This individual assessment is a written report of 1,500-1,700 words (excluding references) and consists of three parts (Parts A, B, C). You should use CQU APA 7th or Harvard referencing.

Part A:

For Part A, you must create a handwritten/hand-drawn concept map to provide a visual depiction that compares and contrasts 3 models of health and health promotion that we have learned about in Weeks 1-3. You can choose from any of the models that we have learned about in this unit. When creating this concept map, you should include points with 1) information about the similarities or differences in terms of the constructs of the models and what they posit; 2) strengths and weaknesses of the 3 models; 3) discussion about how well the models align (or do not align) with the different action areas of the Ottawa Charter, 4) similarities or differences in the types of health promotion contexts in which the models could be useful; and 5) discussion about how well placed the models are to target social determinants of health.

This concept map must be created by hand and cannot be developed using digital software, website, or platforms.

You do not need to write anything for this section in terms of written paragraphs. Here, the written concept ‘bubbles’ are all you need to write.  You only need to include a photo of your concept map. Please ensure that the image quality is clear enough that the content can be properly read. As an alternative to a photo, you can scan your concept map and upload it as a separate document.

This concept map will include information that supports you with writing Parts B and C, which require written (digital) responses in paragraph form.

Part B: 

Select one of the intervention topics (1, 2 or 3) below to focus Part B on.

Using the background information and source articles provided, additional literature, the unit content, and the concept map that you created in Part A, compare and contrast the 3 models that you previously selected in terms of how they could have been applied to enhance the effectiveness of the intervention (one linked to your chosen topic).

Part B should be a written response. In your response, you should provide an overview of the 3 models that you have selected and examine how they could have been utilised in the intervention. In addition, you will need to compare and contrast the 3 models in terms their potential application to the intervention to enhance it. To guide this part, the following questions may be useful:

·         What does one model offer that the other model does not and vice versa? 

·         How do the models compare/contrast in terms of what outcomes they target (e.g., behaviour, knowledge, intention, etc.) and how does this relate to applicability (or potential application) in the intervention?

·         How do the models compare/contrast in terms of how they relate to the different action areas of the Ottawa Charter and how does this relate to their applicability in the intervention?

·         How do the models compare/contrast in terms of how they target the social determinants of health and how does this relate to their applicability in the intervention?

Note: your answers to these questions should be in a paragraph form and not in a bullet list.

Part C: 

You will need to base Part C on the same topic that you selected in Part B and this part requires a written response. Using articles provided for this assessment and other relevant peer-reviewed literature that you have sourced and any relevant unit content, analyse the impact and application of models of health and health promotion in real-life health promotion interventions and studies targeting your chosen intervention topic (i.e., 1, 2 or 3). In your response, you can discuss any target group (i.e., whose health we want to promote), any location (i.e., initiatives anywhere in the world), and any setting (e.g., schools, hospitals, workplaces).

Intervention Topic 1: Addressing vaccine hesitancy and increasing vaccine uptake

Problem and context:

Human papillomavirus (HPV) vaccination is a crucial strategy for preventing HPV-related cancers, yet vaccination rates among young adults in the United States remain below target goals. Despite recommendations for "catch-up" vaccination for those up to age 26, many young adults, particularly males, are not fully vaccinated. To address this issue, partnering with colleges and universities has been identified as a promising approach. This research was aimed at increasing HPV vaccine uptake by improving awareness, reducing misinformation, and encouraging healthcare providers to recommend the vaccine among young adults. 

Intervention:

The intervention, conducted on campus from January to March 2019, had two main components: student-directed campaign materials and provider-directed training to encourage HPV vaccination among eligible students. The content was based on theory and previous research, addressing common barriers to HPV vaccination, such as misconceptions and low perceived vulnerability.

These included yard signs, posters in residence halls, a large banner in the university atrium, an HPV Question and Answer page on the university website, and weekly social media posts. The materials used university colours and the university logo for branding and included contact information for appointment scheduling. The university offers various health services, including primary care, women's health, and immunisations, with HPV vaccines mainly administered by three clinics within the university.

University health care providers received a 30-minute training session in November 2018, covering the health consequences of HPV, the importance of vaccination, and strategies to increase vaccination rates. Providers were encouraged to recommend the HPV vaccine to all eligible students and use every opportunity to vaccinate. Clinicians also wore campaign-themed buttons to prompt discussions about HPV vaccination.

