PUBH6007_Assessment_2 Part A_Brief_ _Module Due 8 Page 1 of 11
\nASSESSMENT 2A BRIEF
\nSubject Code and Title PUBH6007 Program Design, Implementation and Assessment
\nAssessment 2:
\nPart A: Presentation: Project Plan: Objectives, Strategies and Logic
\nModel
\nIndividual\/Group Group
\nLength Part A: 10-minute presentation, 3-minute questions
\nLearning Outcomes a) Interpret the importance of performing needs analysis in
\npublic health program development. Apply different
\nmethodologies of needs assessment to establish and
\nprioritise community needs.
\nb) Develop a Program Logic Model and critically analyse the
\nlink between the components of Program Logic Model and
\nProgram Theory in Public Health program design
\nc) Develop an evidence-based Program and Assessment Plan
\nfor the implementation and Assessment of a Public Health
\nProgram.
\nd) Critically examine and apply the principles and strategies of
\ncommunity and stakeholder engagement.
\ne) Critically examine and apply the principles of Assessment,
\ncomparing the types and stages of Assessment utilised in
\nPublic Health Program development.
\nSubmission Part A: Online: Presentation recordings and powerpoint slides due
\nSunday of Module 8 at 11.55pm AEST.
\nOn-campus: Presentations and Powerpoint slides due Module 8 in
\nclass.
\nWeighting Part A: 20%
\nTotal Marks 100 marks
\n*Please Note: This time is AEST or AEDT (Melbourne, Sydney, Canberra). Please convert to your own
\ntime zone (e.g. Adelaide = 11:25pm).
\nAssessment Task
\nThe culmination of individual needs assessments will mean that your group now has a
\ncomprehensive and complex understanding of your target population. It\u2019s now time to start
\nplanning! In Assessment 2 your group will be required to present a blueprint of your program plan to
\nyour fellow students. In this presentation (10 min) your group needs to outline your programs
\nobjectives and strategies, and present your logic model. You will also be expected to answer
\nquestions (3 min) from your peers and your learning facilitator.
\nPUBH6007_Assessment_2 Part A_Brief_ _Module Due 8 Page 2 of 11
\nAssessment Flow Chart
\nPlease ensure that you read the Portfolio Assessment Brief before completing this assessment.
\nContext
\nThe ability to communicate and present ideas clearly is essential for your success as a public health
\nprofessional. Public health professionals rarely work in isolation, and as such collaboration skills are
\nessential to your career in Public health. In this assessment you will have the opportunity to learn
\nskills required to present and interact efficiently with stakeholders, as well as amongst your group
\nmembers. The successful completion of this assessment requires strong collaboration and
\nengagement from all group members.
\nTask Instructions:
\nIn this task you are required to create and present a 10 minute group presentation that
\nprovides a blueprint of your program plan. This presentation needs to include the
\nfollowing.
\n1. Include an overview of your group\u2019s presentation:
\n\u2022 A brief introduction of your group and topic (sample nursing essay examples by the best nursing assignment writing service).
\n\u2022 A brief overview of your public health issue based on need assessment.
\n2. Program and Assessment Plan blueprint:
\n\u2022 Program Logic model
\no Based on prioritised need for a chosen population.
\n\u2022 Overarching Goal
\no The overall aim that you want to achieve via your program following SMART
\ncriteria.
\n\u2022 Objectives
\no There should be at least 3 objectives following SMART criteria.
\n\u2022 Strategies
\no How you will go about achieving your goal and objectives;
\no The activities that will contribute to the achievement of the objectives.
\no A clear relationship between activities and outcomes Which activities are
\nbeing implemented through engagement of stakeholders to produce
\nprogress on which outcomes?
\n1. Needs assessment
\n(Individual)
\n2. Part A: Objectives,
\nStrategies & Logic
\nModel (Group)
\n2. Part B: Program
\nPlanning,
\nImplementation &
\nAssessment Plan (Group)
\n3. Reflection: Program
\nPlanning Process and
\nColaboration
\n(Individual)
\nPUBH6007_Assessment_2 Part A_Brief_ _Module Due 8 Page 3 of 11
\n3. Risks and Challenges
\n\u2022 Identify any potential challenges to the program
\n\u2022 What may occur that can put the program at risk, what are the
\nchallenges, and how will you address them?
\no For example, people may not enrol?
\n4. Brief Conclusion and summary
\n5. Slide with references
\n6. Questions
\n\u2022 Each group will spend 3 minutes answering questions from the Learning Facilitator
\nand from fellow students. Groups will be marked on both the quality of the answers
\nthey provide and the quality of the questions they ask other groups.
\nReferencing
\nIt is essential that you use appropriate APA style for citing and referencing research. Please see more
\ninformation on referencing in the Academic Skills webpage.
