6X-505297: Promoting Health, Wellbeing and Independence

Assessment: Mini project Presentation

Details

using a real case study, produce a resource that could be used as a health promotion, rehabilitation or reablement educational tool.

You are required to undertake an individual presentation of the resource (approximately 20mins), and accompanying materials e.g. poster, blog, YouTube etc.

It would be recommended to use slides to accompany your presentation, this can be either PowerPoint or Prezi or another online version. If you are going to use another application, pleasedo check that you can access it at your college in order to present and you can print a version of it off for yourself. This would be toaid you during preparation for your presentation and so that you can submit this onto the submission link for the assessment requirement of the module.

Summary

• The assessment will last 20 and it is recommended that the presentation lasts 15 minutes leaving 5 minutes for questions from your marking panel. The questions are to draw out more from you and an opportunity for you to articulate more fully any additional points from your presentation. These questions will be unscripted and will be very dependent on what your tool/resource is used for and will be in order to enhance your mark overall.
• Think about how many slides you can get through in allotted time minutes, on average it would be advisable to spend a few minutes on each slide, so perhaps a maximum of 10 slides would be recommended.
• You need to think about your placement and the service users you are working with there and what types of opportunities are available.
• Consider devising a task/tool which you could describe and talk through as part of your presentation and which you could have a go at using and demonstrate how useful it was. There may be one service user in particular who may benefit from an intervention of this type and you think you could work with more specifically or the service user/ patient group who wouldbenefit from health promotion, rehabilitation or reablement.
• Consult with your mentors or supervisors within the placement and talk through what you have in mind and discuss with the team your proposed ideas before implementing any type of intervention. Some examples may be working with children and young people on issues which impact on their health such as healthy eating, building healthy relationships, getting more active (health promotion).
• For those working with parents/adults such examples could be, parenting guidance on sleeping, eating or boundary setting, trying a new activity or as part of a package of support after a particular situation, change in circumstances or a result of a diagnosis. Illness or injury (rehabilitation or reablement).
• Once you have decided on a service user/ group you will then be required to develop a tool/resource which could be used with the service user over a period of time where possible. You can then evaluate the success of using this resource with them if possible or get feedback from others who are also working alongside the service user (MDT team).

learning Outcomes

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

• Analyse and reflect upon the political, social, economic and cultural factors which influence public health. 
• Critically reflect on the role of the health and social care practitioner in implementing public health perspectives and health promotion strategies at individual, group, community and population levels.

Summary of Assessment Requirements

The assessment titled “Mini Project Presentation” required students to create and present an individual resource that could serve as a health promotion, rehabilitation, or reablement educational tool based on a real case study. The aim was to demonstrate how such a resource could positively influence health outcomes within a specific service user group.

The core requirements included:

• Selecting a relevant case study from the student’s placement setting.
• Designing a health promotion, rehabilitation, or reablement tool/resource tailored to the identified service user or group.
• Delivering a 20-minute presentation (15 minutes for delivery and 5 minutes for Q&A).
• Preparing accompanying materials, such as PowerPoint slides, posters, blogs, or videos, to support the presentation.
• Consulting with placement mentors or supervisors before implementing the chosen intervention.
• Evaluating the effectiveness of the resource, either through user feedback or professional reflection.

The presentation was expected to demonstrate clear understanding of public health principles, application of professional knowledge, and the ability to critically reflect on the social, political, and cultural factors influencing health practices.

Academic Mentor’s Step-by-Step Guidance Process

Step 1: Understanding the Task and Identifying the Case Study

The Academic Mentor began by ensuring the student had a clear understanding of the assessment objectives and expectations. Together, they reviewed potential placement-based case studies to identify a specific service user or group that could benefit from a tailored health intervention. The mentor emphasized the importance of linking the case study to real-world public health challenges, such as physical inactivity, mental wellbeing, dietary habits, or chronic illness management.

Step 2: Selecting the Focus Area and Defining Objectives

Once the case study was chosen, the mentor guided the student to define the purpose and goals of the resource. This involved determining whether the intervention would focus on health promotion (e.g., awareness or prevention), rehabilitation (e.g., restoring health), or reablement (e.g., improving independence).
The mentor helped the student set SMART objectives (Specific, Measurable, Achievable, Relevant, Time-bound) to ensure the resource was purposeful and outcome-driven.

Step 3: Designing the Resource

At this stage, the student developed the actual resource — such as a poster, educational handout, video tutorial, or digital presentation — under the mentor’s guidance. The mentor advised on using evidence-based content, credible sources, and accessible design principles suitable for the target audience. They also reviewed draft materials, ensuring that the tone and visual layout were both informative and engaging.

Step 4: Structuring the Presentation

The mentor supported the student in structuring the presentation logically, recommending approximately 8–10 slides to align with the 15-minute presentation timeframe. Each slide was organized to cover:

• Introduction to the topic and case study
• Background and relevance of the health issue
• Description of the developed tool/resource
• Implementation process
• Feedback and evaluation results
• Reflection on challenges and outcomes
• Conclusion and recommendations

Step 5: Practice and Preparation for Q&A

The mentor conducted mock presentation sessions, helping the student refine delivery, manage time, and anticipate potential panel questions. This rehearsal stage focused on developing confidence, clarity, and critical reflection, ensuring the student could articulate the rationale behind every decision.

Step 6: Evaluation and Reflection

Post-presentation, the mentor encouraged the student to reflect on the effectiveness and practicality of the developed resource. The reflection process involved analyzing the feedback received, identifying areas for improvement, and linking experiences to theoretical public health frameworks. This reflective component was essential to demonstrate the student’s professional growth and critical thinking.

Final Outcome and Learning Achievements

Through this guided process, the student successfully created a well-structured and evidence-based educational resource addressing a specific health need within the chosen population group. The presentation was comprehensive, visually engaging, and demonstrated strong understanding of applied health promotion strategies.

The key learning outcomes achieved included:

• Critical understanding of public health determinants, including political, social, and cultural influences.
• Practical application of health promotion principles within a real-world context.
• Improved professional communication and presentation skills.
• Ability to reflect critically on the role of a health and social care practitioner in promoting wellbeing and facilitating rehabilitation or reablement.

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