PUBH6206: Health Promotion and Community Health
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Assessment 2: Develop a Health Promotion Plan |
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Individual |
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2000 words(+/-10%) |
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This assessment addresses the following learning outcomes: a) Critically analyze health promotion principles theories at the level of prevention. b) Apply the principles of the Ottawa Charter To develop health promotion interventions in diverse communities. d) Apply health promotion principles, theoretical frameworks, and strategies to health promotion intervention for diverse communities. e) Critically analyze the concepts of community capacity building and empowerment within health promotion interventions |
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Assessment Due: Sunday of week 9 at 11:55 pm AEST/AEDT |
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40% |
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100 marks |
Context
Public Health promotion programs are designed to improve the health of their target community. Effective public health promotion programs are the cornerstone to good population health. The success of these programs depends upon multiple factors, such as, understanding the target community, assessing the needs of that community, and applying the knowledge for needs assessment of the given community. These skills are essential for public health professionals to develop effective and sustainable programs for their chosen field. This assessment will give students the opportunity to plan a health promotion program in an area of their interest by applying their knowledge of community public health, community engagement and application of health promotion theories and frameworks.
Task Summary
Students are required to write the health promotion program plan of 2000 words (+/- 10%) in length. Students are required to follow the instructions on how to develop their plan. You will be provided with a list of communities and health issues by your Learning Facilitator. You can choose one health issue and one community to develop a specific health promotion plan. Support your point of view with credible evidence sources.
Instructions
1. Choose one community and one selected health issue from the list provided by your Learning Facilitator.
2. Identify the social determinants of selected health issues in the chosen community (such as age, gender, culture, lifestyle, socioeconomic status), the burden of disease and the significant impacts on health of the chosen community.
3. Assess the community needs based on identified social determinants of health within the context of the chosen community and selected non-communicable disease.
4. Use the assessment 2 template to develop your health promotion plan.
5. Propose a health promotion program plan to be implemented in the chosen community to address the selected health issues. You are required to apply theory and conceptual framework of health promotion at an appropriate level(s)- primary, secondary or tertiary level.
6. Develop a health promotion plan by applying one or more of the Ottawa Charter strategies as a framework for your program based on the needs and context of the chosen community.
7. You are required to explain the stages of program development, use the assessment 2 template to develop your health promotion plan
8. Explain how your program will be monitored and evaluated by using the template.
9. Critically explain timeframe and milestones of your program by using a Gantt chart provided in the assessment 2 template
10. Provide at least 10 references to support your assignment and using APA 7th edition referencing style
Format parameters
• Use the given template for assessment 2
• Include a title page that states:
• Your health promotion program title (provide the specific title of your program);
• Your first and last name;
• Your student identification number;
• Word count (excluding the reference list);
• The subject name;
• Your lecturer/learning facilitator; and
• An academic integrity declaration
• In relation to formatting, ensure that your paper uses:
• APA 7th version referencing style; Page numbers;
• 1.5 spacing;
• Font style: Arial, Tahoma
• A font size of 11-points minimum
Figures and tables
All figures and tables added in the assignment should be relevant and be discussed in the text body. Any figures and tables derived from other works must be presented with citation using APA 7th style
Submission Instructions
Submit this task via the Assessment task 2 link in the Assessment area in PUBH6206: Health Promotion and Community Health. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Academic Integrity Declaration
Individual assessment tasks:
I declare that except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at
I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly.