\nSubmission Instructions
\nOnline
\nRecording Instructions
\n\u2022 You can record your group presentation using the web conferencing app of your preference,
\nfor example, Zoom, Skype, Microsoft Teams, etc.
\no Please note that ad-hoc university tech support for web conferencing apps is not
\navailable.
\n\u2022 Please refer to the following useful information to guide you in compressing and uploading
\nyour video presentation:
\no Steps required to record your video presentation.
\nYou will be teamed up with another group by your Learning Facilitator. You will need to organise a
\ntime that suits all members, and meet via Blackboard Collaborate Ultra, or via Zoom, to present your
\npresentations to each other. Each group must ask and answer 3 minutes of questions.
\nThis session is to be recorded and the recording link and slides need to be uploaded to the
\nAssessment 2 link in the main navigation menu in PUBH6007 Program Design, Implementation and
\nAssessment.
\nOn-Campus:
\nPUBH6007_Assessment_2 Part A_Brief_ _Module Due 8 Page 4 of 11
\nGroups will be allocated a time to present during the Module 8 class each group must ask and
\nanswer 3 minutes of questions. Presentation slides will need to be uploaded to Assessment 2 link in
\nthe main navigation menu in PUBH6007 Program Design, Implementation and Assessment the
\ncompletion of the Module 8 class.
\nThe Learning Facilitator will provide feedback via the Grade Centre in the Blackboard portal.
\nFeedback can be viewed in My Grade
\nAcademic Integrity
\nAll students are responsible for ensuring that all work submitted is their own and is appropriately
\nreferenced and academically written according to the Academic Writing Guide. Students also need
\nPUBH6007_Assessment_2 PartA_Brief_ _Module Due 8 Page 5 of 11
\nAssessment Rubric
\nAssessment
\nAttributes
\nFail
\n(Yet to achieve
\nminimum standard)
\n0-49%
\nPass
\n(Functional)
\n50-64%
\nCredit
\n(Proficient)
\n65-74%
\nDistinction
\n(Advanced)
\n75-84%
\nHigh Distinction
\n(Exceptional)
\n85-100%
\nOverview of the topic (sample nursing essay examples by the best nursing assignment writing service)
\nand demonstrated
\nunderstanding of the
\nissue
\nPrinciples of program
\nplanning, key
\ncomponents of
\nprogram planning
\nincluding; program
\nlogic model,
\nprioritisation of
\nneeds, goal,
\nOverview of the topic (sample nursing essay examples by the best nursing assignment writing service)
\ndoes not demonstrate
\nan understanding of the
\npublic health
\nissue\/problem being
\nexpored.
\nOverview of the topic (sample nursing essay examples by the best nursing assignment writing service)
\ndemonstrates a limited
\nunderstanding of the
\npublic health
\nissue\/problem being
\nexpored.
\nOverview of the topic (sample nursing essay examples by the best nursing assignment writing service)
\ndemonstrates a good
\nunderstanding of the
\npublic health
\nissue\/problem being
\nexpored.
\nOverview of the topic (sample nursing essay examples by the best nursing assignment writing service)
\ndemonstrates a very
\ngood understanding of
\nthe public health
\nissue\/problem being
\nexpored.
\nOverview of the topic (sample nursing essay examples by the best nursing assignment writing service)
\ndemonstrates a
\nsophisticated
\nunderstanding of the
\npublic health
\nissue\/problem being
\nexpored.
\nPUBH6007_Assessment_2 PartA_Brief_ _Module Due 8 Page 6 of 11
\nobjective, strategies
\nand challenges.
\nPercentage for this
\ncriterion =30%
\nPresentation and
\ndiscussion of the key
\ncomponents of
\nprogram planning
\nincluding logic model,
\nprioritisation of needs,
\ngoal, objectives, and
\nstrategies is limited or
\nlacking.
\nPotential challenges are
\nnot idenfitied
\nPresentation and
\ndiscussion of the key
\ncomponents of program
\nplanning including logic
\nmodel, prioritisation of
\nneeds, goal, objectives,
\nand strategies,
\ndemonstrates a limited
\nunderstanding of the
\nprogram planning process.
\nPotential challenges
\nidenfitied demonstrate
\nlimited understanding of
\nthe barriers that can occur
\nwithin program design and
\nplanning.
\nPresentation and
\ndiscussion of the key
\ncomponents of program
\nplanning including logic
\nmodel, prioritisation of
\nneeds, goal, objectives,
\nand strategies,
\ndemonstrates an
\nappropriate
\nunderstanding of the
\nprogram planning
\nprocess.
\nPotential challenges
\nidenfitied demonstrate a
\ngood understanding of
\nthe barriers that can
\noccur within program
\ndesign and planning.
