-
-
QUESTION
Poster
NUR3101 Primary Health Care in a Global Context
Assessment 2: Health Literacy Project
Task overview
Course NUR3101 Primary Health Care in a Global Context
Assessment name Health Literacy Project
Brief task
description
This assignment requires you to develop a health literacy strategy for a chosen population group. You
will need to develop a project outline and a project deliverable.
Due Date 21st September 2020 2355hrs
Length Project Outline : 500 words +/-10% (word length includes in-text referencing and excludes your
reference list and appendices)
Deliverable: Poster: one page; video/quiz/game/presentation/other 3 minutes
Marks out of:
Weighting:
80 marks
40% of final grade
Course Objectives
measured
- Demonstrate an understanding of equity, social justice and the epidemiology of health and
disease across different population groups in a global context.
- Critically analyse the significance to nursing practice of (i) the social determinants of health;
(ii) the health impacts of climate change and environmental degradation; (iii) availability,
accessibility, acceptability, affordability, and cultural appropriateness of health service
provision.
- Construct innovative, person-centred solutions to global health issues through the
application of evidence-based theory, reflection critique and academic literacy skills.
Rationale /
Graduate
Attributes
This assessment enables students to work towards developing the following graduate attributes:
Critical, creative, thinkers who can integrate and apply knowledge and relevant skills,
including research and digital literacy skills, to analyse and evaluate ideas, concepts,
theories and problems, and offer insights, innovative approaches and solutions;
Effective communicators and collaborators who actively and respectfully lead, listen,
reflect, discuss and negotiate in order to work productively with a range of individuals and
groups, including professional teams;
Ethical, engaged professionals and citizens who engage in, non-discriminatory, safe
practices and consider the local, global, social, economic, legal and environmental
influences on, and impact of, their attitudes and actions;
Culturally capable individuals who are self-aware and sensitive to Aboriginal and Torres
Strait Islander knowledges and perspectives, equitable and respectful of diversity and
multiculturalism, and can apply these capabilities in their professional practice.
Task information
Task detail Health literacy is defined by the World Health Organisation “as the cognitive and social skills which
determine the motivation and ability of individuals to gain access to, understand and use information
in ways which promote and maintain good health” (2020). This goes beyond the concept of health
education and encourages individuals and communities to take action towards their own health and
wellbeing.
To complete this task you are required to develop a plan for a health literacy strategy. This strategy
must be targeted towards a global health concern faced by a particular population of your choice. To
be assessed against the full criteria of this assessment you must submit the following items:
1: Health Literacy Project Plan (500 words)
Including:
- a) Topic: a global health concern and rationale for choice supported by evidence from the
literature.
- b) Population: outline the rationale for the chosen target population for the project including
issues relating to equity and social justice.
- c) Delivery: method of project delivery and outline rationale for why the method of the
deliverable was chosen, with evidence of best practice examples.
2: Deliverable: Choose a presentation style that suits your topic, population and your capabilities. We
encourage you to be creative here, however it must be relevant to the population demographics.
Some ideas are:
Poster
Infographic
Video
Animation
Game
Writing Style This assignment should be written using scholarly convention, academic structure and writing, and
reference relevant peer reviewed articles and utilise APA style referencing.
Referencing/
citations
For this assessment you will use APA 6th or 7th referencing style.
Sources: your reference list must include at least 6 scholarly sources with the majority no
older than 6 years old.
In text citations: You must include in-text citations in the body of your work. Each new point
or piece of evidence must be attributed (via in-text citation) to the source.
Formatting Style Assignments should be presented using:
Double-line spacing
Times New Roman, 12 point font
Resources
available to
complete task
The NUR3101 Study Desk Assessment Tab contains resources to help you with this assessment
Support for academic writing (and referencing) is available from the Learning Advisor and Liaison
Librarian, you can find information and contact them via their site: Study and Research Support
for Health & Community students
Other helpful links:
Study Support: https://www.usq.edu.au/library/study-support/assignments.
Academic writing and Proofreading: https://www.usq.edu.au/library/studysupport/
assignments/academic-writing-and-proofreading
Submission information
What you need
to submit
One Microsoft Word document that contains the following items:
No coversheet but footer must include: unit code, unit name, semester and year, assignment
title, student name, student number
Do not submit the marking rubric
Deliverable file: Pdf, mp3, YouTube link, word doc. It is your responsibility to ensure that the marker
can access your deliverable content.
Submission
requirements
This assessment task must:
use the latest version of APA referencing (6th or 7th edition is acceptable)
be submitted in electronic format via StudyDesk
Turnitin has been enabled so that students can check for similarity matching within their assessment
and make amendments prior to the due date to demonstrate academic integrity.
