PUBH6006: Community Health and Disease Prevention Assessment 1: Essay
Question # 41059 | Writing | 4 years ago |
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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:
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)
Note:
late work will not be accepted. see attached file