme)
Evidence of unsatisfactory achievement of one or more of the learning objectives of the subject, insufficient understanding of the subject content and/or unsatisfactory level of skill development. Evidence of satisfactory achievement of subject learning objectives, the development of
relevant skills to a competent level, and adequate interpretation and critical analysis skills. Evidence of a good level of understanding, knowledge and skill development in relation to the content of the subject or work of a superior quality on the majority of the learning objectives of the subject. Demonstration of a high level of interpretation and critical analysis skills. Evidence of a high level of
achievement of the learning objectives of the subject demonstrated in such areas as interpretation and
critical analysis, logical argument, use of methodology and communication skills. Evidence of an exceptional level of achievement of learning objectives across the entire content of the course demonstrated in such areas as interpretation and critical analysis, logical argument, creativity, originality, use of methodology and communication skills.
Demonstrates knowledge and understanding of the different levels of community-based interaction in community health programs
20% Limited understanding of required concepts and knowledge
Key components of the assignment are not addressed. Knowledge/understand
ing of the field or discipline.
Resembles a recall or summary of key ideas. Thorough knowledge/understandi
ng of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials. Highly developed understanding of the field or discipline/s.
Discriminates between assertion of personal opinion and information substantiated by robust evidence A sophisticated understanding of the field or discipline/s.
Systematically and critically discriminates between assertion of personal opinion and information
Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant concepts.
from the research/course materials and extended reading.
Well demonstrated capacity to explain and apply relevant concepts.
substantiated by robust evidence from the research/course materials and extended reading.
Mastery of concepts and application to new
situations/further learning.
Critical reasoning
• Interpret and analyse the different theories and models of health promotion
• Justify any conclusions reached with well-formed
arguments
30% Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment.
Makes assertions that are not justified.
Specific position (perspective or argument) begins to take into account the issue(s) or scope of the assignment.
Justifies any conclusions reached with arguments not merely assertion.
Specific position (perspective or argument) takes into account the complexities of the issue(s) or scope of the assignment. Others’ points of view are acknowledged.
Justifies any conclusions reached with wellformed arguments not merely assertion.
Specific position (perspective or argument) is expertly presented and accurately takes into account the complexities of the issue(s) and scope of the assignment.
Justifies any conclusions reached with welldeveloped arguments. Specific position (perspective or argument) is presented expertly, authoritatively and imaginatively, accurately taking into account the complexities of the issue(s) and scope of the assignment. Limits of position are acknowledged.
Justifies any conclusions reached
with sophisticated arguments.
Analysis and application of theories and models to an existing community health problem
30% Limited synthesis and analysis.
Limited application/recommendations based upon analysis. Demonstrated analysis and synthesis of new knowledge with application.
Shows the ability to interpret relevant information and literature.
Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis. Thoroughly developed and creative analysis and synthesis with application of pretested models and / or independently
developed models and justified
recommendations
linked to analysis/synthesis. Highly sophisticated and creative analysis, synthesis of new with existing knowledge.
Strong application by way of pretested models and / or independently developed models. Recommendations are clearly justified based on the analysis/synthesis. Applying knowledge to new situations/other cases.
Use of academic and discipline conventions and sources of evidence
Use of academic conventions including appropriate resources and referencing (20%) *General assessment criteria shown below Poorly written with errors in spelling, grammar.
Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas. Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary).
Demonstrates consistent Is very well-written and adheres to the academic genre.
Consistently demonstrates expert use of good Expertly written and adheres to the academic genre.
Demonstrates expert use of high-quality, credible and relevant
There are mistakes in using the APA style. construction.
Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed.
There are no mistakes in using the APA style. use of high quality, credible and relevant research sources to support and develop ideas.
There are no mistakes in using the APA style. quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading
There are no mistakes in using the APA style. research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading
There are no mistakes in using the APA Style.
*General Assessment Criteria:
• Provides a lucid introduction
• Shows a sophisticated understanding of the key issues
• Shows the ability to interpret relevant information and literature in relation to your chosen topic
• Demonstrates a capacity to explain and apply relevant concepts
• Shows evidence of reading beyond the key reading
• Justifies any conclusions reached with well-formed arguments not merely assertion
• Provides a conclusion or summary
• Use of academic writing and presentation and grammar:
• Complies with normal academic standards of legibility, referencing and bibliographical details (including reference list).
• Is written clearly with accurate spelling, grammar and sentence and paragraph construction
• Appropriate citation and referencing used (using APA style)