Health Concepts Attitudinal and Environmental Influences Assessment

Assessment 1

Investigate a health issue for a specific cultural group that demands a high priority for health promotion action.

What you need to do

Investigate a health issue for a specific cultural group that demands a high priority for health promotion action. For example:

• harmful alcohol use in indigenous communities;
• high rates of diabetes and/or infectious disease in indigenous communities;
• high rates of HIV/AIDS infection in selected Sub-Saharan African communities;
• barriers that prevent sufficient access to health services for migrant groups.

Complete the following:

1. Describe the issue. In your definition, consider the extent of the issue such as who it affects and the impact on health. Include reference to two sources of epidemiological data to support your description.

1. Identify and discuss the determinants of health and factors contributing to inequity that negatively impact the health status of your specific cultural group. (8 marks)

1. Discuss the influence of cultural traditions and habits within the group that contribute to the health issue.

1. Develop two actions to help address the health issue. Choose two of the Ottawa Charter action areas (exceptdeveloping personal skills) as a framework for developing actions to respond to the health issue. Justify each action you propose.

1. Describe in detail, two personal skills that individuals within the culture could develop and exercise to support ongoing positive health behaviours in relation to the issue.

What needs to be submitted for assessment?

Description of criteria and qualities of student performance

1. (a) Description of health issue (4 marks)

• accurate and detailed; clearly highlights the specific population affected by the health issue
• accurate discussion of the health issue; may lack depth or specificity to the specific population

1. (b) Impact of the health issue (8 marks)

• detailed, accurate and well structured; refers to groups/individuals who are most affected and the impact on health from individual and population perspectives
• mostly accurate and generally well structured; refers to groups/individuals who are affected and impact on health from an individual perspective
• mostly accurate although may be general in nature; makes some reference to individuals/groups who are affected
• basic, brief and/or limited; may not refer to individuals/groups who are affected

1. (c) Epidemiological data (4 marks)

• includes reference to two or more sources of reliable epidemiological data
• includes reference to one source of reliable epidemiological data

2. Identify and discuss the determinants of health and factors contributing to inequity that negatively impact the health status of your specific cultural group (8 marks)

• detailed, accurate and well structured; refers to specific determinants/factors and clearly and concisely discuss their role in negatively impacting health status
• mostly accurate and generally well structured; refers to specific determinants/factors and clearly and concisely discuss their role in negatively impacting health status
• mostly accurate although may be general in nature; makes some reference to specific determinants/factors and clearly and concisely discuss their role in negatively impacting health status
• basic, brief and/or limited; may not refer to specific determinants/factors and does not clearly and concisely discuss their role in negatively impacting health status

3. Discuss the influence of cultural traditions and habits within the group that contribute to the health issue (10 marks)

• accurate, detailed and well structured; provides at least three points of discussion
• accurate, includes some detail and is mostly well structured; provides at least two points of discussion
• accurate and general in nature; provides at least two points of discussion
• basic and limited; provides at least one point of discussion; poorly structured
• poor or limited; may be irrelevant or inaccurate

4. (a) Two actions (based on Ottawa Charter action area (2 marks)

• provides two valid actions which both accurately correspond to two appropriate Ottawa Charter action areas
• provides one valid action which accurately corresponds to one appropriate Ottawa Charter action area

4. (b) Justification of actions (A1 = action1; A2 = action2) (12 marks)

• Provides specific and accurate justification linked to the health issue
• provides specific and accurate justification
• provides accurate justification

5. Description of two personal skills to support the performance of ongoing positive health behaviours 

Summary of Assessment Requirements 

Assessment Overview:
Assessment 1 requires students to investigate a health issue affecting a specific cultural group that demands high-priority health promotion action. The assessment focuses on analysing the issue, understanding the determinants of health, exploring cultural influences, and developing practical actions and personal skills to improve health outcomes.

Key Pointers to Be Covered in the Assessment:

1. Description of the Health Issue Provide a clear and detailed definition of the health issue, specify the affected population, and describe the impact on individual and community health. Support this with two sources of epidemiological data.

2. Determinants of Health and Inequities Identify social, economic, environmental, and behavioural determinants contributing to inequity and negatively affecting health status. Explain their role clearly and concisely.

3. Cultural Influences Discuss how traditions, habits, and beliefs within the cultural group contribute to the health issue, providing at least two to three points of discussion.

4. Health Promotion Actions Develop two actions based on Ottawa Charter action areas (except developing personal skills). Each action must be justified with relevance to the health issue.

5. Personal Skills Development Describe two personal skills that individuals in the cultural group could develop to support ongoing positive health behaviours related to the health issue.

Expected Submission Format:

• Clear and well-structured academic report

• Referencing in APA 7th edition

• Evidence-based discussion with contemporary literature

• Logical flow connecting all sections

Approach Guided by Academic Mentor

Step 1: Orientation and Understanding the Brief
The mentor began by ensuring the student understood the assessment requirements and marking criteria. The focus was on clarifying expectations for depth, evidence-based discussion, and connection to the Ottawa Charter principles.

Step 2: Selecting a Health Issue and Cultural Group
The student chose a relevant health issue (e.g., high rates of type 2 diabetes in Indigenous communities) and was guided to research epidemiological data from reputable sources such as the Australian Institute of Health and Welfare (AIHW) and peer-reviewed journals. The mentor emphasized using two sources to strengthen credibility.

Step 3: Exploring Determinants of Health and Inequities
The mentor helped the student identify key social determinants (income, education, access to healthcare), lifestyle factors, and systemic inequities that exacerbate the health issue. Each determinant was linked back to its influence on the community’s health outcomes.

Step 4: Cultural Analysis
Using guidance, the student explored how cultural traditions, dietary practices, and historical experiences (such as colonization and marginalization) contribute to the health issue. The mentor encouraged the student to discuss at least three cultural influences with evidence-based reasoning.

Step 5: Developing Health Promotion Actions
The student was guided to select two Ottawa Charter action areas, such as:

• Creating Supportive Environments e.g., culturally appropriate community health programs

• Strengthening Community Action e.g., peer-led educational initiatives
  The mentor ensured each action had a clear justification linking it to the health issue, emphasizing feasibility and cultural relevance.

Step 6: Identifying Personal Skills
The student outlined two personal skills, such as self-monitoring of health indicators and adopting culturally adapted healthy lifestyle behaviours. The mentor guided the student to explain how these skills would support sustainable positive health outcomes.

Step 7: Writing and Structuring the Report
The mentor assisted the student in structuring the report logically: introduction, health issue description, determinants, cultural influences, actions and justification, personal skills, and conclusion. Attention was given to clarity, academic writing style, and APA referencing.

Outcome and Learning Objectives Achieved

The final report demonstrated:

• A clear and detailed description of the health issue, supported by two epidemiological sources

• Accurate identification of social determinants and inequities impacting health status

• Insightful discussion of cultural influences affecting health behaviours

• Practical, justified health promotion actions based on Ottawa Charter principles

• Clearly defined personal skills to support ongoing positive behaviours

• Improved critical thinking, evidence-based analysis, and professional academic writing skills

The student successfully linked theory to practice, meeting all assessment criteria while enhancing their understanding of community health promotion, cultural competence, and reflective nursing practice.

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