H‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍ealth Promotion assessment brief Submission: Your final Cas
H‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍ealth Promotion assessment brief Submission: Your final Case Study will be an intervention proposal. Write a proposal for your health promoting intervention to tackle the chosen health problem Obesity. The proposal should entail • Abstract • Step 1. Logic Model of the Problem • Step 2. Logic Model of Change • Step 3. Program Design • Step 4. Program Production • Step 5. Program Implementation Plan • Step 6. Evaluation Plan • Discussion / Implications of the intervention • References *PRECEDE-PROCEED is one of the examples of a logic model that must be used. Programme: Online MSc Public Health and Health Promotion Creativity is encouraged! Word length for Proposal: 2,500 words (excluding contents page, tables, reference list and appendix) For this assessment, you are required to tackle a health behaviour problem by your choice by designing your own health promotion intervention, using the six steps from intervention mapping. Propose an intervention design, potentially with fictive data and analysis to support your proposal. Learning outcomes to be assessed: • LO1: Demonstrate knowledge and critical understanding of key dimensions of the principles, concepts and theories in health promotion • LO2: Discuss and critique contemporary issues and debates in health promotion • LO3: Show a critical understanding about the complexities of translating evidence into effective strategies for health promotion practice and policy • LO4: Demonstrate critical understanding of the significance of individuals, groups and communities in promoting health • LO5: Demonstrate a critical understanding of importance of cultural and ethical sensitivity in health promotion • LO6: Gather, critically appraise and synthesise health promotion related research, policy and key information drawn from a wide range of sources • LO7: Apply theoretical concepts and principles to health promotion issues, polices and practice • LO8: Communicate effectively and be reflective and critical in approach to promoting health Helpful resources Intervention Mapping Protocol Eldredge, L. K. B., Markham, C. M., Ruiter, R. A., Fernández, M. E., Kok, G., & Parcel, G. S. (2016). Planning health promotion programs: an intervention mapping approach. John Wiley & Sons. Fernandez, ., Ruiter, ., Markham, . and Kok, G., 2019. Intervention mapping: theory-and evidence-based health promotion program planning: perspective and examples. Frontiers in public health, 7, . • Any diagrams, figures, tables or graphs should be clearly labelled. • References must be in accordance with the Harvard System and must be labelled alphabetically at the end o‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍f the document (This reference list is NOT counted in your word allowance). • Appendices, if included, should come after the reference list and be clearly identified as such. Generic Masters-level Grade Descriptors These generic grade descriptors are intended to be used as a tool throughout the assessment process (in assessment design, marking/grading, moderation, feedback and appraisal) for any assessment set at Masters Level in the University. They are designed to show no disciplinary bias and are not intended to act as surrogate award or award classification descriptors. The grade descriptors should be read in conjunction with the learning outcomes associated with the assessment. Grade A++ Work of exceptionally high quality, commensurate with publication in a highly esteemed peer-reviewed journal. Clearly demonstrates a sophisticated, critical and thorough understanding of the topic. Provides clear evidence of originality and clearly demonstrates the ability to develop an independent, highly systematic and logical or insightful argument or evaluation. Demonstrates exceptional ability in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at Masters Level. Shows exceptional clarity, focus and cogency in communication. Grade Band A (A+, A, A-) Clearly demonstrates a sophisticated, critical and thorough understanding of the topic. Provides evidence of originality of thought and clearly demonstrates the ability to develop an independent, highly systematic and logical or insightful argument or evaluation. Demonstrates excellence in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at Masters Level. Shows excellent clarity, focus and cogency in communication. Grade Band B (B+, B, B-) Clearly demonstrates a well-developed, critical and comprehensive understanding of the topic. Clearly demonstrates the ability to develop an independent, systematic and logical or insightful argument or evaluation. Demonstrates a high degree of competence in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at Masters Level. Shows a high level of clarity, focus and cogency in communication. Grade Band C (C+, C, C-) Demonstrates a critical and substantial understanding of the topic. Demonstrates the ability to develop an independent, systematic and logical or insightful argument or evaluation. Demonstrates a significant degree of competence in the appropriate use of the relevant literature, theory, methodologies, practices, tools, etc., to analyse and synthesise at Masters Level. Provides evidence of cl‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍arity, focus and cogency in communication.

Leave a Reply

Your email address will not be published.