File Name
Conventions
Save your document with the following naming conventions:
surname_initial _ studentnumber_A1.doc/docx (A1 stands for Assignment 1 )
E.g: Jones_J_006233466_A1_NUR3101.docx
Marking and
Moderation
This task will be marked against a marking criteria available on StudyDesk.
All staff who are assessing your work meet to discuss and compare grading averages before
marks or grades are finalised.
Final release of grades will normally be within three weeks of submission. This same
timeframe applies for any approvals for an extension of time commencing at the time of
submission.
Academic
Integrity
Student’s should be familiar with USQ’s policy on Academic Integrity:
https://policy.usq.edu.au/documents/13752PL
Turnitin has been enabled so that students can check for similarity matching within their assessment
and make amendments prior to the due date to demonstrate academic integrity.
Assessment
policy/
procedure
Extensions and
Late
Submissions
Students are encouraged to access the USQ assessment policy:
https://policy.usq.edu.au/documents/1357PL
Applications for an extension of time will only be considered if received in accordance with
the USQ Assessment procedure https://policy.usq.edu.au/documents/14749PL and the
Assessment of Compassionate and Compelling Circumstances Procedure:
https://policy.usq.edu.au/documents/131150PL
Note that USQ’s procedures requires applications are made for extensions PRIOR to the due
date of the assessment.
NUR3101 Marking Rubric- Assessment 2, S2, 2020
CRITERIA Highest Grade Possible
Lowest Grade
Possible
Total
HEALTH LITERACY
PROJECT PLAN
10---8.5 8.4---7.5 7.4---6.5 6.4---5.0 4.5---0.5 0
- A) Topic: a global health
concern and rationale for
choice supported by
evidence from the
literature.
Significant specific global health
concern selected with an
excellent rationale provided with
relevance to nursing practice and
supported with high level
evidence from literature.
Chooses a specific global
health concern relevant to
nursing practice. Provides a
strong rationale supported by
adequate evidence from the
literature.
Acceptable Global health concern
identified, good rationale
provided and supported by
evidence from literature.
Broadly covers a global
health concern identifies
possible rationales and
supports with evidence from
the literature.
Global health concern
identified, rationale
provided although
inadequate evidence from
the literature.
No evidence of
meeting this criteria.
/10
20---17 16.5---15 14.5----13 12.5---10 9.5---1 0
- B) Population: outline the
rationale for the chosen
target population for the
project including issues
relating to equity and
social justice.
Excellent overview of target
population for health literacy
intervention. Critically discusses
need for intervention related to
social determinants of health,
including equity and social
justice, which have contributed
to causing or solving the global
health issue identified.
Very good overview of target
population for health literacy
intervention. Discusses the
need for intervention related
to social determinants of
health, including equity and
social justice, which have
contributed to causing or
solving the global health issue
identified.
Good overview of target
population for health literacy
intervention. Outlines the need
for intervention related to social
determinants of health, including
equity and social justice, which
have contributed to causing or
solving the global health issue
identified.
Outlines the target
population for the health
literacy intervention.
Describes needs related to
the social determinants of
health and links to global
health issue.
Limited rationale for target
population. Limited or no
links to social
determinants of health
provided.
No evidence of
meeting this criteria.
/20
20---17 16.5---15 14.5---13 12.5---10 9.5---1 0
- C) Delivery: method of
project delivery and
outline rationale for why
the method of the
deliverable was chosen,
with evidence of best
practice examples.
Critically analyses methods of
health literacy intervention
delivery, discussing rationale for
chosen methods. Excellent
rationale provided with high
level evidence, and practice
examples.
Discusses methods of health
literacy intervention delivery,
provides rationale for chosen
methods. Very good rationale
provided with evidence, and
practice examples.
Describes methods of health
literacy intervention delivery,
provides rationale for chosen
methods. Good rationale
provided with evidence, and
practice examples.
Outlines methods of health
literacy intervention
delivery, provides rationale
for chosen methods.
Rationale provided with
evidence links to practice
example.
Limited methods provided
with limited or no
rationale, inadequate links
to practice provided.
No evidence of
meeting this criteria.
/20
PROJECT DELIVERABLE 20---17 16---15 14---13 12.5---10 9.5---1 0
Health Literacy Resource Highly effective presentation
style that suits the topic and
population. Level of language
and content appropriate for
audience. Highly effective use of
technology and innovation to
enhance engagement and
message delivery.
Very good presentation style
suits the topic and population.
Level of language and content
appropriate for audience.
Utilises a technology and
innovation to enhance
engagement and message
delivery.
Good presentation style that
suits the topic and population.
Level of language and content
appropriate for audience.
Utilises a technology and
innovation to enhance
engagement and message
delivery.
Presentation style effective,
adequate level of language
and contact for audience.
Evidence of some use of
technology and innovation.
Presentation style
ineffective or not suitable
for selected audience.