Sources and supporting articles: 

Source: An intervention for increasing HPV vaccination on a university campus - ScienceDirect

Vaccine hesitancy and behavior change theory-based social media interventions: a systematic review | Translational Behavioral Medicine | Oxford Academic

Full article: What are the factors that contribute to parental vaccine-hesitancy and what can we do about it?

Intervention Topic 2: Improving dietary behaviours and physical activity

Problem and context:

The prevalence of overweight and obesity among adolescents worldwide has risen significantly, and minority adolescents are disproportionately affected. Overweight adolescents face serious health risks, including asthma, hypertension, and type 2 diabetes, as well as psychological issues like low self-esteem and depression. Adolescence is a critical period for obesity prevention. School-based obesity prevention programs are one approach to reach adolescents at risk for overweight and obesity as well as engage adolescents in learning strategies to improve health behaviors. Schools also have an existing infrastructure to integrate obesity prevention education into the curriculum. The complexity of obesity prevention will require multi-faceted and comprehensive community programs. Adolescents need to be knowledgeable about healthy foods and the risks of inactivity; they need to be cognisant of their own behaviors; and they need behavioral skills to promote behavior change. This initiative aimed to target nutrition and physical activity behaviour change, enhance knowledge, improve confidence and enhance self-efficacy.

Intervention:

The HEALTH[e]TEEN© program was developed to provide interactive education and behavioral support on healthy eating and physical activity to reduce overweight and obesity in adolescent. The program targeted interactive technology, promoted experiential learning and tailored/individualised feedback through lessons with self-assessment, simulations, problem-solving, repetition, and individualised feedback. Health coaching and social networking also provided individualised feedback. The program also targeted knowledge, confidence and self-efficacy among youth through lessons with goal setting and self-monitoring activities. A reality television concept of the program included diverse relatable characters who demonstrate typical situations (social modelling) in videos, text, and lesson commentary. Further, lessons provided content on stress reduction, assertive communication, conflict resolution, and social problem solving as it relates to healthy eating and physical activity.

Sources and supporting articles: 

Source: An Internet Obesity Prevention Program for Adolescents - Journal of Adolescent Health

A Review of eHealth Interventions for Physical Activity and Dietary Behavior Change - ScienceDirect

Telephone Interventions for Physical Activity and Dietary Behavior Change: A Systematic Review - ScienceDirect

Good practice characteristics of diet and physical activity interventions and policies: an umbrella review | BMC Public Health

A Systematic Review of Digital Interventions for Improving the Diet and Physical Activity Behaviors of Adolescents - ScienceDirect

Intervention Topic 3: Vaping cessation

Problem and context:

E-cigarettes have become the most widely used tobacco product among young adults in recent years. Notably, over half of these users have never smoked traditional cigarettes. Most e-cigarettes contain nicotine, and the levels in popular products have risen significantly, leading to high exposure among users. This is concerning because nicotine can negatively impact brain development into the mid-20s, contributing to addiction, mood disorders, reduced impulse control, and cognitive issues. Additionally, the aerosol from e-cigarettes contains harmful substances, including carcinogens and fine particles that penetrate deep into the lungs, with unknown long-term health effects. E-cigarette use is also linked to future smoking and increased alcohol and marijuana use. This study aimed to examine the effectiveness of a text message-based intervention to help young adults quit vaping.

Intervention:

This is Quitting (TIQ) is a personalised, fully automated text message program designed to help young people quit vaping. Developed using best practices from youth smoking cessation research and informed by input from young users, the program offers supportive, nonjudgmental messages that feel like they’re coming from a friend. It draws on social cognitive theory, using peer-written messages to build social support and share real-life quitting strategies. TIQ adapts to each user’s age, quit date, and vape product, offering different types of support depending on their readiness to quit. Those who not ready receive motivational messages for four weeks, while those who set a quit date get targeted support before and after quitting, including coping tips, skill-building exercises, and information on nicotine replacement therapy. Users can also text keywords like “TIPS” or “STRESS” for immediate help. Since its launch in 2019, over 300,000 young people have enrolled, and it is promoted nationally through the Truth Initiative’s campaigns.

