| Course Title: | Access to Higher Education Diploma – Health Sciences | |||
| Unit Title: | Understanding Health Promotion and Health Education | Unit Code | ||
| Unit: Level: | Three | Credit Value: | 3 | |
| Tutor Name: | ||||
| Student Name: |
s
| Task Number: (if applicable) | 1 of 1 | ||
| Task Title: | A Report and Mode of Communication on Health Promotion and Health Education | ||
| Date Set: | Date Due: | ||
| Extension Agreed: | Date of Return to learner: | ||
| Date of Resubmission: | Resubmission Return to learner: |
Student declaration of authenticity
| I confirm that the assignment I have submitted is all my own work and that it has been appropriately referenced in line with the centre policy on referencing of submissions of academic work | |
| Signature of student: | |
| Date submitted: |
WORK SUBMITTED AFTER THE DEADLINE WITHOUT AN AGREED EXTENSION OR APPROPRIATE MITIGATION WILL BE CONSIDERED FOR PASS ONLY
IV declaration
| I agree this assignment brief is fit for purpose and assesses the identified criteria. | |||
| IV Signature | Date: |
| Grade Profile Achieved for Assignment | Final unit grade, if applicable [1]* |
| Learning Outcomes | Assessment Criteria | Assessment Criteria Met[2] |
| Understand the purpose and process of health promotion | 1.1. Explain the purpose and process of health promotion. 1.2. Give examples of TWO different types of health promotion. 1.3. Summarise and assess the relative merits of THREE of the main approaches to health promotion | Y/N Y/N Y/N |
| Understand the purpose and process of health education present information in a logical manner | 2.1. Explain the meaning of health education and its relationship to health promotion. 2.2. Research and assess the effectiveness of ONE health education programme | Y/N Y/N |
| Be able to produce material to promote health | 3.1 Design a mode of communication to promote an aspect of health | Y/N |
| Description of Assessment Task (mapped to Assessment Criteria) |
| GUIDANCE ON COMPLETING THIS ASSESSMENT: Remember this is a report, not an essay, of 1,500-2000 words This means using the headings below in the order given:Introduction – set out briefly the objectives of report.The purpose and process of health promotion (1.1)On purpose of health promotion. Obviously, the syllabus we gave out to you in class outlines the purpose of health promotion, namely, ‘to positively influence the health behaviour of individuals and communities as well as the living and working conditions that influence their health’. You can write a paragraph on what you think this given definition might mean, but if you have issues with the definition, please do not hesitate to express those issues. Another thing you could do to ensure that your work is theoretically informed is to google ‘Images for Tannahill Model of Health Promotion’. You will see three circles interlocked into each other and showing clearly the purpose of health promotion in terms of prevention, education and protection. Explain your understanding of each of these three components of health promotion.On the process of health promotion. Your syllabus says the process of health promotion is ‘to enable people to increase control over their health and its determinants, and thereby improve their health’. You will therefore need to google the ‘Ottawa Charter on Health Promotion’ and read what it says, outlining essential features of the Charter. Examples of two different types of health promotion (1.2)Your syllabus gives three or more examples, such as safety at work, preventing heart disease and travel health. Select any two of these, or if you have other examples you will prefer to do instead, please feel free to do so. Comment on the two examples you have selected, e.g. ‘Travel Health’, such as what we do when going on holiday to other countries, e.g. vaccination – what sort of vaccine for instance are you given before you go on holiday outside the country? Comment on why your two examples of health promotion is important.Relationship Between Health Education and Health Promotion (2.1)Google ‘Differences Between Health Education and Health Promotion’ and select the one published by www.researchgate.net. You will see that a number of academics from around the world are debating or having a conversation around the definitions of health education and health promotion. The person who started the debate was a guy named Dean Whitehead from Flinders University – read how he started the discussion.Scroll up to a lady named Diana Guzys from the University of Tasmania – I like her contribution to the discussion because her views may be seen to be controversial, and when we discussed her contribution in class, we had some students who challenged her views because they thought her contribution was unrealistic to achieve. What conclusion can you draw from the discussion in terms of what you think health education is and in terms of what you think health promotion is? Be free to challenge and/or celebrate their views.Three main approaches to health promotion (1.3)Google ‘Approaches to Health Promotion’ and select