Assessment 2 Marking Rubric
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Assessment Attributes |
Fail (Yet to achieve minimums standard) 0–49% |
Pass (Functional) 50– 64% |
Credit (Proficient) 65–74% |
Distinction (Advanced) 75–84% |
High Distinction (Exceptional) 85–100% |
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Understanding community health, community needs and importance of the particular health promotion program to address health issues in the target community. 20% |
5% Health issues and community needs |
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Unable to discuss particular health issues in the target community or identify community needs. Only general information is described. |
Particular health issues in the target community and community needs are discuss but overly descriptive and lacks justification. |
Particular health issues in the target community and community needs are discussed with adequate justification but not always in a logical way. |
Particular health issues in the target community and community needs are critically discussed with good justification. |
Particular health issues in the target community and community needs are critically discussed with excellent justification. |
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5% Key determinants of health |
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Unable to identify key determinants of health for the particular health issue in the target community. |
Identify 2-3 key determinants of health for the particular health issue in the target community. Its impacts on health outcomes are provided with limited justification. |
Identify 4-5 key determinants of health for the particular health issue in the target community. Its impacts on health outcomes are provided with adequate justification but not always in a logical way. |
Identify 5 key determinants of health for the particular health issue in the target community. Its impacts on health outcomes are provided with good justification. |
identify more 5 key 5 key determinants of health for the particular health issue in the target community. Its impacts on health outcomes are provided with excellent justification. |
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5% Relevant health indicators |
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Unable to identify health indicator to explain health status of target community. |
Identify 1-2 relevant health indicators to explain the health status of the target community, with limited justification. |
Identify 2-3 relevant health indicators to explain the health status of the target community, with adequate justification but not always in a logical way. |
Identify 3 relevant health indicators to explain the health status of the target community, with good justification. |
Identify more than 3 relevant health indicators to explain health status of target community, with excellent justification. |
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5% Importance of health promotion program |
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Unable to critically discuss the importance of the proposed health promotion program in addressing health issues in the target community. |
The importance of the proposed health promotion program in addressing health issues in the target community is overly descriptive and lacks justification. |
The importance of the A proposed health promotion program in addressing health issues in the target community is discussed with adequate justification but not always in a logical way. |
The importance of the proposed health promotion program in addressing health issues in the target community is critically discussed with good justification. |
The importance of the proposed health promotion program in addressing health issues in the target community is critically discussed with excellent justification and related to the community needs. |
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Apply health promotion conceptual framework and the Ottawa Charter strategies to develop a health promotion plan for a specific health issue in the target community. 30% |
10% Conceptual framework and approach |
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Unable to apply an appropriate health promotion approach(s)to the proposed program. Only general information is described. |
An appropriate health promotion approach(s) is applied but overly descriptive with limited justification. |
An appropriate health promotion approach(s) is applied and discussed with adequate justification but not always in a logical way. |
An appropriate health promotion approach(s) is applied and critically discussed with good justification. |
An appropriate health promotion approach(s) is applied and critically discussed with excellent justification and related to community needs. |
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5% levels of intervention |
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Unable to identify an appropriate level(s) of intervention. Only general information is described. |
An appropriate level(s) of intervention is identified but overly descriptive with limited justification. |
An appropriate level(s) of intervention is identified and discussed with adequate justification but not always in a logical way. |
An appropriate level(s) of intervention is identified and critically discussed with good justification. |
An appropriate level(s) of intervention is identified and critically discussed with excellent justification and related to community needs. |
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10% Ottawa Charter strategies |
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Unable to apply an appropriate Ottawa Charter Strategy(s)to the proposed program. Only general information is described. |
An appropriate Ottawa Charter strategies are applied but not all strategies are appropriate. It is overly descriptive with limited justification. |
An appropriate Ottawa Charter Strategies are applied and discussed with adequate justification but not always in a logical way. |
An appropriate Ottawa Charter strategy is applied and critically discussed with good justification. |
An appropriate Ottawa Charter strategies are applied and critically discussed with excellent justification and related to community needs. |
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5 % Setting of the program |
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No setting of the program is presented. |
