| Assessment Type | Assignment- Health Promotion Project. |
| Format | This paper is to be written as a structured essay assignment in third person and formatted as per School of Nursing and Midwifery, ‘Assignment Writing Guidelines’. Submit into Turnitin. |
| Learning Outcomes | On completion of this unit students should be able to: Evaluate epidemiological data to determine community health needs and socio-ecological determinants of health.Plan theoretical Primary Health Care activities and strategies to meet identified community health needs.Apply the concepts of health promotion, education, and disease prevention across the lifespan and within different cultures and populations.Critically appraise the relevance of Primary Health Care and inter- professional collaboration to the changing health |
| Task description | The aim of this structured essay assignment is to evaluate your application of comprehensive primary health care principles through the proposal of a health promotion project/ program. Write a 1400-word structured essay using headings (outlined below) to outline a health promotion project/ activity for your chosen population/ community based on one health need identified from Assessment 2. |
| Headings | Please use headings to structure your writing for this assignment: Title:IntroductionDiscuss Proposed Health Promotion ProjectImplementation Action Plan (Goal and Objectives)CollaborationEvaluationConclusionReference list |
| Assignment Structure | TITLE: state your chosen population/ community and health promotion program. INTRODUCTION: (150 words)An introduction to your topicHighlight the main issuesInclude a statement that outlines the structure and purpose of the paper. Include research parameters Target audience i.e., peersExplain key terms e.g., the term Aboriginal is used as inclusive of Torres Strait Islander peoples as per SNM guidelines This section needs to clearly introduce your paper and set the scene for the reader. Briefly summarise your findings from Assessment 2. Introduce target population |
| and health promotion program to be implemented for this community in addressing a specific health need. DISCUSS PROPOSED HEALTH PROMOTION PROGRAM: (300 words)Discuss the health promotion program/ project that will be proposed for this community to screen, prevent, or support one community health need identified.Provide a clear and concise description of your project and rationale for recommendation.Briefly outline why a health promotion program is required? Target your program at the community health need not one individual health need.Select either:Primary group: individuals who are at risk or who have a health issue already OR theSecondary group: those who are a part of the individuals contacts/ supports. (This might include family, employers, health professionals or community). Link content discussed in the unit related to comprehensive primary health care principles to demonstrate the rationale for choosing this program/ project.Use of a health promotion planning model/ primary health care philosophy may assist here from the literature (i.e., Ottawa Charter, Millennium Goals, UN Sustainable Development Goals). This section allows you to be innovative. You can research programs already in use and adopt some of their strategies and ideas. This will require you to then develop a clear action plan (see below) with a clear goal and objectives for the program. IMPLEMENTATION ACTION PLAN: (300 words)Needs to contain at least one clear goal supported by two or three objectives (SMART). The objectives should describe the strategies or interventions of the program to attain the identified goal.These might focus on change:Increased awarenessBehaviour modification Discuss what, how and why you will introduce your project, including time frames, resources.Consider where you will run your program, what tools you will need. How will you recruit your target group? COLLABORATION: (300 words)Interprofessional practice/ collaboration is a significant aspect of nursing and midwifery practice.Discuss potential barriers to implementing the project and how you may overcome this through interprofessional collaboration.Acknowledge the key stakeholders (i.e., groups and individuals) that may be involved in making your project a success.Link ideas with theory and practice of collaborative working in PHC. Consider ethical and cultural factors that may impact on your project. How will you ensure the target group are involved throughout the process and who will you collaborate with to support success of the program? |
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| EVALUATE THE PROGRAM (200 words): Outline how you will evaluate your program (based on the goals and objectives that you have already established):What tools/ techniques will you use to measure outcomes?How will you demonstrate if it worked or did not work? CONCLUSION (150 words)Provide a summary of your essay and key elements that it has addressed. | |
| Marking Criteria. | See Marking Rubric attached. |
| Referencing/ Additional Resources | Work must be both In and End text referenced using APA 7th edition format. The essay requires a minimum of ten (10) quality citations (peer reviewed) journals, (not more than 7 years old), academic texts and quality web sites i.e., Government (NOT Wikipedia). In addition, these can be supplemented with general websites i.e., Lifeline, Cancer Council, Diabetes Australia as well as citations from reputable sources). Referencing: Library website Library: Nursing Library Guide Academic Skills: Learning Support |
| Well Below Average (<25%) | Below Average (26-49%) | Pass/Average (50-59%) | Credit (60-69%) | Distinction (70-79%) | High Distinction (>80%) | |
