PUBH 6007 Program Design, Implementation and Evaluation

PUBH 6007 Program Design, Implementation and Evaluation- Assessment 1

ASSESSMENT BRIEF
Subject Code and TitlePUBH6007 Program Design, Implementation and
Evaluation
Assessment1 – Needs Assessment
Individual/GroupIndividual
Length1500 words (+‐10%)
Learning OutcomesUnderstand the principles of needs assessment,
different types of community needs and analysis
leading to prioritisation of health needs
SubmissionDue Sunday, end of Week 5, at 11:55pm AEST/AEDT*
Weighting25%
Total Marks100

*Please Note: This time is AEST or AEDT (Melbourne, Sydney, Canberra). Please convert to your own
time zone (e.g. Adelaide = 11:25pm).
Context:
This assignment is on Needs Assessment in public health, and you have 2 options (choose
one) for submission (it is an individual assignment in report structure).
Instructions:
Option 1: Choose a setting such as a community, health service (e.g. hospital, primary
health care service) or neighbourhood you know well in Australia ( Examples (not limited
to) are:
(1) a particular community (for example, indigenous population, women etc)
(2) a health service (such as hospital, primary health care service, GP practices etc)
(3) a neighbourhood that you know well (where you currently live in)
PUBH 6007 Program Design, Implementation and Evaluation- Assessment 1
How to proceed with Option 1:
STEP 1: A discussion of how you would assess different types of needs (normative,
expressed, comparative, felt, etc.) and how you would prioritise the findings, justifying your
choices.
For this purpose, you would either know of/be in the situation in reality first. Then, you
would have to undertake rigorous literature review to understand different types of needs
assessment and consider alternative views to justify the choices for this context.
STEP 2: Any potential challenges for your needs assessment and how you would address
them. This could be relating to policy, contextual issues or others.
STEP 3: A SWOT analysis, where you identify the Strengths, Weaknesses Opportunities and
Threats of your organisation or program.
STEP 4: A determination of program priorities, based upon your needs assessment
In your needs assessment, you may determine multiple programs priorities – justify why you
would choose the priorities you have identified. Are there any population groups that would
benefit best from your program? Mention these, justify.
AN EXAMPLE
Let us take a GP practice in a specific growing suburb in Melbourne as a context. The waiting
list seem to be increasing as many patients are approaching the GP and there are no other
practices close by. It could also be that much of the population is working, and they need
after hours service. If you are part of this situation (working in the practice or living in the
suburb) – you would have an idea as to what type of need had risen. From that point, think
about what type of needs assessment is required (via comparing few types of needs
assessment from literature review), and justify your choice. Then, we are looking at
potential challenges to really confirm this need, through the needs assessment.
Subsequently, look at the SWOT analysis. There may be many GPs in the practice (Strength),
but, the hours may not suit the working population in the suburb (weakness). The threat
may be that due to non‐suitable opening hours or waiting list, the population may begin to
move to another closer suburb (where there are more GPs open late) which then
(threatens) the practice. And the (opportunity) is there for this GP practice to open for more
hours or have shift based GPs for different hours, keeping the practice open later. This is a
simple SWOT and there may be many more.
In this situation, you would be looking at a program design that allows the GPs to open later
