PUBH6006_Assessment Brief 1 Page 1 of 7ASSESSMENT BRIEF Subject Code and TitlePUBH6006: Community Health and Disease Prevention AssessmentAssessment 1: Essay - Working with Communities...

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PUBH6006_Assessment Brief 1 Page 1 of 7ASSESSMENT BRIEF Subject Code and TitlePUBH6006: Community Health and Disease Prevention AssessmentAssessment 1: Essay - Working with Communities Individual/GroupIndividual Length2,000 words Learning OutcomesThis assessment address the following learning outcomes:1. Analyse the impact of social, environmental and behavioural factors on the health of different populations2. Analyse population health outcomes and the major social, economic, political and cultural forces that contribute to health inequalities SubmissionDue Sunday following the end of Module 2 at 11:55pm AEST/AEDT* Weighting35% Total Marks100 marks*Please Note: This time is Sydney time (AEST or AEDT). Please convert to your own time zone (eg. Adelaide = 11:25pm).PUBH6006_Assessment Brief 1 Page 2 of 7Instructions:In this Assignment, you will explore the connection between helping groups and communities to gain empowerment through capacity building and community action. As a current or future public health practitioner, you will continually be called upon to identify the common needs and shared concerns of a community in the management of health programs.Over the next two Modules you will complete a multi-part assignment.To prepare for this assignment: Analyse the different levels of community-based interaction in health programs; use Laverack’s (2007, Chapter 2) ladder to help with your thinking on this complex subject. Analyse the different theories and models of health promotion practice. Critique the link between capacity building and empowerment.Write a 2,000-word paper that uses your professional judgement and the evidence provided in the Learning Resources in Modules 1 and 2 to address the following:Part 1: Identify a preventable health concern in which you are interested, such as dengue fever or type 2 diabetes. Using Laverack’s ladder of community-based interaction as a guide, describe three key strategies that you might use to engage with a community to implement a program to address this health concern (Module 1).Part 2: Discuss how you could use the core domains of capacity-building identified by Liberato et al (2011) to support the journey to community empowerment and ownership of a prevention program for your chosen health concern (Module 1).Part 3: Describe the models and approaches of health promotion (such as the health belief model or the education approach) that you would use to motivate and educate the community about your chosen health concern, and discuss the advantages and disadvantages of each model/approach (Module 2).Submit the entire 2,000-word Assignment 1 at the end of Module 2.PUBH6006_Assessment Brief 1 Page 3 of 7Assessment Criteria: Demonstrates knowledge and understanding of the different levels of community-based interaction in community health programs (20%). Interpret and analyse the different theories and models of health promotion and justify any conclusions reached with well-formed arguments (30%). Analysis and application of theories and models to an existing community health problem (30%). General assessment criteria (20%): o Provides a lucid introduction o Shows a sophisticated understanding of the key issues o Shows ability to interpret relevant information and literature in relation to chosen topic o Demonstrates a capacity to explain and apply relevant concepts o Shows evidence of reading beyond the required readings o Justifies any conclusions reached with well-formed arguments and not merely assertions o Provides a conclusion or summary o Correctly uses academic writing, presentation and grammar:  Complies with academic standards of legibility, referencing and bibliographical details (including reference list)  Writes clearly, with accurate spelling and grammar as well as proper sentence and paragraph construction  Uses appropriate APA style for citing and referencing researchPUBH6006_Assessment Brief 1 Page 4 of 7Marking Rubric: Assessment Attributes 0-34 (Fail 2 – F2) Unacceptable 35-49 (Fail 1 – F1) Poor 50-64 (Pass -P) Functional 65-74 (Credit - CR) Proficient 75-84 (Distinction – DN) Advanced 85-100 (High Distinction – HD) ExceptionalGrade Description (Grading Scheme)Evidence of unsatisfactory achievement of one or more of the learning objectives of the subject, insufficient understanding of the subject content and/or unsatisfactory level of skill development.Evidence of satisfactory achievement of subject learning objectives, the development of relevant skills to a competent level, and adequate interpretation and critical analysis skills.Evidence of a good level of understanding, knowledge and skill development in relation to the content of the subject or work of a superior quality on the majority of the learning objectives of the subject. Demonstration of a high level of interpretation and critical analysis skills.Evidence of a high level of achievement of the learning objectives of the subject demonstrated in such areas as interpretation and critical analysis, logical argument, use of methodology and communication skills.Evidence of an exceptional level of achievement of learning objectives across the entire content of the course demonstrated in such areas as interpretation and critical analysis, logical