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 (aim to answer the questions related to what, who, where, how, when, why - see week 9 content)

Australian College of Natural Medicine Pty Ltd trading as Endeavour College of Natural Health and Endeavour Wellness Clinic

Assessment - Community Nutrition Workshop Plan and Evaluation - Specifications Last modified: 29-Jun-2025

Determinant (number) Proximal/distal AND Corresponding Objective (number)

Ecological/Behavioural

Poor availability of fresh fruit Proximal/Social Increase availability of fresh fruit at home (1) and vegetables at home (1) Limited parental knowledge of Distal/Behavioural Improve parental knowledge of dietary dietary guidelines (2) guidelines for children and adolescents (2) Limited parental food Proximal/Behavioural Improve parental food preparation skills (3) preparation skills (3)

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)

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.

Australian College of Natural Medicine Pty Ltd trading as Endeavour College of Natural Health and Endeavour Wellness Clinic

Assessment - Community Nutrition Workshop Plan and Evaluation - Specifications Last modified: 29-Jun-2025

Component Evaluation tools Methods Who completes Data collected Time points evaluated

Goal Pre-post FFQ adapted Quantitative Parent with Number of serves of fruit Pre-post (6

(Formative, from (validated child guidance from and vegetables consumed weeks Outcome survey - include citation) nutritionist daily apart) evaluation)

Lesson Plan (approximately 600 words in the table format provided below with example)

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)

Australian College of Natural Medicine Pty Ltd trading as Endeavour College of Natural Health and Endeavour Wellness Clinic

PRIORITISED DETERMINANTS: TABLE

Summary of assessment requirements 

This assessment requires you to design a Community Nutrition Workshop Plan and Evaluation that tackles a public health nutrition (PHN) problem by linking determinants, objectives, a logic model, an evaluation plan and a short lesson-series. Key deliverables and pointers:

• Introduction / Summary Statement: Succinctly summarise the PHN problem, its local impact (include a relevant statistic), and explain why a community nutrition workshop is a logical, evidence-based solution. Clearly state the planned workshop series and intended outcomes (answer what, who, where, how, when, why).

• Determinants & Objectives: Map proximal/distal determinants to numbered, measurable objectives (e.g. Poor availability of fresh fruit Proximal/Social → Objective 1: increase availability of fresh fruit at home).

• Logic Model: Create a one-page, landscape Logic Model showing needs → inputs → activities/outputs → short/medium/long outcomes. Provide brief literature support for each “if → then” link.

• Stakeholders & Funding: Identify stakeholder roles, funding sources (cite potential grants), inputs and expected outcomes in the Logic Model.

• Evaluation Plan (Table 2): Provide a mapped evaluation plan across formative, process, impact and outcome stages. Use validated tools (or adapt & append custom tools), list methods, who completes them, data collected and timepoints (e.g. pre, post, 6-week follow up). Ensure the Program SMART goal is stated and feasible.

• Lesson Plan(s): Provide 3–6 workshops in the required table format (~600 words total). For each workshop include timing, theme, learning activities, resources and link to objectives.

• Professional Reflection (1–2 paragraphs): Reflect on how feedback was used, contributions/benefits from the PHN community of practice (include a screenshot of one Loop Discussion contribution, ≤ ½ page), and how you will use the skills/plan post-graduation (link to PHN competency list from Week 2).

• References & Appendices: Use appropriate, contemporary references and APA 7th style. Include any adapted/created evaluation tools in an appendix.

How the Academic mentor guided the 

1. Clarify brief & assessment mapping

   • Mentor reviewed the rubric and week 9–12 resources with the student, clarifying the deliverables, word/formatting limits and marking criteria (logic model, evaluation rigour, workshop quality).

2. Define PHN problem & evidence base

   • Mentor helped select and refine the PHN problem (e.g. poor fruit/veg availability & limited parental knowledge).

   • Guided student to source key Australian data (AIHW, state health departments) and extract one strong statistic to demonstrate scope.

3. Frame the Introduction (what/who/where/how/when/why)

   • Mentor modelled a compact summary statement answering the six journalistic questions and coached the student to keep it succinct and focused on the workshop as the solution.

4. Map determinants → objectives

   • Taught proximal vs distal distinctions and supported numbering objectives to align with the determinant mapping (e.g. Proximal/Social → Obj 1: increase household fruit availability).

   • Ensured objectives were measurable and directly addressable by workshops.

5. Develop the Logic Model

   • Mentor explained logic modelling principles and evidence for “if → then” causal links.

   • Worked with the student to list inputs (staff, venue, funding), activities (workshops, home packs), outputs (attendance, resources distributed) and outcomes (increased serves of fruit/veg).

   • Suggested credible funding sources/grants to cite (local council, state health promotion grants) and stakeholder roles (PHN lead, local schools, community groups).

6. Design the Evaluation Plan

   • Mentor recommended validated instruments (pre-post FFQ, KAP surveys, short parental knowledge tests) and mapped tools to evaluation stages (formative/actionable feedback; impact/outcome measures).

   • Co-developed Table 2: methods, who completes each tool, data collected, and timepoints (e.g. pre, immediate post, 6-week follow up).

   • Helped convert the primary aim into a SMART goal and ensured feasibility.

7. Draft lesson plans

   • Mentor coached on adult learning and behaviour-change techniques: interactive demos, hands-on cooking, goal setting, and practical take-home tasks.

   • Guided the student to populate the workshop table with timing, objectives linked per activity, required resources and evaluation touchpoints.

8. Prepare professional reflection & evidence

   • Advised on how to integrate formative feedback into the final plan and how to frame contributions to the Loop Discussion as evidence (select and screenshot one meaningful post).

   • Checked that the reflection tied learning to Week 2 PHN competencies.

9. Quality check, referencing & submission

   • Mentor reviewed APA 7th referencing, validated citations, confirmed appendices (custom tools) were footnoted, and recommended final formatting (landscape logic model, single PDF submission).

The outcome of what the student produced 

Deliverables produced

• A concise Introduction Summary Statement linking PHN problem → workshop solution, with an evidence statistic.

• A numbered determinant → objective table (proximal/distal aligned to objectives).

• A one-page Logic Model (landscape) with stakeholder roles and funding notes.

• Table 2: Evaluation Plan mapping validated tools to formative/process/impact/outcome stages and timepoints (pre/post/6-week follow up).

• A Lesson Plan series (3–6 workshops) in the requested table format (~600 words) linking activities to objectives.

• Professional reflection (1–2 paragraphs) with a Loop Discussion screenshot included as evidence.

• Appendices containing any adapted/new surveys (footnoted) and full APA 7 references.

Learning objectives met

• Applied PHN planning skills: needs assessment, logic modelling and program design.

• Designed rigorous monitoring & evaluation with validated tools and clear timepoints.

• Demonstrated ability to write a SMART goal and to link objectives to measurable outcomes.

• Practised stakeholder mapping, budgeting/funding awareness and practical workshop logistics.

• Showcased professional skills: evidence-based reasoning, APA referencing, reflective practice and engagement in a PHN community of practice.

• Built competency in translating theory (ecological/behavioural determinants) into practical, culturally responsive interventions.

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