Sources and supporting articles: 

Source: Effectiveness of a Vaping Cessation Text Message Program Among Young Adult e-Cigarette Users: A Randomized Clinical Trial | Tobacco and e-Cigarettes | JAMA Internal Medicine | JAMA Network

Employing the theory of planned behaviour to design an e-cigarette education resource for use in secondary schools | BMC Public Health

School-based programs to prevent adolescent e-cigarette use: A report card - ScienceDirect

Public Health Interventions Targeting the Prevention of Adolescent Vaping: A Scoping Review - DiCasmirro - 2025 - Public Health Nursing - Wiley Online Library

Level of GenAI use allowed:
Level 3: You may use Al to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any Al-generated content you use.

Referencing

All sources must be cited and referenced appropriately throughout this task in the correct CQUniversity APA 7th style or Harvard. If you need help with referencing or writing, please consult the Academic Learning Centre as soon as possible for guidance. 

Referencing Edition style

Pleasure ensure to use the CQU Library guide for APA style or Harvard style for referencing.

Word count

As per Moodle page and marking rubric +/-10%, excluding the cover page and the reference list. Calculate your word count minus exclusions before submission and include this on the cover page.

Grading rubric

Please refer to the Moodle site for additional assessment information, such as the assignment

marking rubric and mandatory template.

Turnitin

All submissions are subject to Turnitin scans, and all Turnitin reports are scrutinised. All instances of plagiarism are reported to the Academic Misconduct Board for review.

Assessment Criteria

This assignment is worth 40% of the overall mark for the unit. You must achieve a score of at least 50% (20 out of 40) on this assessment in order to pass the unit. This assignment is due by 4:00pm AEST on Wednesday of Week 5.

The assessment criteria for this unit are in the form of a detailed marking rubric, which is available from the Moodle site.

This assessment will assess achievement of the following unit learning outcomes:

1.       Compare and contrast various models of health and health promotion including determinants of health, models of sustainability and change 

2.       Analyse and evaluate the impact of principles and models of health and health promotion in real world efforts in the health promotion discipline

Check Moodle for an assessment template and marking criterion/rubric.

Presentation requirements

You must use the Assessment Task One Template located in the Assessment Tile in Moodle.

Submit your document in Microsoft Word (.doc or .docx).

Submission

Online

Weighting

40% of overall mark for the unit

Use of Generative AI

Level of GenAI use allowed:
Level 3: You may use Al to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any Al-generated content you use.

In accordance with CQUniversity policy, please note that a declaration must be provided if Generative Artificial Intelligence is used on this assessment and Generative Artificial Intelligence must also be included in-text citations and the reference list. 

Please note that if you used Generative Artificial Intelligence tools for the aforementioned permitted uses, then you MUST: 1) include a declaration in your assessment stating the use of Generative Artificial Intelligence and how it was used and 2) you need to cite it in-text and in the reference list. Please see resources on the Moodle site for guidance on appropriate declaring and referencing of Generative Artificial Intelligence. Examples of Generative Artificial Intelligence tools include but are not limited to: ChatGPT, Copilot, Claude, Gemini, Grammarly AI, DALL-E, and Bard.

Academic Integrity

In this unit, as well as in the rest of your course, you are expected to conform to the standards of academic integrity in all assessment. This means that you must: 1) correctly cite all sources of information used; 2) clearly indicate which ideas are your own and which come from another source; 3) write in your own words, whether you are expressing your own idea or the idea of another person; and 4) identify any phrases or sentences taken directly from a source as a direct quotation. Failure to do these things constitutes plagiarism, a serious form of misconduct, that will have serious consequences that include academic discipline measures. 

Information on plagiarism is available on the University website and can be accessed at: https://www.cqu.edu.au/student-life/services-and-facilities/referencing/what-is-plagiarism

It is your responsibility as a student to ensure that you understand what constitutes plagiarism and to avoid it in all your work. All assignments in this unit will be checked with Turnitin, a text matching software that checks your work against a huge database of online documents that includes papers and assignments submitted to universities worldwide as well as journals articles, books, and webpages. An overview to checking your own drafts with Turnitin can be found at:

https://sportal.cqu.edu.au/__data/assets/pdf_file/0014/61610/Turnitin.pdf

Collusion, which means working together with another student on an assignment that is supposed to be completed as an individual, is also a form of academic misconduct. In this unit, Assessment 1 must be completed individually, and you are not allowed to work with other students on this task or to seek advice or help from any other person. 

