HLTH12032 - Community Assets and Needs Assessment

General Information

Unit Synopsis

At a global level, there are rising demands for health care, limited resources and increasing inequalities in health. Community health assets and needs assessments have a vital part to play, enabling practitioners, managers and policy-makers to identify those in greatest need; the physical, economic, social and cultural assets available within the community; and to ensure that health care resources are used to maximise health improvement. For health promotion practitioners, the ability to conduct a community health assessment is a core skill. You will be introduced to the different types of community assets and needs assessments that can be undertaken with local communities. You will examine the history and role of community assets and needs assessments and review a range of methods that can be used to implement and evaluate assets and needs assessments in local communities. You will have the opportunity to complete a community profile and also undertake a community assets and needs assessment.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2021

Term 1 - 2022 Profile
Online

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 30%
2. Group Discussion 20%
3. Group Work 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University’s Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2021 : The overall satisfaction for students in the last offering of this course was 5 (on a 5 point Likert scale), based on a 25% response rate.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Evaluation
Feedback
The Moodle had too much on it and I found it difficult to navigate and keep track of the readings and discussions I was supposed to complete.
Recommendation
Further redesign of Moodle site and flagging of what resources and activities are "essential" and others that are "optional".
Action Taken
The Moodle site was refreshed into the tiles format.
Source: Email, Class attendance
Feedback
Tutorials were not well-attended.
Recommendation
Consider changing weekly tutorial activities to group work activities that should be undertaken to complete assessment. Still hold weekly Zoom support sessions for students.
Action Taken
Tutorials were not well attended, averaging 2 students per session. However, tutorials that focused on assessment were continued despite these very low numbers.
Source: Evaluation
Feedback
Students commented that they appreciated regular constructive feedback and contact from the Unit Coordinator, particularly around assessment.
Recommendation
Continue to provide detailed feedback and contact. Encourage contact from those who are unable to attend tutorials.
Action Taken
As well as text feedback on the Moodle site, feedback meetings were also offered on the Group Assessment (Assessment 2) and overall unit performance. Student satisfaction is reflected in the evaluation rating of 5 for Assessment Feedback.
Source: 'Have your say' Student experience Individual emails Verbal feedback Self-reflection
Feedback
Some students liked assessment 2 group report, others strongly disliked this assessment.
Recommendation
Redesign Assessments 2 and 2a to ensure earlier group engagement and commitment by redistributing weightings and changing the individual component tasks (Assessment 2a). Increase individual component (Assessment 2a - Peer Review and Reflection) weighting from 15% to 20%. Decrease weighting of Group Report (Assessment 2) from 35% to 30%. Change individual component (Assessment 2a) to Belbin team roles and Group task break down/Group contract, focusing on individual plan of contribution (10% of the 20%),due in week 5; and Self and Peer Review (10% of 20%), due same date as report. Ensure that group members number 5, not 3, to account for any student attrition.
Action Taken
Nil.
Source: 'Have your say' Student experience Self-reflection
Feedback
Zoom tutorial sessions were not well attended (despite polls and evening and day time options). However, students that did attend said these sessions to help clarify assessments and concepts.
Recommendation
In lieu of weekly tutorials, hold 3 zoom drop in tutorials for each assessment. Also offer up to 3 meetings with individual groups focusing on Assessment 2 (group assessment). Stress that the discussion board (linked with Assessment 3) is the asynchronous tutorial.
Action Taken
Nil.
Source: Verbal feedback Self-reflection
Feedback
There is a lot of material in the unit and the Moodle site is not easy to navigate.
Recommendation
Redesign the unit into 'modules' rather than weekly topics to ensure better alignment of topics for the assessment and for students to self-pace their learning. Remove redundant materials.
Action Taken
Nil.
Source: Verbal feedback Self-reflection 'Have your say'
Feedback
Detailed feedback on assessments 1 and 2 was appreciated.
Recommendation
Offer verbal feedback (zoom meetings) for all assessments and continue to give detailed feedback for assessment 1.
Action Taken
Nil.
Source: Verbal feedback Self-reflection Student results
Feedback
Assessment 3 Group Discussion is appreciated by high achieving students. However some students did not engage in this task.
Recommendation
Continue this assessment; based on weekly posts. Remind students that the discussion board is also the asynchronous tutorial.
Action Taken
Nil.
Source: Self-reflection
Feedback
Noted that in unit profile there is no minimal pass mark.
Recommendation
Ensure there is a 50% pass mark for all 3 assessments on the unit profile.
Action Taken
Nil.
Source: Self-reflection Consultation with A/Prof Rob Stanton, Ethics Chair.
Feedback
Students wish to use survey and focus groups to collect data from the wider community.
Recommendation
Apply for unit wide ethics approval for 2022.
Action Taken
Nil.
Source: Self-reflection 'Have your say' Verbal feedback
Feedback
Students found it challenging to remain within the word count for assessment 1 Community Profile Rreport (1500 words). They commented that this was due to the amount of information presented in the exemplar.
Recommendation
Increase the word count to 1750 words. Point out that in the exemplar that not all information is required and that reports should be tailored for communities.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Argue the importance of community assets and needs assessment as the foundation of effective health promotion.
  2. Analyse how determinants of health are incorporated into community assets and needs assessments.
  3. Determine how various health promotion theories and frameworks influence different sources of information in community assets and needs assessments.
  4. Apply culturally appropriate methods and models to assess the assets and needs of a community and facilitate knowledge transfer and advocacy
  5. Discuss facilitation and collaboration processes used to analyse and prioritise the information gathered from community assets and needs assessments.
  6. Explain how ethical considerations are applied in a community assets and needs assessment context

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Written Assessment
2 - Group Discussion
3 - Group Work
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Written Assessment
2 - Group Discussion
3 - Group Work