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Community Health Sciences

Integrative Learning Experience (ILE)

Intervention Plan Rubric

Community Health Interventions Concentration

An intervention plan describes a public health issue and proposes an evidence-informed intervention that addresses multiple levels of the socioecological framework and is appropriate to the community and problem. The focus of the intervention must be appropriate to the student’s concentration and approved by the ILE Advisor. Students will identify and clearly describe a public health problem as it impacts a specific community and will develop a comprehensive intervention plan that demonstrates their ability to design approaches that consider community and cultural health definitions, culturally based health behaviors, and cultural communication styles into planning and implementing a theoretically-appropriate intervention program. The product should include graphics or visual displays (e.g., tables/charts/graphs). Students’ intervention plan report and presentation should be accessible to diverse audiences. The final intervention plan should no more than 5 pages, single spaced, not including the Executive Summary (one page or less, due prior to the deliverable deadline) and citations. All intervention plans must be accompanied by an oral presentation.

For the Community Health Interventions concentration, students must demonstrate the following competencies in their Intervention Plan and associated presentation:

· Foundational Competency 9:Design a population-based policy, program, project or intervention.

· CHS Core Competency 2:Apply evidence-based approaches in the development and evaluation of community health interventions for diverse populations.

· Community Health Interventions Competency 3:Connect theoretical frameworks to intervention efforts to improve community-level health.

Faculty Scoring:

Based on the submitted Intervention Plan and presentation scored via the rubric on the next page, is there any evidence the student being assessed has NOT adequately mastered the above competencies? If so, please provide rationale for that assessment.

Student Name _____________________________________________________ Date ____________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Faculty Reviewer _______________________________________________

Assessment Dimension

Needs Improvement (1)

Acceptable (2)

Proficient (3)

Writing and graphics: clear, concise, well-organized, correct grammar & usage.

Writing has deficits in multiple areas that could be professionally detrimental. Graphics are absent or are poorly made or unclear.

Writing has deficits in some areas and lacks some clarity but overall is acceptable in professional settings. Graphics are moderately well made, but have some issues of quality, clarity, content, or structure.

Writing is clear and concise and is a strong professional product. Graphics are high-quality and are clear and informative.

Cultural appropriateness of planned intervention: Intervention design considers community health and cultural health definitions, culturally based health behaviors, and cultural communication styles.

The intervention plan does not give explicit or adequate consideration to cultural or community-specific factors that may affect the efficacy of the intervention and/or result in exclusion of or insensitivity towards some members of the target population.

Some consideration is given to cultural and community-specific health behaviors and challenges, but the plan does not address cultural or community-specific communication stylesand/or health definitions, or fails to consider an important cultural or community-specific factor that may impede the intervention.

Cultural and community-specific concerns, health definitions, health and other relevant behaviors, and communication styles, are clearly considered and addressed throughout the design of the planned intervention.

Use of theory and available evidence in intervention design: Intervention is theory-driven and theoretically appropriate. Available evidence is relevant. Sources are correctly cited and synthesized to effectively inform the intervention.

Intervention is not theoretically appropriate or there is no indication that theory was used to develop the plan. Insufficient evidence is cited, and/or evidence used is weak and/or not relevant to the intervention plan.

Intervention is somewhat theoretically appropriate, but there are conceptual issues or remaining questions about how the theory cited supports the intervention plan, or some small components of the intervention plan may not be theoretically appropriate. Any evidence presented is somewhat relevant to the intervention plan.

Intervention is clearly theoretically appropriate. Theory is well-described, and some preliminary evidence is presented in support of the potential efficacy of the intervention plan. Theory and preliminary evidence sources are correctly cited.

Public Health Impact of Intervention: The potential impact(s) of the intervention on public health are clearly identified. The proposed intervention is comprehensive, feasible, innovative, and ethical (and therefore likely to have the desired impact).

The public health impact is not stated, or the stated public health impact is improbable or does not correspond well to the intervention plan; and/or the intervention is not comprehensive, feasible, innovative, and/or ethical.

The stated public health impact is somewhat probable and somewhat corresponds to the intervention plan. The intervention is somewhat comprehensive, feasible, innovative, and/or ethical, but there is at least one substantial flaw in these areas.

The public health impact is clearly stated, is probable, and corresponds well to the intervention plan. The intervention is clearly comprehensive, feasible, innovative, and ethical.

Overall presentation: Clear communication of main points with engaging presentation style & incorporation of appropriate visuals

Presentation is poorly organized, timed, delivered, and/or does not connect with the audience/reader.

Presentation is somewhat organized and delivered in a somewhat engaging manner within time boundaries and/or written specifications.

Presentation is clearly organized and delivered in engaging manner within time boundaries and/or written specifications.

PowerPoint Slide: Uses visual design skills and/or graphics to support oral presentation.

Slide is disorganized and/or contains too much text for the space/time and/or font is too small to read.

Text is easy to read, but does not support the oral presentation by highlighting or helping to illustrate key points.

Slide is clear, well formatted, easy to read, and visually appealing. It supports the presentation by contributing to the take-home message.

Executive Summary: Concisely describes the project, including methods, and highlights major findings - the “take home” points that are most critical.

Executive Summary is missing, or was not available prior to the final deliverable submission.

Executive Summary is incomplete, poorly organized or formatted, or does not adhere to the page length.

Executive summary is complete, well-written, clearly organized, and provides a coherent and concise project summary.

Adapted from Boston University School of Public Health