the one published by www.infosihat.gov.my PDF version for you to download.You will see that the approaches are clearly outlined as follows: medical, behaviour change, educational, empowerment, social change. Select any three of the above approaches and scroll down to read what the article or slide says about each approach, e.g. you will see that each approach is explained in terms of aim of the approach, the method or activity and evaluation in terms of strengths and weaknesses of the individual approaches. Be careful not to be seen to write down everything the slide shows, rather select two or three things you could discuss for each of your three approaches, but do not ignore strengths and weaknesses of each approach, say, one weakness and one strength fully discussed, or two strengths and weaknesses briefly discussed. If you are not clear about the content of slide and you require further information, google other sites for health promotion approaches. It is my view though that the set of slides has plenty of useful information for your consumption.The effectiveness of one health education programme (2.2)Look out for one health education programme of interest to you. Some of my former students mentioned ‘Change4Life’ campaign. There are other education programmes or campaigns you have seen in social media and elsewhere. Choose one of these.Comment on how effective the education programme is or has been in terms of: (a) method of promotion, e.g. leaflet, poster, media, etc., (b) message – what is the message? (b) who is the campaign targeted at? (c) how user-friendly is the presentation of campaign in terms of colour, contrast, wordiness, language? etc. (d) how could it be improved in your view? etc.You can take a photo shot of the health education programme if you want to show picture of the campaign, but if you don’t want to take a photo shot that is fine. You can alternatively describe in words the campaign or education programme.My own health promotion campaign design (3.1)Here you are required to design a one-page poster or one-page leaflet (this won’t be counted as part of your 1500-2000 words). Once you have designed your campaign, take a photo shot of it or by whatever technological means and transfer this onto a word document as part of your overall report so that you are submitting your whole report as one document. Alternatively, if you don’t want the campaign you have designed to be part of your whole report, submit whatever you have designed in the separate tab provided on Turnitin entitled ‘Leaflet or Poster if you are not submitting as part of your report’.Write a paragraph or two about your campaign design. When writing the paragraph, consider the following: (a) method you used such as leaflet or poster (b) the message you are trying to convey, (c) tag line or catchy phrase, e.g. a poster on breast cancer of a group of ‘bikini women’ was designed by one of our last year’s students — and the poster had the tag line: ‘Grab ‘em, feel ‘em, check ‘em’, (c) target audience or who the message is targeting, (d) user-friendliness in terms of appropriate use of language, wordiness in terms of whether the campaign material is too wordy or not for your target audience, colour, contrast, visual appeal, font size, appropriateness of headings used if any, etc., (e) On the whole, do you think it is an effective campaign? Conclusion References All work must be referenced in accordance with Harvard referencing system. |
| Grading Information | |||
| If you have achieved all Level 3 criteria you will receive a grade (Pass, Merit or Distinction) against the following Grade Descriptors. The grade awarded will be determined by your aggregated performance against the Grade Descriptor Components noted below. The boxes below each Grade Descriptor provide contextual statements which relate the language of the Grade Descriptor to the set assignment task. These statements will help you to know what is required at the identified Grade Descriptor and also to understand the Grade Profile that you have been allocated. | |||
| Grade Descriptor (Insert more rows as necessary) | To achieve a Merit: The learner has | To achieve a Distinction: The learner has | Grade Awarded |
| GD1: | The student, student’s work or performance: demonstrates a very good grasp of the relevant knowledge base | The student, student’s work or performance: demonstrates an excellent grasp of the relevant knowledge | |