argument, creativity, originality, use of methodology and communication skills.Demonstrates knowledge and understanding of the different levels of community-based interaction in community health programs20%Limited understanding of required concepts and knowledgeKey components of the assignment are not addressed.Knowledge/understanding of the field or discipline.Resembles a recall or summary of key ideas.Thorough knowledge/understanding of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials.Highly developed understanding of the field or discipline/s.Discriminates between assertion of personal opinion and information substantiated by robust evidenceA sophisticated understanding of the field or discipline/s.Systematically and critically discriminates between assertion of personal opinion and informationPUBH6006_Assessment Brief 1 Page 5 of 7Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.Demonstrates a capacity to explain and apply relevant concepts.from the research/course materials and extended reading.Well demonstrated capacity to explain and apply relevant concepts.substantiated by robust evidence from the research/course materials and extended reading.Mastery of concepts and application to new situations/further learning.Critical reasoning Interpret and analyse the different theories and models of health promotion Justify any conclusions reached with well-formed arguments30%Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment.Makes assertions that are not justified.Specific position (perspective or argument) begins to take into account the issue(s) or scope of the assignment.Justifies any conclusions reached with arguments not merely assertion.Specific position (perspective or argument) takes into account the complexities of the issue(s) or scope of the assignment. Others’ points of view are acknowledged.Justifies any conclusions reached with well-formed arguments not merely assertion.Specific position (perspective or argument) is expertly presented and accurately takes into account the complexities of the issue(s) and scope of the assignment.Justifies any conclusions reached with well-developed arguments.Specific position (perspective or argument) is presented expertly, authoritatively and imaginatively, accurately taking into account the complexities of the issue(s) and scope of the assignment. Limits of position are acknowledged.Justifies any conclusions reachedPUBH6006_Assessment Brief 1 Page 6 of 7with sophisticated arguments.Analysis and application of theories and models to an existing community health problem30%Limited synthesis and analysis.Limited application/recommendations based upon analysis.Demonstrated analysis and synthesis of new knowledge with application.Shows the ability to interpret relevant information and literature.Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis.Thoroughly developed and creative analysis and synthesis with application of pretested models and / or independently developed models and justified recommendations linked to analysis/synthesis.Highly sophisticated and creative analysis, synthesis of new with existing knowledge.Strong application by way of pretested models and / or independently developed models. Recommendations are clearly justified based on the analysis/synthesis. Applying knowledge to new situations/other cases.Use of academic and discipline conventions and sources of evidenceUse of academic conventions including appropriate resources and referencing (20%) *General assessment criteria shown belowPoorly written with errors in spelling, grammar.Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas.Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraphIs well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary).Demonstrates consistentIs very well-written and adheres to the academic genre.Consistently demonstrates expert use of goodExpertly written and adheres to the academic genre.Demonstrates expert use of high-quality, credible and relevantPUBH6006_Assessment Brief 1 Page 7 of 7There are mistakes in using the APA style.construction.Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed.There are no mistakes in using the APA style.use of high quality, credible and relevant research sources to support and develop ideas.There are no mistakes in using the APA style.quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key readingThere are no mistakes in using the APA style.research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key readingThere are no mistakes in using the APA Style.*General Assessment Criteria:  Provides a lucid introduction  Shows a sophisticated understanding of the key issues  Shows the ability to interpret relevant information and literature in relation to your chosen topic  Demonstrates a capacity to explain and apply relevant concepts  Shows evidence of reading beyond the key reading  Justifies any conclusions reached with well-formed arguments not merely assertion  Provides a conclusion or summary  Use of academic writing and presentation and grammar:  Complies with normal academic standards of legibility, referencing and bibliographical details (including reference list).  Is written clearly with accurate spelling, grammar and sentence and paragraph construction  Appropriate citation and referencing used (using APA style)
Answered Same DayMar 13, 2021PUBH6006

Answer To: PUBH6006_Assessment Brief 1 Page 1 of 7ASSESSMENT BRIEF Subject Code and TitlePUBH6006: Community...