\nPresentation and
\ndiscussion of the key
\ncomponents of program
\nplanning including logic
\nmodel, prioritisation of
\nneeds, goal, objectives,
\nand strategies,
\ndemonstrates an
\nimpressive
\nunderstanding of the
\nprogram planning
\nprocess.
\nPotential challenges
\nidenfitied demonstrate a
\nwell rounded
\nunderstanding of the
\nbarriers that can occur
\nwithin program design
\nand planning.
\nPresentation and
\ndiscussion of the key
\ncomponents of program
\nplanning including logic
\nmodel, prioritisation of
\nneeds, goal, objectives,
\nand strategies,
\ndemonstrates an indepth
\nunderstanding of the
\nprogram planning
\nprocess.
\nPotential challenges
\nidenfitied demonstrate a
\ncomprehensive
\nunderstanding of the
\nbarriers that can occur
\nwithin program design
\nand planning.
\nPUBH6007_Assessment_2 PartA_Brief_ _Module Due 8 Page 7 of 11
\nApplication and
\nanalysis
\nCritical analysis of
\nthe public health
\nproblem, analysis of
\nneeds and
\nchallenges.
\nApplication of key
\nplanning
\ncomponents; logic
\nmodel, goal,
\nobjectives, strategies
\nincluding use of
\nSMART crtieria.
\nPercentage for this
\ncriterion = 40%
\nCritical analysis of the
\npublic health issue is
\nlacking. Evidence is
\nrequired to support the
\ndiscussion of needs
\nanalysis and potential
\nchallenges.
\nKey components of the
\nprogram planning
\nprocess including logic
\nmodel, prioritisation of
\nneeds, goal, objectives
\nand strategies including
\nstakeholder
\nengagement applied
\nincorrectly, and key
\naspects are missing
\nRelationships between
\nactivities and outcomes
\nare not identified.
\nSMART criteria is not
\nutilised and
\ndemonstrated correctly
\nCritical analysis of the
\npublic health issue is
\nlimited. More detailed
\nevidence is required to
\nsupport the discussion of
\nneeds analysis and
\npotential challenges.
\nKey components of the
\nprogram planning process
\nincluding logic model,
\nprioritisation of needs,
\ngoal, objectives and
\nstrategies including
\nstakeholder engagement
\nare not applied correctly,
\nor key aspects are missing
\nRelationships between
\nactivities and outcomes
\nare not clearly identified.
\nSMART criteria is utilised,
\nbut aspects are not
\ndemonstrated fully
\nCritical analysis of the
\npublic health issue
\ndemonstrated, including
\nan evidence based
\ndiscussion of the needs
\nanalysis and potential
\nchallenges.
\nKey components of the
\nprogram planning
\nprocess including logic
\nmodel, prioritisation of
\nneeds, goal, objectives
\nand strategies including
\nstakeholder engagement
\nare utilised and applied
\ncorrectly, with no aspects
\nmissing.
\nRelationships between
\nactivities and outcomes
\nare clearly identified.
\nSMART criteria is utilised
\nand demonstrated
\ncorrectly
\nDetailed critical analysis
\nof the public health issue
\ndemonstrated, including
\na well developed
\nevidence based
\ndiscussion of the needs
\nanalysis and potential
\nchallenges.
\nKey components of the
\nprogram planning
\nprocess logic model,
\nprioritisation of needs,
\ngoal, objective and
\nstrategies including
\nstakeholder engagement
\nare utilised and applied
\nwell, with no aspects
\nmissing.
\nRelationships between
\nactivities and outcomes
\nare clearly identified.
\nSMART criteria is utilised
\nand demonstrated clearly
\nand correctly
\nExceptional critical
\nanalysis of the public
\nhealth issue
\ndemonstrated, including
\nan insightful and
\nsophisticated and
\nevidence based
\ndiscussion of the needs
\nanalysis and potential
\nchallenges.
\nKey components of the
\nprogram planning
\nprocess logic model,
\nprioritisation of needs,
\ngoal, objective and
\nstrategies including
\nstakeholder engagement
\nare applied correctly and
\nprofessionally.
\nRelationships between
\nactivities and outcomes
\nare identified and
\ndescribed clearly and
\nsuccinctly
\nSMART criteria is utilised
\nand demonstrated
\nclearly, correctly and
\nrealistically
\nPUBH6007_Assessment_2 PartA_Brief_ _Module Due 8 Page 8 of 11
\nQuality of questions
\nand answers
\nPercentage for this
\ncriterion = 10%
\nGroup did not provide
\nappropriate answers
\nGroup did not ask
\nquestions
\nGroup provided answers,
\nthough detail is lacking .
\nGroup questions
\ndemonstrate a limited
\nlevel of engagement and
\ninquiry
\nGroup provided accurate
\nanswers.