Information on all forms of academic misconduct, including plagiarism and collusion, can be found in The Great Guide to University Study available through the Student Portal at: https://sportal.cqu.edu.au/learning-support/student-guides/great-guide-to-university-study

Broadly, you will be assessed on:

• A highly detailed concept map has been created for Part A linking various key concepts (e.g., similarities and differences of models, linking models to the Ottawa Charter action areas, similarities or differences in the types of health promotion contexts the models that are useful; linking models to social determinants of health).
• The comparison and contrasting of the 3 models are critical and highly comprehensive with insightful, detailed, and explicit explanation of how the models could be applied to the intervention, how they relate to the action areas of the Ottawa Charter, and social determinants of health in the context of the intervention selected for the assessment (i.e., chosen intervention topic in Part B).
• The analysis and evaluation of the impact of the principles and models of health and health promotion in a real-world intervention (i.e. the intervention selected in part C) is comprehensive, highly critical and detailed. 
• There is consistent acknowledgement of sources of information throughout assessment and the critical discussion uses several high-quality, current and relevant academic sources.
• The written assessment is professionally presented with minimal grammatical or spelling errors or errors in APA referencing, and the discussion has used a consistent voice that reflects unit content. 

You are part of a team of Health Promotion Officers working in the Preventive Health and Health Promotion Department with the newly established Australian Centre for Disease Control. As part of your role, your team is working on developing and modifying health promotion programs for implementation in parts of Australia. There are a range of health promotion programs that exist in practice, many of which could be changed to better 1) support behaviour change, 2) address the social determinants of health, and 3) target most or all the action areas of the Ottawa Charter. 

Your Team Manager in the department has tasked you and your fellow Health Promotion Officers with preparing a presentation on one health promotion program that you think should receive funding support from senior employees at the Australian Centre for Disease Control in order to enhance the program. Your Team Manager has given you a list of existing health promotion programs that have been developed and implemented in Australia. However, your Team Manager thinks that these programs could be modified by better drawing on models of health and health promotion, targeting of the social determinants of health, and aligning with the action areas of the Ottawa Charter for Health Promotion. You and your team must select ONE of the health promotion programs from the list provided by your Team Manager to focus this task on (see below). Upon selection of a program, you and your team will need to analyse it and present suggestions for its modification.

Instructions: 

Your lecturer will assign students to groups with fellow classmates consisting of a maximum of 3 people in a group.

Present a 15-20-minute narrated PowerPoint (i.e., oral presentation). The presentations will be conducted either via Zoom or in-person depending on whether you are distance or Melbourne-campus student. For on-campus and distance students, your presentations will occur during the Week 11 tutorial class, noting that the slides are due on Wednesday of Week 10. 

To prepare for this presentation:

• Choose ONE of the health promotion programs listed below.
• Research the program using the sources provided for that chosen program, readings from the unit e-reading list, and any other relevant peer-reviewed literature.
• In this presentation, you will need to 1) critically examine the role of partnerships in the intervention and 2) analyse the program with respect to the impact and application of models of health and principles of health Promotion (e.g., social determinants of health, downstream/midstream/upstream approaches, Ottawa Charter action areas).
• The suggested presentation online is as follows:
  • Present a brief introduction of the program (e.g., the health problem it is trying to address, what the program involves).
  • Analyse the program and determine how well it targeted the social determinants of health.
    • Which social determinants of health were targeted?
    • Which social determinants of health could have been targeted? Explain how they could be targeted (i.e., what approaches or strategies could be used) if the program were modified.
  • Appraise the Health Promotion Action approaches used in the program with respect to whether they were downstream (primary care approaches), midstream (lifestyle/behaviourist), and/or upstream (socio-ecological).
    • If the approach was more downstream, how could midstream or upstream approaches have been applied?
    • How do you suggest modifying the program to use upstream approaches?
  • Analyse the application (or lack thereof) of models of health and health promotion in the program.
    • At minimum, pick one model that you have learned about in this unit and discuss how the program could be modified to use this model to promote health. You can use the work you did for Assessment 1 to support you here.
  • Appraise the program components in terms of how well they target the action areas of the Ottawa Charter using Table 3 (Appraisal Table of Program Designs) in the following article: Fry D, Zask A. Applying the Ottawa Charter to inform health promotion programme design. Health Promot Int. 2017 Oct 1;32(5):901-912. doi: 10.1093/heapro/daw022
    • Should you identify gaps or aspects where there could be greater alignment between the program and the action areas of the Ottawa Charter, suggest how the program could be modified accordingly (i.e., to better align with the Ottawa Charter action areas) and discuss why.
    • If you do not identify gaps or areas where there could be greater alignment with the action areas of the Ottawa Charter, ensure that you explain why the program should remain unchanged and discuss how it targeted the actions areas well.
  • Discuss the different stakeholders who were involved (based on the information provided) or who could have been involved in the health promotion program. Drawing on content from this unit and other relevant peer-reviewed literature, examine the role that partnerships could play to support the impact and effectiveness of the program.
    • What partnerships (e.g., promoters, funders, community leaders, champions, etc.) would be useful to establish as part of the program
    • What stakeholders would you suggest the program staff partner with and why?
    • What theories concerning partnerships would be useful to guide partnership development and why?
  • You should use CQU APA 7 or Harvard referencing

