NMDH311 - Community and Public Health Nutrition Assessment Specifications

Assessment Specifications

Task

As a community nutritionist, you will be required to reach populations with specific nutrition needs that are unmet and deliver services to meet those needs. Your task in this assessment is to use the assessment feedback from the workshop proposal and your further research and knowledge of program planning and evaluation to prepare the final workshop and evaluation plan. The plan should include a summary statement, a determinant analysis with conceptual diagram, a description and diagram of the Logic Model, the evaluation plan including SMART goal/s and objectives, workshop series lesson plan, reference list and relevant appendices. A Table of Contents template is provided on LMS and the required structure (headings and tables) with a word count guide and some examples are provided below. Live tutorial webinars will provide opportunity to practice program planning and evaluation skills to support this assessment from week 9. An exemplar is available on LMS.

Public Health Nutrition Topics

• Iron deficiency in children or Women of Reproductive age (WRA) in a (specific) First Nations community
• Poor calcium intake in adolescents or older women from an immigrant/Culturally and Linguistically Diverse (CALD) community
• Your choice of topic approved by the Subject Administrator (can be adapted using Workshop Proposal feedback)

Structure and content

• Title page (Subject name, unit code, assignment name, student name, student ID, actual word count, workshop topic, target community and intended participants as per the example below)
• Table of Contents (use the template provided or format in Word: References > Table of Contents)
• Include page numbers, bold headings, tables and figures (plus appendices if applicable) as per the template

Introduction Summary Statement

• Summarise the PHN problem and its impact using relevant statistics and link to your community nutrition workshop as a logical solution (this is a very succinct summary of the Workshop Proposal)
• Include a summary statement of the planned workshop and its intended outcomes.

Determinant Analysis

• Critically analyse the determinants of the PHN problem in the target community, citing the literature.
• Figure 1: Determinant Analysis Diagram (insert landscape page in Word: Place cursor at the end of the page before the landscape page > Layout > Page Setup > Breaks > Next Page >> Orientation > Landscape > Paste diagram. Repeat as above and set back to Portrait).

• In the diagram, include the directional relationships between determinants and the PHN problem, indicate if they are proximal or distal determinants, and which are amenable to change with the workshop series (these should correspond to the determinants and objectives in Table 1). An exemplar is provided on LMS.
• Table 1: Determinants Prioritised for Change > Include at least four (4) objectives clearly and logically linked to determinants prioritised for change from Figure 1. Objectives do not need to be in SMART format in the table (N.B. Most social, biological, and ecological determinants are not amenable to change with a nutrition education intervention - see week 9 content).

Logic Model

Develop a Logic Model and briefly describe how it was used to guide the workshop and evaluation plan, citing
the literature to support your "If-Then" logical links between needs, inputs, outputs, and expected outcomes.
Figure 2: Logic Model Diagram (insert landscape page as above).

Set out the relevant stakeholder roles, funding sources (e.g. cite grant/s to be applied for) inputs, outputs, and
expected outcomes in a Logic Model diagram (see week 9 and 12 content and exemplar on LMS).

Evaluation Plan

• Include evaluation of the objectives from Table 1, the workshop series goal, and the workshop activities.
• Use Table 2: Evaluation Plan and Tools (provided below with examples), to outline the evaluation methods, tools, and data to be collected at specified time points corresponding to the appropriate stages of evaluation (formative, process, impact, outcome - see week 10-11 content).
• Ensure the goal statement is SMART and linked to a feasible change in the PHN problem.
• Existing evaluation tools validated for an appropriate population can be used or adapted (indicate in the table as shown) and should be cited to show their appropriateness for the target population
• If you create your own evaluation survey tools they must be footnoted and included in an appendix.

Program SMART Goal

(Example) Increase proportion of all children of participants meeting the ADG recommendations for 2 serves of fruit and 5 serves of vegetables daily to 50% at the end of the Workshop Series

Lesson Plan

Use the table format below to detail the workshop activities, timing, themes, resources needed and link to the objectives addressed by each. Include at least three (3) and no more than six (6) workshops in your series.