\nGroup questions
\ndemonstrate a good level
\nof engagement and
\ninquiry
\nGroup provided accurate
\nand well articulated
\nanswers.
\nGroup questions
\ndemonstrate an high
\nlevels of engagement,
\ninquiry and analysis.
\nGroup provided accurate
\nand well articulated
\nanswers that
\ndemonstrated a
\nsophistication of
\nthinking.
\nGroup questions
\ndemonstrate a
\nimpressive levels of
\nengagement, inquiry and
\nanalysis.
\nPUBH6007_Assessment_2 PartA_Brief_ _Module Due 8 Page 9 of 11
\nGroup contribution,
\ncollaboration and
\ndynamic.
\nGroup member
\nengagement and
\ncontribution. Group
\norganisation and
\ndynamic
\nPercentage for this
\ncriterion = 10%
\nMinimal group
\nmembers were active in
\nthe presentation.
\nMinimal group
\nmembers engaged in
\nasking and answering
\nquestions.
\nPresentation lacks
\ngroup cohesion and
\norganisation.
\nSome group members
\nwere active in the
\npresentation.
\nSome group members
\nengaged in asking and
\nanswering questions.
\nPresentation
\ndemonstrates limited
\ngroup cohesion and
\norganisation.
\nMost group members
\nwere active in the
\npresentation.
\nMost group members
\nengaged in asking and
\nanswering questions.
\n.
\nPresentation
\ndemonstrates a good
\nlevel of group cohesion
\nand organisation
\nAll group members were
\nhighly active in the
\npresentation.
\nAll group members
\nengaged in asking and
\nanswering questions.
\nPresentation
\ndemonstrates a very
\ngoodlevel of group
\ncohesion and
\norganisation.
\nAll group members were
\nhighly active and
\ndynamic in their
\ninvolvement in the
\npresentation.
\nAll group members
\nengaged in asking highly
\nrelevant questions and
\nproviding clear and well
\narticulated answers.
\nPresentation
\ndemonstrates a high
\nlevel of group cohesion
\nand organisation.
\nPUBH6007_Assessment_2 PartA_Brief_ _Module Due 8 Page 10 of 11
\nQuality of
\nPresentation
\nPercentage for this
\ncriterion = 10%
\nPresentation is
\ninsufficient in terms of
\ncontent and
\npresentation time
\nPresentation does not
\nflow and there are
\ngrammatical errors.
\nLimited research
\nevident
\nThere are numerous
\nmistakes in using the
\nAPA Style
\nPresentation is lacking in
\nterms of content
\nPresentation flows though
\nthere are grammatical
\nerrors.
\nMore extensive research is
\nrequired
\nThere are limited mistakes
\nin using the APA Style
\nPresentation is well
\narticulated in terms of
\ncontent and presentation
\ntime
\nPresentation flows well
\nand has no grammatical
\nerrors.
\nRelevant research
\nsources used to support
\nand develop arguments
\nand position statements.
\nThough more evidence is
\nrequired. Shows
\nevidence of limited
\nreading beyond
\nthe key reading.
\nThere are no mistakes in
\nusing the APA Style
\nPresentation is very well
\narticulated in terms of
\ncontent and presentation
\ntime
\nPresentation flows
\nlogically, and has no
\ngrammatical errors.
\nQuality, credible and
\nrelevant research sources
\nused to support and
\ndevelop arguments and
\nposition statements.
\nShows evidence of
\nreading beyond the key
\nreading.
\nThere are no mistakes in
\nusing the APA Style.
\nPresentation is expertly
\narticulated in terms of
\ncontent and
\npresentation time
\nPresentation flows
\nlogically and
\nprofessionally, and has
\nno grammatical errors.
\nHigh\u2010quality, credible
\nand relevant research
\nsources used to support
\nand develop arguments
\nand position statements.
\nShows extensive
\nevidence of reading
\nbeyond the key reading.
\nThere are no mistakes in
\nusing the APA Style.
\nPUBH6007_Assessment_2 PartA_Brief_ _Module Due 8 Page 11 of 11
\nThe following Subject Learning Outcomes are addressed in this assessment
\nSLO a) Interpret the importance of performing needs analysis in public health program development. Apply different methodologies of needs
\nassessment to establish and prioritise community needs.
\nSLO b) Develop a Program Logic Model and critically analyse the link between the components of Program Logic Model and Program Theory in
\nPublic Health program design
\nSLO c) Develop an evidence-based Program and Assessment Plan for the implementation and Assessment of a Public Health Program.
\nSLO d) Critically examine and apply the principles and strategies of community and stakeholder engagement.
\nSLO e) Critically examine and apply the principles of Assessment, comparing the types and stages of Assessment utilised in Public Health Program
\ndevelopment.<\/p>\n","protected":false},"excerpt":{"rendered":"
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