Program 1: National Bowel Cancer Screening Program (NBCSP)

Bowel cancer is a major cause of sickness and death in developed countries. However, most cases can be treated if detected early. Australian Health Guidelines recommend asymptomatic persons aged 50-74 years who are at average risk of developing bowel cancer to be screened every two years using a faecal occult blood test (FOBT). To support these guidelines, the NBCSP sends immunochemical FOBT kits directly to persons aged 50-74 years at their residence. Despite this support, the participation in the NBCSP is low. In an attempt to increase the population screening rates for bowel cancer, Cancer Council Australia developed a television-led media campaign to promote NBCSP and use of FOBT kits sent to eligible persons. The campaign aim was to increase the number of people aged 50-74 years who completed NBSCP FOBT. The campaign included a 30-second television commercial, which aired in three states. There were also print, digital and online resources disseminated and a full-page print advertisement in Prevention magazine. The campaign was also featured on televised morning programs. General Practitioners were targeted with advertisements in Medical Journal of Australia and Australian Family Physician in an attempt for them to promote such screening in primary care to their patients.

Resources:

• Impact of a mass media campaign on participation rates in a National Bowel Cancer Screening Program: a field experiment | BMJ Open
• National Bowel Cancer Screening Program | Australian Government Department of Health and Aged Care

Program 2: BeUpstanding

The Stand Up Australia research program, launched in 2009, investigates the benefits of reducing prolonged sitting in workplaces. It encompasses various types of research, including epidemiological, experimental, intervention, and translational studies. The program's main intervention, Stand Up Australia, is a comprehensive, multi-component strategy designed to address factors influencing prolonged sitting, such as organisational elements, the physical work environment, and individual employee characteristics.

This theory-based intervention was systematically developed through iterative pilot testing and follows best practices in workplace health promotion. It aims to reduce sitting time, especially prolonged, unbroken periods of at least 30 minutes, by encouraging standing or moving throughout the day, both at work and elsewhere. The intervention uses a participative approach, allowing workplace teams to select strategies collectively. Individuals receive feedback on their sitting, standing, and activity levels, which health coaches use to help set personal goals.

Workplace champions, usually team managers, play a crucial role in reinforcing the intervention's messages and strategies, engaging staff, and fostering a supportive organisational culture. This approach has been validated through various evaluations, highlighting the importance of workplace champions in promoting change. The 'train the champion' method has been adopted for broader implementation in collaboration with government partners. As part of the process for widescale uptake by workplaces, and to differentiate the program from the research intervention, the Stand Up Australia intervention was rebadged and redeveloped as the BeUpstanding program™. While the core elements of the original intervention remained, several adaptions (described below) were necessary to ensure feasibility and consistency with the best practice Work Health and Well-being framework.

Resources:

• The BeUpstanding Program™: Scaling up the Stand Up Australia Workplace Intervention for Translation into Practice - PMC
• google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwj4-9q_qu-LAxVOm2MGHSizBR4QFnoECAkQAQ&url=https%3A%2F%2Fwww.beupstanding.com.au%2F&usg=AOvVaw21SfCR-t0J6gjI3ykJYTnF&opi=89978449

Program 3: This Girl Can

To achieve its objectives, Sport England launched the "This Girl Can" (TGC) campaign in 2015, targeting women of all ages. The campaign aimed to change women's attitudes towards feeling embarrassed or judged while participating in sports or exercise, with the goal of increasing the number of women engaging in physical activity or sports at least once a week. Supported by paid mainstream media advertisements, publicity, community events, and backing from regional and national sports organisations, TGC gained significant media coverage and recognition. It was praised not only for promoting physical activity but also for challenging gender stereotypes and community values related to sports and exercise.

