The Subject Learning Outcomes demonstrated by the successful completion of the task below include:
Assessment Task
Incorporating the feedback provided by your learning facilitator and your peers from Part A, your group now needs to complete your program plan. This report (1,500 words +/–10%) will be a clear and concise presentation of the results of your groups collaboration through each phase of the program planning, implementation and evaluation process. All key diagrams also need to be presented in this report.
Assessment Flow Chart
Please ensure that you read the Portfolio Assessment Brief before completing this assessment.
Context
Reporting on program planning, design, implementation and evaluation is an essential component of the program planning process. In this assessment, you will learn the key skill of translating and applying theoretical knowledge into action. The ability to clearly and concisely present the results of your group’s collaboration is a key industry skill for a public health practitioner. In this assessment, you will also draw on your collaborative skills to create a report that is articulate and professional.
Task instructions
This group report (1,500 words +/–10%) should clearly detail your group’s Program and evaluation plan; all key diagrams need to be included in this report.
The structure of the report is as follows:
Background on your topic.
(a). An overview of your public health issue, highlighting relevant demographic or epidemiological data.
(b). A needs analysis brief with problem and solution tree diagram.
(c). Program rationale.
Referencing
It is essential that you use appropriate APA style to cite and reference your research. For more information on referencing, visit the Academic Skills webpage.
Submission Instructions
Submit this task via the Assessment 2, Part B link in the main navigation menu in PUBH6007 Program Design, Implementation and Evaluation.
The learning facilitator will provide feedback via the Grade Centre in the Blackboard portal. Feedback can be viewed in My Grades.
Academic Integrity
All students are responsible for ensuring that all the work submitted is their own and has been appropriately referenced and academically written according to the Academic Writing Guide. Students also need to have read and be aware of the Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online.
Students must also keep a copy of all submitted materials and any assessment draft
Assessment |
Fail 0–49% |
Pass |
Credit |
Distinction |
High Distinction |
Executive summary |
Executive summary |
Executive summary |
Executive summary |
Executive summary |
|
Knowledge and |
(Introduction) does not |
(Introduction) details some |
(Introduction) details all key |
(Introduction) is well |
(Introduction) is executed |
understanding. |
effectively detail key |
components of the Program |
components of the Program |
written. It clearly details all |
written clearly and |
components of the |
and Evaluation Plan, but key |
and Evaluation Plan. |
key components of the |
concisely details all key |
|
Executive Summary |
Program and Evaluation |
components are |
Program and Evaluation |
components of the |
|
Background on topic, Program rationale, |
Plan. Background of the topic does not demonstrate an |
lacking/missing. Background of the topic |
Background of the topic demonstrates a good understanding of the public |
Plan. Background of the topic |
Program and Evaluation Plan. |
plan including goals, |
understanding of the public health |
demonstrates a limited understanding of the public |
health issue/problem being explored. |
demonstrates a very good understanding of the public |
Background of the topic demonstrates sophisticated |
strategies and |
issue/problem being |
health issue/problem being |
health issue/problem being |
understanding of the public |
|
indicators and data |
explored |
explored. |
explored. |
health issue/problem being explored. |
|
Percentage for this criterion =25% |
The following Subject Learning Outcomes are addressed in this assessment |
|
SLO a) |
Interpret the importance of performing a needs analysis in public health Program development. Apply different methodologies of needs assessment to establish and prioritise community needs. |
SLO b) |
Develop a Program logic model and critically analyse the link between the components of the Program logic model and Program theory in public health Program design. |
SLO c) |
Develop an evidence-based Program and evaluation plan for the implementation and evaluation of a public health Program. |
SLO d) |
Critically examine and apply the principles and strategies of community and stakeholder engagement. |
SLO e) |
Critically examine and apply the principles of evaluation, comparing the types and stages of evaluation used in public health Program development. |