Health Literacy, Education and Cultural Safety and Safety Assessment

Assessment Type

Purpose

The purpose of this assessment task is to develop and demonstrate each student’s knowledge on vulnerable and minority or socially disadvantaged groups through the use of the Social Determinants of Health Model.

TOPIC: Health literacy, education and cultural safety and sensitivity
This assessment task requires you to identify one (1) vulnerable and minority or socially disadvantaged group (from the choices identified in the section below) through the Social Determinants of Health Model. You will then need to produce a short-written report.

Instructions

1. Choose one (1) of the following vulnerable and minority or socially disadvantaged groups: Aboriginal and Torres Strait Islander peoples; culturally and linguistically diverse people; refugees; homeless.

2. Background: Identify and discuss the actual or potential health impact the chosen vulnerable and minority or socially disadvantaged group is experiencing and support this with contemporary high-quality literature and current data (for example data from Australian Bureau of Statistics).

3. Discussion: Describe the high-quality resources that have been used to develop health promotion for this population. This will include sources related to the identified health impact of the vulnerable and minority or socially disadvantaged group (target for your health promotion).

4. Key stakeholder consultation: Briefly identify who (population) you would seek feedback from on engagement and cultural appropriateness of any health promotion activities and reasoning for this engagement.

   Brief summary of assessment requirements

   • Assessment type: Written assessment (short report).

   • Purpose: Demonstrate knowledge of a vulnerable/minority or socially disadvantaged group using the Social Determinants of Health model.

   • Topic focus: Health literacy, education, cultural safety and sensitivity.

   • Task: Select one group from: Aboriginal and Torres Strait Islander peoples; culturally and linguistically diverse (CALD) people; refugees; homeless . Use contemporary high-quality literature and current data (e.g., ABS) to:

     1. Background: Identify and discuss the actual or potential health impact for the chosen group.

     2. Discussion: Describe high-quality resources used to develop health promotion for that population.

     3. Key stakeholder consultation: Identify who you would seek feedback from about engagement and cultural appropriateness and explain why.

   Key pointers the assessment must cover

   • Clear statement of the chosen population and why it was selected.

   • Use of the Social Determinants of Health to frame causes and impacts (income, education, housing, access to care, social exclusion).

   • Current data & evidence (e.g., ABS, peer-reviewed studies, government reports) to quantify health impacts or disparities.

   • Analysis of health literacy barriers: comprehension, language, digital access, numeracy.

   • Identification and critique of existing high-quality resources (toolkits, culturally adapted materials, programs, community initiatives).

   • Practical, culturally safe health promotion strategies tailored to the group.

   • A stakeholder consultation plan naming specific groups/individuals (e.g., community elders, interpreters, local NGOs, health workers) and rationale for each.

   • Clear recommendations and concise references to support claims.

   How the academic mentor guided the student — step-by-step (brief)

   Step 1 — Clarify scope & choose population

   • Mentor action: Asked the student to pick one population and map expected SDoH issues.

   • Student action: Selected group (e.g., refugees) and listed likely determinants: housing instability, language barriers, trauma, limited health literacy.

   Step 2 — Build a focused research question & search strategy

   • Mentor action: Advised on search terms and reliable sources (ABS, government health sites, PubMed, WHO, peak bodies). Emphasised currency of data.

   • Student action: Compiled 6–8 high-quality sources and extracted key statistics and findings.

   Step 3 — Draft the Background (evidence synthesis)

   • Mentor action: Showed how to structure background using SDoH: describe prevalence, risk factors, and consequences. Encouraged concise synthesis rather than long summaries.

   • Student action: Wrote a 2–3 paragraph background supported by citations and a short data table (if appropriate).

   Step 4 — Develop the Discussion: resources & health promotion

   • Mentor action: Recommended evaluating resources for cultural appropriateness, readability, and evidence of effectiveness (e.g., plain-language pamphlets, translated video modules, community-led programs). Suggested linking resources back to identified SDoH.

   • Student action: Described 3–4 high-quality resources and justified why they suit the population.

   Step 5 — Plan stakeholder consultation

   • Mentor action: Provided a template for listing stakeholders (community leaders/elders, local health services, bilingual health workers, NGOs, consumer representatives) and a short script for consultation aims.

   • Student action: Identified specific stakeholder roles and explained the reasoning and intended consultation questions.

   Step 6 — Produce recommendations and short implementation notes

   • Mentor action: Guided the student to prioritize feasible, culturally safe actions and simple evaluation metrics (reach, comprehension, acceptability).

   • Student action: Proposed 3 practical recommendations with brief monitoring indicators.

   Step 7 — Review, reference and finalise

   • Mentor action: Performed a review for logical flow, evidence alignment, cultural safety language, and referencing style. Flagged any unsupported claims.

   • Student action: Revised accordingly and prepared the final short-written report.

   How the outcome was achieved (what the final submission contained)

   • Concise, evidence-based report that follows the assessment rubric: background → discussion → stakeholder plan → recommendations → references.

   • SDoH framing used consistently to link determinants to specific health outcomes.

   • High-quality sources cited (government statistics + recent peer-reviewed literature).

   • Culturally safe recommendations and a realistic stakeholder consultation plan (who to engage, why, and sample questions).

   • Practical health promotion resources described and critically appraised for suitability.

   • Clear, student-friendly language with teach-back and plain-language strategies highlighted to address health literacy gaps.

   Learning objectives covered

   1. Apply the Social Determinants of Health model to analyse vulnerabilities.

   2. Identify and critically appraise health impacts for a chosen disadvantaged group using current data.

   3. Evaluate and recommend culturally appropriate health promotion resources.

   4. Design a stakeholder consultation approach that centres community voice and cultural safety.

   5. Demonstrate evidence-based writing and referencing appropriate for public health reports.

   6. Propose practical, measurable recommendations to improve health literacy and engagement.

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