Limited or no evidence of
use of technology or
innovation.
No evidence of
meeting this criteria.
/20
ACADEMIC WRITING 5---4.25 4---3.5 3---3.4 2.5 1.5---1 0
- a) Project Plan and
Deliverable academic
High level achievement of
academic writing skills. Use of
headings in project plan.
Very good demonstration of
academic writing skills
including spelling and
Good demonstration of academic
writing skills including spelling
and grammar. Clear use of
Adequate demonstration of
academic writing skills
minimal errors in spelling
Academic writing skills
require development,
Ineffective academic
writing skills that
significantly detract
/5
writing and professional
presentation.
Professional presentation of
deliverable.
grammar. Clear use of
headings. Effective
presentation of deliverable.
headings. Effective presentation
of deliverable.
and grammar. Headings
present. Clear presentation
of deliverable.
moderate errors with
spelling and/or grammar.
from the quality of the
work.
REFERENCING 5---4.25 4---3.5 3---3.4 2.5 1.5---1 0
B ) Evidence of
reading/research
Use of course relevant
references
-APA Style referencing in
both sections of
assignment i.e. citations in
assignment text and
reference list.
Evidence of comprehensive
reading with more than six (6)
sources cited to support your
work.
Highly relevant contemporary
published literature used.
Adherence to APA- referencing is
excellent both in-text and
reference list
Evidence of wide reading with
more than five (5) sources
cited to support your work.
Relevant contemporary
published literature used.
Adherence to APA -
referencing is good both in-text
and reference list
with minimal errors corrected
Evidence of satisfactory reading
with four (4) sources cited to
support your work.
Relevant contemporary
published literature used.
Adherence to APA - referencing
is satisfactory both in-text and
reference list with several errors
corrected in one section
Evidence of reading is
present with three (3) or less
sources cited to support your
work.
Literature outdated
(> 7yrs).
Use of websites is evident as
a reference source.
Adherence to referencing is
poor- with multiple errors
corrected in both sections.
Limited or ineffective use
of references. Inaccurate
use of APA many
inconsistencies in use.
Demonstrates an attempt
but requires significant
development.
No evidence of
reading to support
your work or the
literature used was
not relevant.
Use of poor, non-peer
reviewed web sites
used as reference
sources.
No adherence to
referencing style in
both sections -
assignment and
reference list
/5
MARKS LOST FOR LATE PENALTY (IF RELEVANT -5% of the total marks available for the assessment item per working day deducted from total mark gained).
/80
NUR3101 Primary Health Care in a Global Context Assessment 2: Health Literacy Project
These are examples of related sentences that you may want to word around for this assignment:
Introduction (40 -50 words) (NO REFS here)
This Health Literacy Project will discuss the global health concern of …….. in …(chosen target population ) of people in India in the country/town of ….. . As a health intervention/ prevention plan/ a strategic plan/ strategy a (Poster·Infographic ·Video ·Animation·Game) will be developed to educate the identified/ target population in ………
Topic (2 REFS here)
- Significant specific global health concern identified
- rationale provided with relevance to nursing practice
- supported with high level evidence from literature
- A global health concern of considerable importance is ………….. because………………
- ………….has been recognised as a global health concern by the World Health Organisation (WHO) 2015.
- The rationale for addressing this concern is …………………..
- Literature suggests…..
- There is considerable evidence supporting ……..
- In terms of primary health care this has been recognized by (REF, XXXX) as …….
Population (2 REFS here)
Overview of target population
- Critically discuss need for intervention related to social determinants of health, including equity and social justice, which have contributed to causing or solving the global health issue identified.
- This (chosen target population) has been chosen/ identified because….(REF, XXXX) due to …..
- Specific determinants of health identified are …………which have contributed to the global health concern (REF, XXXX).
- Xxxxx and xxxx of the social determinants of health have which contribute to (your global health concern)
- In terms of equity and social justice ……….
- Social justice and equity ………
- In an effort to solving the global health concern ……….
Delivery (2 REFS here)
Method of project delivery and outline rationale for why the method of the deliverable was chosen, with evidence of best practice examples.
- critically analyses methods of health literacy intervention delivery
- discuss rationale for chosen method
- high level evidence, and practice examples.
- Given the …….population…..a poster was developed to xxxx. This was the most appropriate xxx because xxxx
- Author (xxxx) supports this prevention delivery project…..
- This project/ poster/ etc was utilised in YEAR …….
- This follows on from a previously designed preventative campaign in ……The result of this study indicated that …….
- An example of this health prevention/promotion has been delivered previously in ,,,,,,,,
Conclusion (40-50 words) (No REFS here and no knew info)
- This Health Literacy Project discussed the global health concern of …….. in …(chosen target population ) of people in India in the country/town of ….. . As a health intervention/ prevention plan/ a strategic plan/ strategy a (
- Social determinants of health … social justice and equity were discussed in relation to the …..