Professional Reflection

Write a brief final professional reflection (1-2 paragraphs) on your experience creating the workshop proposal, the presentation, and the final plan and evaluation. In your answer consider:

• How did you use the feedback received for the proposal and presentation in the final plan and evaluation?
• How have you contributed to and/or benefitted from a community of practice in PHN throughout this subject (in the Loop Discussion Forums, live tutorial workshops, or other platforms)?
• How do you intend to use the workshop and evaluation plan, or the competencies gained, in your career after graduation? Refer to the Competency Skills of PHN outlined in week 2 in your answer.

Include a screenshot of one of your contributions to the Loop Discussion as evidence (no more than 1/2 page). 

Assessment Summary

The assessment required students, in the role of a community nutritionist, to design a nutrition workshop and evaluation plan for a specific population with unmet nutrition needs. Using feedback from the workshop proposal and further research, the final plan needed to include:

• Introduction Summary Statement outlining the PHN (Public Health Nutrition) problem and its community impact
• Determinant Analysis with a conceptual diagram and table of prioritised determinants
• Logic Model (diagram and description) linking needs, inputs, outputs, and outcomes
• Evaluation Plan including SMART goals, objectives, and appropriate tools for formative, process, impact, and outcome evaluation
• Lesson Plan for 3–6 workshops with activities, timing, resources, and objectives covered
• Professional Reflection on use of feedback, community of practice, and future application in career

• Supporting references, appendices, and adherence to provided structure/template

The PHN topics to choose from included iron deficiency in children/WRA in First Nations communities, poor calcium intake in adolescents/older women from CALD backgrounds, or another approved topic.

Mentor-Guided Approach

The Academic Mentor supported the student in a structured, step-by-step process to complete the assessment effectively:

1. Understanding the Task
   The mentor began by breaking down the lengthy requirements into smaller sections, helping the student map them against the provided template. Emphasis was placed on choosing a clear, specific PHN problem and community (e.g., calcium deficiency among adolescent girls in a CALD community).

2. Drafting the Summary Statement
   The student was guided to use reliable statistics and peer-reviewed sources to define the PHN issue and link it directly to the proposed workshop. The mentor stressed conciseness while showing the logical connection between the problem and the workshop as a solution.

3. Developing the Determinant Analysis
   Together, the student and mentor identified proximal and distal determinants (e.g., dietary habits, cultural practices, socioeconomic status) and translated them into a diagram showing directional relationships. The mentor explained how to distinguish between determinants amenable to change and those outside the workshop’s scope.

4. Building the Logic Model
   Using the “If–Then” approach, the mentor guided the student to logically link needs → inputs → activities → outputs → outcomes. The model was presented visually and then explained briefly in text, with references to support the causal links.

5. Designing the Evaluation Plan
   The mentor encouraged the student to frame the overall program goal as SMART, while also designing smaller evaluation objectives linked back to determinants. Tools such as surveys, food frequency questionnaires, and pre-/post-tests were discussed, with justification for population appropriateness.

6. Structuring the Lesson Plan
   The mentor advised limiting the series to 3–5 workshops. Each activity was mapped to a determinant and objective. Timing, teaching resources (e.g., culturally relevant food models), and interactive methods were incorporated.

7. Professional Reflection
   The student was guided to reflect on how feedback from earlier proposals shaped the final plan, how collaboration in discussion forums and tutorials enriched the process, and how competencies developed would support their professional growth in PHN.

Outcome and Learning Objectives Achieved

By following this structured process, the student produced a comprehensive, well-structured workshop and evaluation plan that:

• Demonstrated understanding of program planning and evaluation in Public Health Nutrition
• Showed ability to apply determinant analysis and develop a Logic Model
• Linked SMART goals and objectives to measurable evaluation strategies
• Integrated evidence-based practices and cultural considerations into lesson planning
• Reflected on professional growth and alignment with PHN competencies.

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