CHCEDU002 Plan health promotion and community intervention :
Assessment AT1 Underpinning knowledge questions
| Instruction to Students: Answer the questions below in the spaces text box provided.Ensure all references are documented under each individual question.Answers are to be typed or for written submissions, use black or blue ink and ensure your name is attached to the responses. |
| Case Scenario 1 The Eat Right project pilot tested a menu planner and educational program to help parents provide nutritious school lunch boxes for their primary school-aged children. The project aimed to improve children’s nutritional intake to prevent diet related health problems in adulthood and establish healthy eating habits in childhood before preferences are formed. Primary research conducted by Southern NSW Local Health District (SNSWLHD) Population Health coordinator with staff at two local primary schools in Bega, using survey questionnaires related to children’s nutritional intake, showed that children’s lunch boxes contained expensive snack foods high in fat, sugar and salt. Face to face interviews with teachers and principals confirmed the survey feedback. This nutritional intake health issue led to the development of the Eat Right project which involved pilot testing recipes and menu planning with input from parents. SNSWLHD Population Health (project coordinator) collaborated with the Department of Education’s school nurses in recruiting 21 families with children from two local primary schools to trial the recipes and menu planner. The recruited parents attended a series of recipe demonstrations, facilitated by a Dietician from Diabetes NSW & ACT, including Foodcent$ nutritional educational program with hands-on activities, to prepare nutritious school lunches and snacks. The Venue for this demonstration and training was at the local Bega Community Centre utilising the large commercial kitchen facilities. Parents then used their new skills to trial the Eat Right menu planner at home for 4 weeks. Children were encouraged to tick off the food groups they had consumed on a simple chart using stickers. After the trial the Eat Right menu planners were made available to other families. What strategies were used? Parents helped develop and pilot the menu planner and recipes.Parents attended a healthy breakfast launch, menu planner recipe demonstrations, information sessions and nutrition education and food purchasing workshops. Parents could sample prepared foods after the recipe demonstrations.Parents were provided with lunch boxes and drink bottles for use by their children and were encouraged to involve their children in choosing and planning lunches and snacks from the menu planner and record daily food intake.A large lunch box sticker was developed as a reminder of the food groups and to assist children record the foods they had consumed each day. What did the project achieve? A menu planner with 20 lunches and 20 snacks was developed with the assistance of, and feedback from, parents. The menu planner was successfully used with post project surveys indicating positive results by the 21 families recruited to the pilot project.Parents increased their use of healthier food alternatives in lunch boxes eg. white bread was replaced with wholemeal.Many parents were surprised by the range of healthy nutritious foods their children enjoyed.Parents reported that the menu planner provided simple ideas and suggestions that were effective in encouraging their children to choose healthy food.The project produced a high quality resource that was convenient, easy to read and nutritionally sound. School nurses give out copies out to new families and provided copies to existing primary school parents in both schools.Telephone follow up 6 months after the project with families suggested that behavior change was still continuing. What the project coordinator of the Eat Right project had to say about the project: The resource meets a need that other recipe books do not, by providing choice and involving children in choosing food from the illustrations. The strength of this project came from engaging the community through discussions and focus groups to test the design and implementation of the resource. Food safety and storage information should be included in nutritional resources with improved photography of the food in the planners as a consideration for future work if additional funding became available. Articles written on the success of the project will be available on the Diabetes NSW & ACT website and in newsletters and nutritional education sessions are being conducted by the Cancer Council. Organisation: Southern NSW Local health District – Population Health allocated $5,020 for budgetDiabetes NSW & ACT funding: $4,080 (Funded: Design and printing of planner and stickers, ingredients, venue cost and stationery)Program period: 3 months Year: 2018 Target group: Parents and carers of primary school students Number of participants: 35 parents/carers and 40-60 primary school students This case scenario was adapted from health promotional activities through www.healthway.wa.gov.au |
The following question relate to the case scenario 1 (Q1 -7 )
| What was the health concern and how was this health issue identified by SNSWLHD Population Health Manager? (Min 50 words) |
| How did the Population Health coordinator engage key stakeholders as a focus group? (Min 50 words) |
| What was the aim of this project? Define key deliverables? (Min 50 words) |
| Describe any community engagement that occurred in this case scenario. (Min 50 Words) |
| During the implantation phase of this project how could the project manager monitor feedback and, provide some examples of how information on this project could be disseminated to the local community. (Min 100 words) |
| What type of funding sources and resources enabled this health promotion project to be undertaken and what organisations partnered in this project? (Min 100 words) |
| In the context of the role of project coordinator, write up a project report (Keep in mind the audience for your report) for the planning and outcomes of this health prevention population-based activity and any recommendation you might like to add. (Min 400 words for the written report) |
| Planned strategies used |
| Who was involved in the community engagement? |
| What actually happened during the project? |
| How was the project evaluated? |
| Evidence of change as a result of the project |
| What has been learned? |
| Summary of key points and recommendations |
CHCEDU002 AT1 Underpinning Knowledge Questions Checklist
| CHCEDU002 Plan health promotion and community intervention | |||||||
| Student’s name: | |||||||
| Assessor’s name: | |||||||
| The assessor needs to indicate whether they have conducted the questioning as written questions or as verbal questions by ticking the box below. | |||||||
| o Written Questioning | o Verbal Questioning For verbal questioning, the assessor must provide dot points as a minimum on the student’s responses. | ||||||
| If questions are answered verbally, the assessor must write detailed answers in the sections provided below. The space below does not indicate the size of the answer anticipated. Keep typing and the space will expand. If answers are recorded separate to this document, they must be attached to the assessment documents. | Response | ||||||
| S | NYS | ||||||
| Q 1 | What was the health concern and how was this health issue identified by SNSWLHD Population Health Manager? (Min 50 words) | ||||||
| Assessor’s comments and feedback to student on response. ☐Met the min word count | ☐ | ☐ | |||||
| Q 2 | How did the Population Health coordinator engage key stakeholders as a focus group? (Min 50 words) | ||||||
| Assessor’s comments and feedback to student on response. ☐Met the min word count | ☐ | ☐ | |||||
| Q 3 | What was the aim of this project? Define key deliverables? (Min 50 words) | ||||||
| Assessor’s comments and feedback to student on response. ☐Met the min word count | ☐ | ☐ | |||||
| Q 4 | Describe any community engagement that occurred in this case scenario. (Min 50 Words) | ||||||
| Assessor’s comments and feedback to student on response. ☐Met the min word count | ☐ | ☐ | |||||
| Q 5 | During the implantation phase of this project how could the project manager monitor feedback and, provide some examples of how information on this project could be disseminated to the local community. (Min 100 words) | ||||||
| Assessor’s comments and feedback to student on response. ☐Met the min word count | ☐ | ☐ | |||||
| Q 6 | What type of funding sources and resources enabled this health promotion project to be undertaken and what organisations partnered in this project? (Min 100 words) | ||||||
| Assessor’s comments and feedback to student on response. ☐Met the min word count | ☐ | ☐ | |||||
| Q 7 | In the context of the role of project coordinator, write up a project report (Keep in mind the audience for your report) for the planning and outcomes of this health prevention population-based activity and any recommendation you might like to add. (Min 400 words for the written report) | ||||||
| Assessor’s comments and feedback to student on response. ☐Met the min word count | ☐ | ☐ | |||||
| If student was deemed Not yet satisfactory, assessor and student to agree to a new date for assessment. | |||||||
| Result ☐ Satisfactory ☐ Not Yet Satisfactory ☐Student provided with results | |||||||
| Assessor’s Signature: | Date: | ||||||
| Student’s Signature: | Date: | ||||||
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