| Content (50/100) | Does not address assessment item. No evidence to support main ideas. Unable to demonstrate an understanding of the main ideas or concepts. No credible sources used to support main ideas. | Does not or poorly addresses assessment item. Insufficient evidence to support main ideas. Unable to or poorly demonstrates an understanding of the main ideas or concepts. Ideas are not relevant to the topic. Limited referencing to support ideas. | Assessment item addressed at a superficial level. Minimal evidence to support main ideas. Able to demonstrate an understanding of the main concepts at a basic level. Some ideas presented have relevance to the topic. | Most parts of the assessment item addressed at a satisfactory level and supported by adequate evidence. Able to demonstrate an understanding of the main concepts. Most ideas presented have relevance to the topic. | All parts of the assessment item addressed at a good level and supported by quality evidence. Able to demonstrate a solid understanding of the main concepts. Most ideas presented have relevance to the topic. | Content fully addresses all parts of the assessment item. Thorough exploration of concepts and well-formed ideas, supported by high quality evidence. Able to demonstrate an in-depth understanding of the main concepts. All ideas presented have relevance to the topic. |
| Health promotion Program | 0 | 5 | 8 | 9 | 12 | 15 |
| Implementation Action Plan | 0 | 3 | 5 | 6 | 8 | 10 |
| Collaboration | 0 | 5 | 8 | 9 | 12 | 15 |
| Evaluation | 0 | 3 | 5 | 6 | 8 | 10 |
| Application of Critical Thinking (20/100) | Does not demonstrate critical thinking appropriate to required level. No application of professional practice and/or evidence-based thinking to assessment item. | Poorly demonstrates critical thinking appropriate to required level. Poor application of professional practice and/or evidence-based thinking to assessment item. | Limited demonstration of critical thinking appropriate to level of education. Limited application of professional practice and/or evidence- based thinking to assessment item. | Demonstration of critical thinking appropriate to level of education. Application of professional practice and/or evidence-based thinking to assessment item. | Very good demonstration of critical thinking appropriate to level of education. Very good application of professional practice and/or evidence-based thinking to assessment item. | Excellent demonstration of critical thinking appropriate to level of education. Excellent application of professional practice and/or evidence base to practice in assessment. |
| 0-5 | 6-9 | 10-11 | 12-13 | 14-15 | 16-20 | |
| Structure and Presentation (10/100) | The assignment does not conform to the structure of the assessment item. No introduction to the assessment. Poor or non- existent paragraphing. No logical/cohesive development of ideas. No summation of key points in conclusion.Does not comply with ECU SNM Assignment WritingGuidelines. | Limited aspects conform to the structure of the assessment item. Poor introduction to the assessment. Limited paragraphing. Omits or poor summation of key points in conclusion.Poorly complies with ECU SNM Assignment Writing Guidelines. Does not follow specific assignment instructions as per Unit Semester Plan | Some aspects conform to the structure of the assessment item. Limited introduction of topic and summation of key points in conclusion. Minimal paragraphing, and logical/cohesive development of ideas. | Most aspects conform to the structure of the assessment item. Introduction adequately introduces topic and summarises key points in conclusion. Paragraphing is evident, and there is a logical/cohesive development of ideas in some of the assessment item. | Most aspects conform to the structure of the assessment item. Very good introduction of topic and summation of key points in theconclusion that reflects the student’s position and provides clear insights into the issue. Very good paragraphing, and logical/cohesive development of ideas in most of assessment item. | All aspects conform to the structure of the assessment item. Excellent introduction of topic and strong summation of key points in the conclusion that reflects the student’s position and provides clear insights into the issue.Excellent paragraphing and logical/cohesive development of ideas throughout |
| 2 | 4 | 5 | 6 | 8 | 10 | |
| Referencing (10/100) | Referencing does not follow instructions in the ECU Referencing Guide. In text and/or end-text referencing has multiple errors. Includes references in conclusion. | Referencing poorly follows instruction in the ECU Referencing Guide. In text and/or end-text referencing has many errors.Includes references in conclusion. | Mainly adheres to instruction in the ECU Referencing Guide. In text and/or end-text referencing has some errors. | Complies with ECU SNM Assignment Writing Guidelines. Follows specific assignment instructions as per Unit Semester Plan. Adheres to instruction in the ECU Referencing Guide. In text and/or end-text referencing has few errors. | Complies with ECU SNM Assignment Writing Guidelines to a very high standard. Follows specific assignment instructions as per Unit Semester Plan completely. Adheres to instruction in the ECU Referencing Guide. In text and/or end-text referencing has very few errors. | Complies with ECU SNM Assignment Writing Guidelines to an excellent standard. Follows all specific assignment instructions as per Unit Semester Plan. Completely adheres to all instruction in the ECU Referencing Guide. In text and/or end-text referencing has no errors. |
| 0-2 | 3-4 | 5 | 6-7 | 8-9 | 10 | |
| Low Proficiency | Developing Proficiency | Moderate Proficiency | High Proficiency | |||
| English Language Proficiency (10/100) | Multiple grammatical, spelling and punctuation errors were present throughout. Sentence structure poor making it difficult to determine meaning. | Many grammatical spelling and punctuation errors were present and needs improvement. Sentence structure needs improvement. | Mostly correct grammar, spelling and punctuation evident throughout.Sentence structure acceptable but needs improvement. | Mainly correct grammar, spelling and punctuation. Very few errors. Sentence structure was of a good standard. | Grammar, spelling and punctuation were error free. Sentence structure of a high standard.Effective use of all sentence and paragraph writing conventions were clearly demonstrated.Logical application of arguments throughout paper. | Grammar, spelling and punctuation were error free. Sophisticated use of all sentence and paragraph writing conventions were clearly demonstrated. Logical application of arguments throughout paper. |
| 0-2 | 3-4 | 5 | 6 | 7-8 | 9-10 | |