PBHL29001 - Assessment 1: Analysis of Health Communication Campaigns

Analysis of health communication campaigns

This task is a written assignment of about 1,500- 2,000 words that you will complete Individually. It should be written in a formal structure that follows postgraduate level academic writing conventions, including both intext citations and a detailed reference list. 

From the list below, you must select two campaigns to focus your assessment on. For each option, you will see that there are resources that provide context about what the campaigns involve and are about.

Campaign Options

1: #EarthOvershootDay Campaign (you can use all these articles provided below to support you if you select this option)

• Frontiers | Environmental Science Communication for a Young Audience: A Case Study onon the #EarthOvershootDay Campaign on YouTubе.
• Earth Overshoot Day home - #MoveTheDate.
• Earth Overshoot Day: A Measure of Effective Partnerships - 2030.Builders.
• Earth Overshoot Day and EMAS: Moving the Date for a Sustainable Future - European Commission.

2: One Vax Two Lives Campaign (you can use all these articles provided below to support you if you select this option)

• One Vax Two Lives: a social media campaign and research program to address COVID-19 vaccine hesitancy in pregnancу - PMC.
• Social media campaign and research program to address COVID-19 vaccine hesitancy in pregnancy: correspondence - American Journal of Obstetrics & Gynecology One Vax Two Lives.

3: This Girl Can Campaign (you can use all these articles provided below to support you if you select this option)

• Impact of the first year of the "This Girl Can" physical activity and sport mass media campaign in Australia | BMC Public Health.
• This girl can #jointhemovement: Effectiveness of physical functionality-focused campaigns for women's body satisfaction and exercise intent - Science Direct.

4: Stop HIV, Stop Cervical Cancer Campaign (you can use all these articles provided below to support you if you select this option)

• Strategic health communication on social media: Insights from a Danish social media campaign to address HPV vaccination hesitancy - PubMed.
• HPV vaccination crisis and recovery: the Danish case.

5: LiveLighter Campaign (you can use all these articles provided below to support you if you select this option)

• Evaluation of the population-level impacts of the LiveLighter® obesity prevention campaign from 2012 to 2019 based on serial crosssectional surveys | BMC Public Health | Full Text.
• Population-based evaluation of the LiveLighter' healthy weight and lifestyle mass media campaign | Health Education Research | Oxford Academic.

6: VERB Campaign (you can use all these articles provided below to support you if you select this option)

• VERBTM - A Social Marketing Campaign to ncrease Physical Activity Among Youth - PMC.
• It's What You Do!: Reflections on the VERBTM Campaign - ScienceDirect.

Part 1: Critique of health promotion action area challenges facing the two campaigns

The first part involves critiquing the challenges of addressing the action areas of the Ottawa Charter (e.g., strengthening community action, creating supportive environments, building healthy public policy, reorienting health services, developing personal skills) for each of the two campaigns that you selected. When critiquing the challenges, you are required to use content from the following article, which includes a framework for optimising the effectiveness of health promotion initiatives his article will assist you with the points of critique that you put forth. This article is available in the e-reading list for Week 2. Additionally, you should utilise unit material and other relevant evidence from highquality academic sources to critique the challenges with addressing the Ottawa Charter's five action areas in the two campaigns that you are basing your assessment on. To guide you with the critique, some questions to consider answering are:

• What are the challenges the two campaigns face with addressing the action area 'strengthening community action'?

• What are the challenges the two campaigns face with addressing the action area 'creating supportive environments'?

• What are the challenges the two campaigns face with addressing the action area 'building healthy public policу'?

• What are the challenges the two campaigns face with addressing the action area 'reorienting health services'?

• What action areas of the Ottawa Charter are addressed or not addressed by the two campaigns?

Part 2: Synthesis of social innovation concepts

Social innovation is useful for helping us derive novel solutions to complex problems that are often more sustainable, effective, and efficient that existing solutions. In the second part of this assignment, you should critically discuss the utility and application of social innovation concepts to your two selected health communication campaigns. Here, you should synthesise innovation concepts to discuss how they could help address the two campaigns' challenges with addressing the action areas of the Ottawa Charter that you identified in part one. Additionally, you should discuss how well the campaigns were or were not guided by social innovation concepts. If the campaigns do not mention the use of social innovation, then assume that it was not applied. This section should answer the following questions:

• What principles or concepts of social innovation could have been applied to these two campaigns to enhance them and what are examples of how these principles and concepts could have been used in the campaigns?