Soumi answered on Mar 17 2021
130 Votes
Running Head: WORKING WITH COMMUNITIES    1
WORKING WITH COMMUNITIES         12
PUBH6006: COMMUNITY HEALTH AND DISEASE PREVENTION
ESSAY - WORKING WITH COMMUNITIES
ASSESSMENT 1
Table of Contents
Introduction    3
Part 1: Using Laverack’s Ladder of Community-Based Interaction for Addressing Malaria    3
Prevalence of Malaria    3
Key strategies for engaging the Community to implement a program regarding Malaria    3
Three Strategies to engage with African Community to Implement a Program regarding Malari
al Disease    4
Part 2: Domains of Capacity-Building for Community Empowerment and Ownership of Malaria Prevention    6
Concept of Community Empowerment    6
Concept of Capacity Building    6
Part 3: Models and Approaches of Health Promotion to Motivate and Educate Community about Malaria    8
Health Belief Model (HBM)    8
Education Approach    9
Community Discussions and Workshops    9
Conclusion    10
References    11
Introduction
World Health Organisation (WHO) in 2016 estimated around 216 million malarial cases in more than 91 countries of this world. Malaria is a disease caused due to female anopheles mosquito bite. As soon as the mosquito bites a healthy person, it releases the malarial parasite into the blood stream of the individual and as a result, within 10-15 days after mosquito bite, healthy individual gets affected from malaria. Common symptoms include fever, headache, chills, shivering.
Part 1: Using Laverack’s Ladder of Community-Based Interaction for Addressing Malaria
Prevalence of Malaria
Malaria is preventable and curable but if not diagnosed within 24 hours, symptoms may become severe and the patient may even die. 445000 was the number of deaths reported by WHO in 2016 due to malaria worldwide. However, one shocking report that the study presented was that 90% of malarial cases in 2016 were from the WHO African region that is among the African community. Of all countries, 80% malarial cases were identified from 15 countries only and out of which, Nigeria accounted for highest number of cases with 87% (World Health Organisation, 2019).
Key strategies for engaging the Community to implement a program regarding Malaria
Laverack’s model of community-based interactions defines communities as a group of people living together along with both social and geographical characters or in much simpler words, dynamic group of people with variable social interaction but belonging to similar geographical area who may be organised or working together in order to achieve a shared goal (Laverack, 2007). Any community have the following common characters defined in Laverack’s model—
i. A common habitat, niche, place or geographical area counted as a spatial dimension.
ii. Some issues, interest, hobbies counted as non-spatial dimensions, can bring dynamic group of people together.
iii. Social interactions and identification of common needs may bring different groups of people together.
Three Strategies to engage with African Community to Implement a Program regarding Malarial Disease
Building up community and representatives
For a management of a health program in a community like African community, the practitioners may have to choose some representatives from the community since a whole community cannot be addressed. The representatives chosen should be legitimate and must be supported by their community. These representatives are chosen why the community based on certain sets of common interests that they may possess and that representative then acts as a voice of the whole community. However, as argued by Owusu-Addo and Owusu-Addo (2014), under certain conditions this position can be held by minority also so that their voice is not suppressed.
Community Engagement towards the health problem
Engagement of the community towards the desired program is difficult task since, within communities, groups possess different interests and engaging all of them together is one tough task for the practitioner. However, there are many models defined for this and this process may include several processes like—
i. Listening and communication by the community is important, since communication is necessary for a better understanding of concepts like methods of prevention of malaria (Laverack, 2007).
ii. Encouraging of communities in order to develop certain skills based on the information conveyed, which can be done by engaging certain meetings and discussions with the community representative.
iii. In order to direct a program, the basic requirement is to listen to the needs, for example preventive measures, availability of ointments and medicines.
iv. All of the above 3 points works effectively only when the community functions together that is working in partnership among them, which leads to better social and political influence of the individuals and groups example – together pressure can be created on the legislatives in order to make necessary amendments for the community (Owusu-Addo &...
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