Question

PUBH6006_Assessment Brief 1 Page 1 of 7

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 3.1 (Week 5) 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).

PUBH6006_Assessment Brief 1 Page 2 of 7

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.

PUBH6006_Assessment Brief 1 Page 3 of 7

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

PUBH6006_Assessment Brief 1 Page 4 of 7

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

PUBH6006_Assessment Brief 1 Page 5 of 7

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 well-

formed 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 well- developed 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

PUBH6006_Assessment Brief 1 Page 6 of 7

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

PUBH6006_Assessment Brief 1 Page 7 of 7

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)