- Rationales have been provided…
- Current literature supported ….. and practice examples were provided……
- A Poster·Infographic ·Video ·Animation·Game) was developed to educate the identified/ target population.
Health Literacy Resource
Highly effective presentation style that suits the topic and population.
Level of language and content appropriate for audience. Highly effective use of technology and innovation to enhance engagement and message delivery.
-
| Subject | Nursing | Pages | 10 | Style | APA |
|---|
Answer
Mental Illness as Experienced by the Members of the Aboriginal Community
The health literacy project will provide a discussion of the global health concern of mental illness among the members of the Aboriginal community in Australia. As a health intervention, a poster will be developed to educate the target population about how they can promote their mental health.
Mental Illness
Mental illness is a significant global health issue which affects vulnerable communities such as the Indigenous people in Australia. Mental illness is a global health concern of considerable importance because over 300 million people, an equivalent of 4.4% of the global population is diagnosed with depression (Roberts, 2018).
Mental illness has been recognised by the World Health Organisation (WHO) as a global health Issue which requires effective response (WHO, 2019). The rationale for addressing this concern is that the growth in the cases of mental health is significantly on the rise. The figures showing the prevalence rates of mental health globally are alarming and provide an indication of the prevalence rates of the mental-ill health from a general view. Literature outlines that mental health concerns will affect approximately 1 in 4 people at some point in their lives. There is considerable evidence revealing that common mental disorders are responsible for the greatest proportion of the disease on a global scale. In terms of primary health care, this has been illustrated by Wainberg, Scorza, Shultz, Helpman, Mootz, Johnson, Neria, Bradford, Oquendo and Arbuckle (2017) as condition which can be controlled through effective intervention techniques.
Population
The members of the Aboriginal communities were chosen because the people experience unequal opportunity in living a healthy life. The specific health determinants which have contributed to the global health issue include low income and social status and lack of proper education (Reiss, Meyrose, Otto, Lampert, Klasen & Ravens-Sieberer, 2019). When it comes to matters pertaining to equity and social justice, it is evident that the members of the Indigenous group are at a disadvantage (Rheault, Coyer, Jones & Bonner, 2019). Notably, social justice and equity influence the manner in which the members of the community access basic resources which directly influence their wellbeing. With an aim of solving the global health issue, the population should be educated about self-management strategies to promote an effective mental health.
Delivery
Provided with the vulnerable nature of the Aboriginal community, a poster was developed to educate the people about the self-management strategies in relation to mental health. A poster was the most effective method for information delivery since it allows the delivery of information to a wide audience. Kutcher, Wei and Coniglio (2016) support this prevention delivery project to prevent instances of the increased cases of mental health concern among the Indigenous community. The poster is designed from scratch to support previous preventative campaign efforts by the WHO, which indicated that effective interventions should be conducted to safeguard the population’s mental health (WHO, 2019).
Conclusion
The health literacy project discussed the global health issue of mental illness among the Aboriginals in Australia. As a health intervention, patient education was recommended. A poster was established to educate the people about the self-management strategies for an effective mental health.
Kutcher, S., Wei, Y., & Coniglio, C. (2016). Mental Health Literacy: Past, Present, and Future. Canadian journal of psychiatry. Revue canadienne de psychiatrie, 61(3), 154–158. https://doi.org/10.1177/0706743715616609
Reiss, F., Meyrose, A., Otto, C., Lampert, T., Klasen, F. & Ravens-Sieberer, U. (2019). Socioeconomic status, stressful life situations and mental health problems in children and adolescents: Results of the German BELLA cohort-study. PLOS ONE, 14(3): e0213700. https://doi.org/10.1371/journal.pone.0213700
Rheault, H., Coyer, F., Jones, L., & Bonner, A. (2019). Health literacy in Indigenous people with chronic disease living in remote Australia. BMC Health Services Research. 19. Doi: 10.1186/s12913-019-4335-3.
Roberts, S. (2018). Mental Illness is a Global Problem: We Need a Global Response. Health Poverty Action. Retrieved from https://www.healthpovertyaction.org/news-events/mental-health-world-health-day-2017/
Wainberg, M. L., Scorza, P., Shultz, J. M., Helpman, L., Mootz, J. J., Johnson, K. A., Neria, Y., Bradford, J. E., Oquendo, M. A., & Arbuckle, M. R. (2017). Challenges and Opportunities in Global Mental Health: a Research-to-Practice Perspective. Current psychiatry reports, 19(5), 28. https://doi.org/10.1007/s11920-017-0780-z
WHO, (2019). Mental Disorders. Retrieved from https://www.who.int/news-room/fact-sheets/detail/mental-disorders