Inspired by its success, the campaign was introduced in Australia, focusing on changing attitudes towards physical activity and increasing participation among Victorian women, especially those not meeting current physical activity guidelines. Similar to the original campaign, messages were crafted for women of all ages, sizes, and shapes, emphasising confidence and reducing fears of judgment. The campaign included paid mass media, a strong digital and website presence, community events, and profiling of community supporters and local champions. It also collaborated with elite sports organisations, such as Australian Rules women's football teams and local sports and recreation agencies. An advisory group comprising community and government stakeholders oversaw the campaign, providing guidance on strategies to reach all Victorian women, including disadvantaged or minority subpopulations.

Resources:

• Impact of the first year of the “This Girl Can” physical activity and sport mass media campaign in Australia | BMC Public Health
• This Girl Can: A VicHealth Campaign | VicHealth

Level of GenAI use allowed:
Level 3: You may use Al to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any Al-generated content you use.

Submission

Please upload and submit your assessment as a Microsoft Word file on Moodle.

Referencing

Any sourced information (e.g., academic journal articles) needs to have in-text citations and appear in the reference list. All sources must be cited and referenced appropriately throughout this task in the correct CQUniversity APA 7th or Harvard referencing style. If you need help with referencing or writing, please consult the Academic Learning Centre as soon as possible for guidance. 

File format

A template for the assessment (Microsoft PowerPoint) is provided on Moodle, which you must use for this assessment.

Submit your document as a Microsoft PowerPoint (.ppt) file.

Grading rubric

Please refer to the Moodle site for additional assessment information, such as the assignment marking rubric.

Turnitin

All submissions are subject to Turnitin scans, and all Turnitin reports are scrutinised. All instances of plagiarism are reported to the Academic Misconduct Board for review.

Assessment Criteria

This assignment is worth 40% of the overall mark for the unit. You must achieve a score of at least 50% (20 out of 40) on this assessment to pass the unit. 

This assignment is due by 4:00pm AEST on Wednesday of Week 10.

The assessment criteria for this unit are in the form of a detailed marking rubric, which is available on the Moodle site.

This assessment will assess achievement of the following unit learning outcomes: 

1.       Analyse and evaluate the impact of principles and models of health and health promotion in real world efforts in the health promotion discipline 

2.       Examine the role of partnerships in health promotion contexts 

3.       Create a health promotion activity/initiative in partnership with a multidisciplinary team. 

Submission

Online

Weighting

40% of overall mark for the unit

Minimum marks
You must achieve a score of at least 50% (20 out of 40) on this assessment to pass the unit. 

Use of Generative AI

Level of GenAI use allowed:
Level 3: You may use Al to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any Al-generated content you use.

In accordance with CQUniversity policy, please note that a declaration must be provided if Generative Artificial Intelligence is used on this assessment and Generative Artificial Intelligence must also be included in-text citations and the reference list. 

Please note that if you used Generative Artificial Intelligence tools for the aforementioned permitted uses, then you MUST: 1) include a declaration in your assessment stating the use of Generative Artificial Intelligence and how it was used and 2) you need to cite it in-text and in the reference list. Please see resources on the Moodle site for guidance on appropriate declaring and referencing of Generative Artificial Intelligence. Examples of Generative Artificial Intelligence tools include but are not limited to: ChatGPT, Copilot, Claude, Gemini, Grammarly AI, DALL-E, and Bard.

Academic Integrity

In this unit, as well as in the rest of your course, you are expected to conform to the standards of academic integrity in all assessment. This means that you must: 1) correctly cite all sources of information used; 2) clearly indicate which ideas are your own and which come from another source; 3) write in your own words, whether you are expressing your own idea or the idea of another person; and 4) identify any phrases or sentences taken directly from a source as a direct quotation. Failure to do these things constitutes plagiarism, a serious form of misconduct, that will have serious consequences that include academic discipline measures. 