| What this means for the assignment | The student distinguishes clearly between the purpose of health promotion and the process of health promotion, drawing on relevant models of health promotion and analysing contribution by World Health Organisation (Ottawa Charter). The student gives accurate examples of types of health promotion and explains clearly what they entail. The student provides an analytical account of the relationship between health education and health promotion. The student identifies strengths and limitations of health promotion approaches but he or she is reluctant to discuss the identified strengths and limitations of health promotion in a sustained manner. | The student employs, where appropriate, relevant theoretical models and contribution by World Health Organisation (Ottawa Charter) in his or her attempt to clarify the purpose and process of health promotion, whilst recognising the relative merits and limitations of aspects of theoretical contribution. The student gives accurate examples of types of health promotion and explains clearly and insightfully what they entail. The student provides an evaluative account of the relationship between health education and health promotion. The student discusses in a sustained manner the strengths and limitations of health promotion approaches identified. | |
| GD2: | The student, student’s work or performance: makes use of relevant ideas facts theories perspectives models concepts with either breadth or depth that goes beyond the minimum required to Pass | The student, student’s work or performance: makes use of relevant ideas facts theories perspectives models concepts with both breadth and depth | |
| What this means for the assignment | The student justifies decisions made in the creation of a mode of communication (such as poster or leaflet), although justification may not always be wholly effective. The student identifies and explains in basic form the strengths and limitations of a health education programme and own campaign, suggesting improvement with limited insight and imagination. | The student justifies critically and effectively decisions made in the creation of a mode of communication (such as poster or leaflet). The student discusses critically the strengths and limitations of a health education programme and own campaign, suggesting improvement insightfully and imaginatively. | |
| GD5: | The student, student’s work or performance: shows very good command of language (including technical or specialist language) referencing | The student, student’s work or performance: shows excellent command of language (including technical or specialist language) referencing | |
| What this means for the assignment | In addition to good command of written English and referencing in accordance with Harvard principle, the mode of communication (leaflet, poster, etc.) the student adopts for his or her health promotion campaign is presented in a user-friendly and visually appealing manner, although there may be some limitations in thought process in terms of the appropriate and effective use of language for the target audience, as well as in terms of the decisions made in respect of the aesthetic of campaign design. | In addition to excellent command of written English and referencing in accordance with Harvard, the mode of communication (leaflet, poster, etc.) the student adopts for his or her health promotion campaign is presented in a user-friendly and visually appealing manner, with rarely any significant limitations in thought process in terms of the appropriate and effective use of language for the target audience, as well as in terms of the decisions made in respect of the aesthetic of campaign design. | |
| GD7: Quality | The student, student’s work or performance: is structured in a way that is generally logical and fluent taken as a whole, demonstrates a very good response to the demands of the brief/assignment | The student, student’s work or performance: is structured in a way that is consistently logical and fluent taken as a whole, demonstrates an excellent response to the demands of the brief/assignment | |
| What this means for the assignment | The student’s performance is consistently good for the most part across the range of assessment criteria. The student manages the complexity of task to a good standard and as evident in the grade descriptors. | The student’s performance is consistently excellent for the most part across the range of assessment criteria. The student manages the complexity of task to an excellent standard and as evident in the grade descriptors. |
Assessor’s comments
| Tutor Feedback | ||
| Individual feedback and targets for improvement and any comment in relation to resubmission (if appropriate): Please also refer to the ‘What this means for the assignment’ boxes on page 3 in terms of understanding the rationale for the grade judgments allocated to the different Grade Descriptor Components. | Areas for Improvement: | Tick ü |
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| Tutor Signature: | Date: | 17/09/21 |
| Internally Moderated by: (if applicable) | |
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| Student Reflections / Planning in relation to Tutor Feedback (where appropriate): |
| Student Target Setting for Future Assessment (where appropriate): |
[1] If there is more than one assignment for a unit, the final provisional grade for the unit cannot be awarded until all assignments have been completed, and this space should be left blank.
[2] Where an Assessment Criteria is judged to have not been met this will result in a ‘resubmission’ in accordance with the QAA Grade Scheme Regulations (See Section C for guidance on Resubmission of student work).