A setting of the program is identified but not appropriate and overly descriptive with limited justification. |
An appropriate setting of the program is identified and discussed with adequate justification but not always in a logical way. |
An appropriate setting of the program is identified and critically discussed with good justification. |
An appropriate setting of the program is identified and critically discussed with excellent justification and related to community needs. |
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Critically explain the proposed health promotion plan with aims, objectives, time frame and evaluation plan 40% |
5% Aim(s) of the program |
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Unable to develop an appropriate aim for specific health promotion program. |
The aim of the program is developed but poorly aligned with the conceptual framework and the Ottawa Charter strategies. |
The aim of the program is developed but aligned with only conceptual framework or the Ottawa Charter strategies. |
The aim of the program is well developed aligned with both conceptual framework and the Ottawa Charter Strategies. |
The aim of the program is sophisticatedly developed aligned with both conceptual framework and the Ottawa Charter strategies. |
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10% Objectives 1 explanation |
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Unable to develop objective for specific health promotion program. No intervention is presented |
The objective is developed but poorly aligned with the aim, conceptual framework, level of intervention, and the Ottawa Charter strategies. Interventions are poorly explained in narrative and tabular forms with limited justification. |
The objective is developed and aligned with 2-3 key elements of the program (aim, conceptual framework, level of intervention and the Ottawa Charter strategies). Interventions are explained in narrative and tabular forms with adequate justification but not always in a logical way. |
The objective is well developed and aligned with all key elements of the program. Interventions are explained in narrative and tabular forms with good justification. |
The objective is sophisticatedly developed and aligned with all key elements of the program. Interventions are critically explained in narrative and tabular forms with excellent justification and address community needs. |
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10% Objective 2 explanation |
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Unable to develop objective for specific health promotion program. No intervention is presented |
The objective is developed but poorly aligned with the aim, conceptual framework, level of intervention, and the Ottawa Charter strategies. Interventions are poorly explained in narrative and tabular forms with limited justification. |
The objective is developed and aligned with 2-3 elements of the program (aim, conceptual framework, level of intervention and the Ottawa Charter strategies). Interventions are explained in narrative and tabular forms with adequate justification but not always in a logical way. |
The objective is well developed and aligned with all elements of the program. Interventions are explained in narrative and tabular forms with good justification. |
The objective is sophisticatedly developed and aligned with all key elements of the program. Interventions are critically explained in narrative and tabular forms with excellent justification. |
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5% Time frame and Gantt chart |
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Unable to develop timeframe or Gantt chart for specific health promotion program. |
The timeframe is explained with limited justification and poorly aligned with the program. Gantt Chart presented but poorly consistent with the program plan. |
The timeframe is explained with adequate justification and aligned with the program plan. Gantt Chart is presented but not always consistent with the program plan. |
The timeframe is well explained with good justification and aligned with the program plan. Gantt Chart is presented consistently with the program plan. |
The timeframe is sophisticatedly explained with excellent justification and aligned with the program plan. Gantt Chart is well presented and consistent with the program plan. |
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10% Evaluation plan |
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Unable to develop evaluation plan that is relevant to objectives of the proposed health promotion program. |
The evaluation plan is developed for only one objective with limited justification and poorly aligned with the objective or intervention. Indicators of process and outcomes are identified but are poorly explained in narrative and tabular forms with limited justification. |
The evaluation plan is developed for both objectives with adequate justification and aligned with the objectives and interventions. Indicators of process and outcomes are identified and justified but not always relevant and often lacking in clarity. Details are presented in both narrative and tabular forms. |
The evaluation plan is well developed for both objectives with good justification and aligned with the objectives and interventions. Indicators of process and outcomes are well identified and justified. Details are presented clearly in both narrative and tabular forms. |
The evaluation plan is exceptionally developed for both objectives with excellent justification and aligned with the objectives and interventions. Indicators of process and outcomes are well identified and justified. Details are presented sophisticatedly in both narrative and tabular forms. |
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Assessment Fulfils general academic standards and general criteria. 10% |
5% Standard of academic writing |
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Poorly written with errors in spelling and grammar. Assessment template is not used. |
Written according to the academic standard. Uses the assessment template. |
Well-written and adheres to the academic standard. Uses the assessment template. |
Very well-written and adheres to the academic standard. Uses the assessment template. |
Expertly written, adheres to academic standards and uses the given assessment template. |
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