Information on plagiarism is available on the University website and can be accessed at: https://www.cqu.edu.au/student-life/services-and-facilities/referencing/what-is-plagiarism

It is your responsibility as a student to ensure that you understand what constitutes plagiarism and to avoid it in all your work. All assignments in this unit will be checked with Turnitin, a text matching software that checks your work against a huge database of online documents that includes papers and assignments submitted to universities worldwide as well as journals articles, books, and webpages. An overview to checking your own drafts with Turnitin can be found at:

https://sportal.cqu.edu.au/__data/assets/pdf_file/0014/61610/Turnitin.pdf

Collusion, which means working together with another student on an assignment that is supposed to be completed as an individual, is also a form of academic misconduct. 

Information on all forms of academic misconduct, including plagiarism and collusion, can be found in The Great Guide to University Study available through the Student Portal at: https://sportal.cqu.edu.au/learning-support/student-guides/great-guide-to-university-study

Broadly, you will be assessed on:

• The analysis and evaluation of the impact of the principles and models of health and health promotion in a real-world program is comprehensive, critical and detailed. 
• The examination of the role of leadership within health promotion partnerships is comprehensive and highly detailed.
• The information is presented in a clear, logical and interesting sequence, and the topic, key points, and purpose of the presentation are introduced clearly and interestingly.
• The visual aids are well designed and confidently used, the information is presented clearly, there is consistently accurate spelling and grammar, and APA is consistent with APA style referencing.
• The contributions made to the group assessment are clearly insightful, significant and extensive (exemplified in slides, speaker notes, verbal delivery). 

This assessment consists of two parts and is a reflective essay of approximately 1,500 words. You should use CQU APA 7 or Harvard referencing.

Part A requires you to examine and reflect on how you worked in partnership with your groups for Assessment 2 regarding contributing to each other's learning through the presentation on modifying a health promotion program. You will need to relate your experiences and reflections to the academic literature and unit content on partnerships. In this part, you should focus on examining the styles of leadership when working in partnership with your group for Assessment 2 and relate this to the literature to discuss how your experiences and learnings may be applied in your future work in health promotion partnerships in practice. Additionally, when reflecting on your experiences and learnings of working in partnership with your classmates, you should examine how these insights can be applied to working in health promotion contexts and the role of partnerships in the field. This part should be written in essay form and draw on relevant academic evidence. In this section, you should demonstrate your evidence-informed understanding of teamwork, collaboration, and partnership in the health promotion discipline.

Part B requires you to create a journey map that illustrates your learnings and experiences from working in partnership with your peers in Assessment 2. A journey map involves charting or diagramming learning moments, noting both positive and negative experiences on a chronological scale (start to end of Assessment 2 group work). The journey map should visually represent key moments, challenges, and insights gained during your collaborative activities. In this map, you should describe, detail, and reflect on memorable learning moments.

In your discussion of your memorable learning moments, you should mention: 1) timescale (when this learning moment happened); 2) context (activities or aspects of the task you were working on that led to this learning moment); 3) interactions (the interactions you had with your peers where this learning moment took place, such as online discussions, in-person conversation); 4) thoughts and feelings (reflect on your thoughts and emotions during the learning moment); 5) the highs and lows (positive and negative/challenging parts of this learning moment); 6) reflection (learnings and insights you gained from working in partnership with your peers). At minimum, your journey map should include 6 memorable learning moments. 

Part B does not require you to link to the literature, only Part A does. The journey map should also include pictures or graphics to illustrate your memorable learning moments. You can decide how much of the 1,500 words for this assessment to use for this section. 

To assist you with your reflection, here is a framework to guide you:

Experience: What happened? What were your thoughts and feelings at the time?
Reflection: Reflect on the experience –What worked well and what didn’t work? Why did I respond the way I did? How does this link to my skills (e.g., teamwork), thinking and knowledge?
Conceptualisation: Learn from your experience – Why did the experience play out in this way? How could I improve? What could I have done differently? 
Experimentation: Put your learning into practice - How can I apply what I have learned to future situations? What are my new strategies and why is this relevant?
 

A detailed marking rubric with grading criteria is provided on Moodle in addition to an example journey map.

Please use the Assessment 3 – Reflective Essay Microsoft Word template for this assessment.