hours or shifts, which cater to the mainly working population, young families in the new
suburb/neighbourhood. You may prioritise working women, kids or mainly working men as
population groups that would best benefit.
PUBH 6007 Program Design, Implementation and Evaluation- Assessment 1
Option 2
Please refer to the latest report on Australia’s health (see https://www.aihw.gov.au/
reports/australias-health/australias-health-2018/contents/table-of-contents).
Then amongst all the causes mentioned for ill-health in the report for the latest year, choose
any one cause for ill-health. Some of the causes mentioned for ill-health are like chronic
conditions, cancer, chronic heart disease, diabetes and arthritis and musculoskeletal
conditions. Please note that you need to choose any one cause of ill-health for your
assessment.
Imagine you have been asked to conduct a needs assessment for this ill-health cause.
Describe how you would go about a needs assessment:
For example: Assuming that you have chosen ‘Cancer Control’.
First, it is best that you break it down into the types of cancers that seem to be prevalent,
looking at the incidence of these across Australia (statistics as of 2017), (do remember that
you do not go into details of the health problem as such, as this is not the task. It is simply
statistics to support this task) and review what services are already being provided across
Australia in all the States and Territories as well as Federal initiatives. Your literature review
needs to be highly comprehensive and up‐to‐date till end of 2017. Then, based on this
decide on how a needs analysis can be undertaken nationally. Do remember to justify
different approaches (literature review), before arriving at your final version.
Specifically, In this example:
Step 1: What is the best needs analysis approach for ‘cancer control service?’ Can this be
national or state level – and why (justify via literature).
Step 2: What are the challenges that you will face in undertaking the needs analysis? Look at
policy, inter‐disciplinary and generic levels.
Step 3: SWOT – From literature that exists until 2017. This can include what is being done
(for example, screening), weakness (do not cover all population), threats (many people
resist undertaking scanning), opportunity (making screening mandatory).
Step 4: Program priorities–identify priorities for a potential program based on the above
that can be provided at grass root level via state/local councils.
(Keep in mind that designing a program as such is not the primary objective ‐ you are only
outlining it at this stage)
PUBH 6007 Program Design, Implementation and Evaluation- Assessment 1
Assessment Criteria (Please see Learning Rubric On Following Pages)
• Demonstrates knowledge and understanding of different types of need, the process of
conducting a needs analysis and SWOT analysis and the steps required (25%)
• Demonstrates understanding of different approaches and methods for needs analysis and
ability to choose the most appropriate for their selected area (25%)
• Demonstrates ability to synthesise information for a review of relevant literature and to
form a coherent rationale for the needs prioritised (20%)
• Critically analyses the methods and population group chosen and potential challenges to
the needs assessment. (20%)
• General assessment criteria (10%):
 Provides a lucid introduction
 Shows a sophisticated understanding of the key issues
 Shows ability to interpret relevant information and literature in relation to chosen
topic
 Demonstrates a capacity to explain and apply relevant concepts
 Shows evidence of reading beyond the required readings
 Justifies any conclusions reached with well‐formed arguments and not merely
assertions
 Provides a conclusion or summary
 Correctly uses academic writing, presentation and grammar:

1. Complies with academic standards of legibility, referencing and bibliographical
details (including reference list)
2. Writes clearly, with accurate spelling and grammar as well as proper sentence
and paragraph construction
3. Uses appropriate APA style for citing and referencing research
PUBH 6007 Program Design, Implementation and Evaluation- Assessment 1
LEARNING RUBRICS

Assessment
Attributes
0‐34
(Fail 1 – F1)
Unacceptable
35‐49
(Fail 2 – F2)
Poor
50‐64
(Pass ‐P)
Functional
65‐74
(Credit ‐ CR)
Proficient
75‐84
(Distinction – DN)
Advanced
85‐100
(High Distinction –
HD)
Exceptional
Grade Description (Grading
Scheme)
Evidence of unsatisfactory
achievement of one or more of the
learning objectives of the course,
insufficient understanding of the
course content and/or unsatisfactory
level of skill development.
Evidence of satisfactory
achievement of course
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 course or work of a
superior quality on the
majority of the learning
objectives of the course.
Demonstration of a high
level of interpretation and
critical analysis skills.
Evidence of a high
level of
achievement of
the learning
objectives of the
course
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.

PUBH 6007 Program Design, Implementation and Evaluation- Assessment 1

Demonstrates knowledge
and understanding of
different types of need,
the process of conducting
a needs analysis and
SWOT analysis and the
steps required (25%)
Demonstrates
understanding of different
approaches and methods
for needs analysis and
ability to choose the most
appropriate for their
selected area (25%)
Limited understanding of required
concepts and knowledge
Key components of the assignment
are not addressed.
Knowledge/understanding
of the field or discipline.
Resembles a recall or
summary of key ideas.
Often conflates/confuses
assertion of personal
opinion with information
substantiated by evidence
from the research/course
materials.
Thorough
knowledge/understanding
of the field or discipline/s.
Supports personal opinion
and information
substantiated by evidence
from the research/course
materials.
Demonstrates a capacity to
explain and apply relevant
concepts.
Highly developed
understanding of
the field or
discipline/s.
Discriminates
between assertion
of personal
opinion and
information
substantiated by
robust evidence
from the
research/course
materials and
extended reading.
Well
demonstrated
capacity to
explain and apply
relevant concepts.
A sophisticated
understanding of
the field or
discipline/s.
Systematically and
critically
discriminates
between assertion
of personal
opinion and
information
substantiated by
robust evidence
from the
research/course
materials and
extended reading.
Mastery of
concepts and
application to new
situations/further
learning.

PUBH 6007 Program Design, Implementation and Evaluation- Assessment 1

Demonstrates ability to
synthesise information for
a review of relevant
literature and to form a
coherent rationale for the
needs prioritised (20%)
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.
Shows a good ability to
interpret relevant
information and literature.
Thoroughly
developed and
creative analysis
and synthesis.
Justified
recommendations
linked to
analysis/synthesis.
Shows a
sophisticated
ability to interpret
relevant
information and
literature.
Highly
sophisticated and
creative analysis,
synthesis of new
with existing
knowledge.
Recommendations
are clearly justified
based on the
analysis/synthesis.
Applying
knowledge to new
situations/other
cases.
Shows a highly
sophisticated
ability to interpret
relevant
information and
literature.
Critically analyses the
methods and population
group chosen and
potential challenges to
Specific position (perspective or
argument) fails to take into account
Specific position
(perspective or argument)
begins to take into account
Specific position
(perspective or argument)
takes into account the
complexities of the issue(s)
Specific position
(perspective or
argument) is
expertly
Specific position
(perspective or
argument) is
presented

PUBH 6007 Program Design, Implementation and Evaluation- Assessment 1

the needs assessment.
(20%)
the complexities of the issue(s) or
scope of the assignment.
Makes assertions that are not
justified.
the issue(s) or scope of the
assignment.
Justifies any conclusions
reached with arguments not
merely assertion.
or scope of the assignment.
Others’ points of view are
acknowledged.
Justifies any conclusions
reached with well‐formed
arguments not merely
assertion.
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.
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
reached with
sophisticated
arguments.
General Assessment
Criteria (10%)
Poorly written with errors in spelling,
grammar.
Difficult to understand for audience,
no logical/clear structure, poor flow
of ideas, argument lacks supporting
evidence.
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 paragraph construction.
Information, arguments and
evidence are presented in a
way that is not always clear
and logical.
Is well‐written and adheres
to the academic genre (e.g.
with introduction,
conclusion or summary).
Information, arguments and
evidence are well
presented, mostly clear flow
of ideas and arguments.
Is very well‐
written and
adheres to the
academic genre.
Information,
arguments and
evidence are very
well presented,
the presentation
is logical, clear
and well
Expertly written
and adheres to the
academic genre.
Expertly
presented; the
presentation is
logical, persuasive,
and well supported
by evidence,
demonstrating a

PUBH 6007 Program Design, Implementation and Evaluation- Assessment 1

There are mistakes in using the APA
style.
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 minor mistakes in
using the APA style.
Demonstrates consistent
use of high quality, credible
and relevant research
sources to support and
develop ideas.
There are no mistakes in
using the APA style.
supported by
evidence.
Consistently
demonstrates
expert use of
good quality,
credible and
relevant research
sources to
support and
develop
appropriate
arguments and
statements.
Shows evidence of
reading beyond
the key reading
There are no
mistakes in using
the APA style.
clear flow of ideas
and arguments.
Demonstrates
expert use of high‐
quality, credible
and relevant
research sources
to support and
develop arguments
and position
statements. Shows
extensive evidence
of reading beyond
the key reading
There are no
mistakes in using
the APA Style.

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