• What principles or concepts of social innovation could have been applied to these two campaigns to enhance them and what are examples of how these principles and concepts could have been used in the campaigns?

• How would these two campaigns benefit from social innovation concepts to overcome challenges with targeting the action areas of the Ottawa Charter? Provide specific examples.

Summary of Assessment Requirements

The assessment titled “Analysis of Health Communication Campaigns” required students to complete an individual written assignment of 1,500–2,000 words. The task was divided into two main parts:

Part 1 Critique of Health Promotion Action Areas

• Select two campaigns from the given list (e.g., #EarthOvershootDay, One Vax Two Lives, This Girl Can, Stop HIV Stop Cervical Cancer, LiveLighter, VERB).
• Critically analyse the challenges of addressing the Ottawa Charter action areas within each campaign:
  • Strengthening community action
  • Creating supportive environments
  • Building healthy public policy
  • Reorienting health services
  • Developing personal skills
• Use the provided article on optimising health promotion effectiveness, along with high-quality academic sources.

Part 2 Synthesis of Social Innovation Concepts

• Critically discuss how social innovation concepts could be applied to enhance the chosen campaigns.
• Explain how these principles could help campaigns overcome Ottawa Charter challenges.
• Assess whether campaigns were guided by social innovation concepts or not.
• Provide examples of how social innovation could make the campaigns more sustainable, efficient, and impactful.

Formal Requirements

• Postgraduate academic writing standards.
• Structured critique and synthesis.
• Proper in-text citations and a complete reference list (Harvard style).

Step by Step Mentor-Guided Approach

Step 1: Understanding the Task
The mentor began by helping the student break down the requirements into manageable sections. A checklist was created: campaign selection → critique (Part 1) → synthesis of social innovation (Part 2) → conclusion and references.

Step 2: Selecting Campaigns
The mentor guided the student to select two campaigns with abundant scholarly resources. For example, One Vax Two Lives (COVID-19 vaccine hesitancy in pregnancy) and This Girl Can (physical activity promotion for women). These were chosen because they target distinct public health challenges and allow comparative analysis.

Step 3: Analysing Ottawa Charter Action Areas

• The mentor introduced the Ottawa Charter framework and explained each action area.
• Together, they mapped the strengths and gaps of each campaign.
  • Example: One Vax Two Lives struggled with “strengthening community action” due to vaccine misinformation, while This Girl Can effectively created supportive environments but faced challenges in reorienting health services.
• Academic references were identified to support each point.

Step 4: Linking Challenges with Evidence
The mentor emphasised using the provided article on optimising health promotion effectiveness. The student was guided to integrate this with peer-reviewed studies to support critiques.

Step 5: Introducing Social Innovation Concepts
The mentor explained social innovation principles such as co-creation, collaboration, adaptability, systemic change, and sustainability.

• Together, they explored how these could enhance campaigns.
  • One Vax Two Lives could benefit from co-design with pregnant women to address vaccine hesitancy.
  • This Girl Can could apply social innovation by integrating digital platforms with grassroots initiatives.

Step 6: Building Critical DiscussionThe mentor encouraged the student to go beyond description and demonstrate critical analysis, showing how applying innovation concepts would overcome Ottawa Charter challenges.

Step 7: Structuring the Paper
The mentor helped outline the paper in a formal academic format:

• Introduction
• Part 1: Critique (campaign 1, then campaign 2)
• Part 2: Social innovation synthesis (campaign 1, then campaign 2, followed by comparison)
• Conclusion
• References

Step 8: Drafting and Reviewing
The student drafted each section and shared it for feedback. The mentor provided comments on argument flow, use of evidence, and clarity of academic writing. Adjustments were made to strengthen analysis and ensure Harvard referencing compliance.

Outcome and Learning Objectives Achieved

By the end of the process:

• The student produced a well-structured 1,800-word assignment with strong critiques and synthesis.
• The paper demonstrated understanding of Ottawa Charter action areas and how they apply to real health campaigns.
• The student learned to apply social innovation concepts as tools for problem-solving in health communication.
• Key academic skills were achieved: critical analysis, evidence integration, structured writing, and referencing.
• Overall, the assessment met the required outcomes by embedding theoretical knowledge into practical evaluation of public health communication campaigns.

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