Level of GenAI use allowed:
Level 3: You may use Al to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any Al-generated content you use.

Submission

Please upload and submit your assessment as a Microsoft Word file on Moodle.

Referencing

Any sourced information (e.g., academic journal articles) needs to have in-text citations and appear in the reference list. All sources must be cited and referenced appropriately throughout this task in the correct CQUniversity APA 7th or Harvard referencing style. If you need help with referencing or writing, please consult the Academic Learning Centre as soon as possible for guidance. 

File format

A template for the assessment (Microsoft Word) is provided on Moodle, which you must use for this assessment.

Submit your document as a Microsoft Word (doc or .docx) file.

Grading rubric

Please refer to the Moodle site for additional assessment information, such as the assignment marking rubric.

Turnitin

All submissions are subject to Turnitin scans, and all Turnitin reports are scrutinised. All instances of plagiarism are reported to the Academic Misconduct Board for review.

Assessment Criteria

This assignment is worth 20% of the overall mark for the unit. You must achieve a score of at least 50% (10 out of 20) on this assessment to pass the unit. 

This assignment is due by 4:00pm AEST on Wednesday of Week 12.

The assessment criteria for this unit are in the form of a detailed marking rubric, which is available on the Moodle site.

This assessment will assess achievement of the following unit learning outcomes: 

1. Examine styles of leadership within health promotion partnerships

2. Examine the role of partnerships in health promotion contexts

Submission

Online

Weighting

20% of overall mark for the unit

Minimum marks
You must achieve a score of at least 50% (10 out of 20) on this assessment to pass the unit. 

Use of Generative AI

Level of GenAI use allowed:
Level 3: You may use Al to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any Al-generated content you use.

In accordance with CQUniversity policy, please note that a declaration must be provided if Generative Artificial Intelligence is used on this assessment and Generative Artificial Intelligence must also be included in-text citations and the reference list. 

Please note that if you used Generative Artificial Intelligence tools for the aforementioned permitted uses, then you MUST: 1) include a declaration in your assessment stating the use of Generative Artificial Intelligence and how it was used and 2) you need to cite it in-text and in the reference list. Please see resources on the Moodle site for guidance on appropriate declaring and referencing of Generative Artificial Intelligence. Examples of Generative Artificial Intelligence tools include but are not limited to: ChatGPT, Copilot, Claude, Gemini, Grammarly AI, DALL-E, and Bard.

Academic Integrity

In this unit, as well as in the rest of your course, you are expected to conform to the standards of academic integrity in all assessment. This means that you must: 1) correctly cite all sources of information used; 2) clearly indicate which ideas are your own and which come from another source; 3) write in your own words, whether you are expressing your own idea or the idea of another person; and 4) identify any phrases or sentences taken directly from a source as a direct quotation. Failure to do these things constitutes plagiarism, a serious form of misconduct, that will have serious consequences that include academic discipline measures. 

Information on plagiarism is available on the University website and can be accessed at: https://www.cqu.edu.au/student-life/services-and-facilities/referencing/what-is-plagiarism

It is your responsibility as a student to ensure that you understand what constitutes plagiarism and to avoid it in all your work. All assignments in this unit will be checked with Turnitin, a text matching software that checks your work against a huge database of online documents that includes papers and assignments submitted to universities worldwide as well as journals articles, books, and webpages. An overview to checking your own drafts with Turnitin can be found at:

https://sportal.cqu.edu.au/__data/assets/pdf_file/0014/61610/Turnitin.pdf

Collusion, which means working together with another student on an assignment that is supposed to be completed as an individual, is also a form of academic misconduct. 

Information on all forms of academic misconduct, including plagiarism and collusion, can be found in The Great Guide to University Study available through the Student Portal at: https://sportal.cqu.edu.au/learning-support/student-guides/great-guide-to-university-study

Broadly, you will be assessed on:

• The journey map is highly detailed and comprehensive with discussion of several memorable learning moments with clarity and detail.
• There is deep reflexivity concerning the influence of the learnings, skills, knowledge and experiences gained from working in partnership with peers with specific examples.
• The examination of the role of leadership and styles of leadership within health promotion partnerships is comprehensive and critical.
• The written assessment is professionally presented with minimal grammatical or spelling errors or errors in APA referencing and the discussion has used a consistent voice that reflects unit content.