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PUBH6006: Community Health and Disease Prevention

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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: Analyse the impact of social, environmental and behavioural factors on the health of different populationsAnalyse 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.

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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%):
    • Provides a lucid introduction
    • Shows a sophisticated understanding of the key issues
    • Shows ability to interpret relevant information and literature in relation to chosen topic
    • Demonstrates a capacity to explain and apply relevant concepts
    • Shows evidence of reading beyond the required readings
    • Justifies any conclusions reached with well-formed arguments and not merely assertions
    • Provides a conclusion or summary
    • 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 Evidence of unsatisfactory Evidence of satisfactory Evidence of a good level Evidence of a high Evidence of an
Scheme) achievement of one or more achievement of subject of understanding, level of exceptional level of
  of the learning objectives of learning objectives, the knowledge and skill achievement of the achievement of
  the subject, insufficient development of development in relation learning objectives learning objectives
  understanding of the subject relevant skills to a to the content of the of the subject across the entire
  content and/or unsatisfactory competent level, and subject or work of a demonstrated in content of the course
  level of skill development. adequate superior quality on the such areas as demonstrated in such
    interpretation and majority of the learning interpretation and areas as
    critical analysis skills. objectives of the subject. critical analysis, interpretation and
      Demonstration of a high logical argument, critical analysis,
      level of interpretation use of methodology logical argument,
      and critical analysis and communication creativity, originality,
      skills. skills. 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 promotionJustify any conclusions reached with well-formed arguments     30% Specific position (perspective Specific position Specific position Specific position Specific position
or argument) fails to take into (perspective or (perspective or (perspective or (perspective or
account the complexities of argument) begins to argument) takes into argument) is argument) is
the issue(s) or scope of the take into account the account the complexities expertly presented presented expertly,
assignment. issue(s) or scope of the of the issue(s) or scope and accurately authoritatively and
  assignment. of the assignment. takes into account imaginatively,
    Others’ points of view the complexities of accurately taking into
    are acknowledged. the issue(s) and account the
      scope of the complexities of the
Makes assertions that are not     assignment. issue(s) and scope of
justified. Justifies any     the assignment.
  conclusions reached     Limits of position are
  with arguments not Justifies any conclusions   acknowledged.
  merely assertion. reached with well-    
    formed arguments not Justifies any  
    merely assertion. conclusions  
      reached with well-  
      developed arguments. Justifies any conclusions reached
          with sophisticated arguments.
Analysis and application of Limited synthesis and analysis. Demonstrated analysis 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
theories and models to an existing   and synthesis of new and creative analysis,
community health problem   knowledge with synthesis of new with
    application. existing knowledge.
30%      
      Shows the ability to   Strong application by
    interpret relevant way of pretested
  Limited application/recommendations based upon analysis. information and literature. 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 Poorly written with errors in spelling, grammar. Is written according to academic genre (e.g. with introduction, Is well-written and adheres to the academic genre (e.g. with Is very well-written and adheres to the academic genre. Expertly written and adheres to the academic genre.
Use of academic conventions including appropriate resources and referencing (20%) *General assessment criteria shown below   Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas. conclusion or summary) and has accurate spelling, grammar, sentence and paragraph introduction, conclusion or summary).       Demonstrates consistent       Consistently demonstrates expert use of good       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)

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