NAM 87 Strategy and Programme Planning: ASSESSMENT BRIEFING NOTES
NAM 87 Strategy and Programme Planning: ASSESSMENT BRIEFING NOTES
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims To enhance and develop students practical skills for strategy and project planning addressing generic competencies of advocacy, leadership, assessment, planning and evaluation and applying a health promotion/social justice lens.
To enable students to apply and develop skills in presentation and formative development of public-facing resources.
To provide opportunities for students to enhance teamwork, leadership and personal organisation skills as identified in their personal development plan.
Learning outcomes On completion of the module, students will be able to:
Conduct an evidence based comprehensive and insightful situation analysis and needs and assets assessment in relation to a defined public/community health or systems trigger problem,.Use systematic planning to propose, present and justify a feasible strategy and plan of action to respond to a trigger problem, underpinned by relevant theory and the ethics and values of health promotion/social justice.
Create or adapt and formatively develop a cultural appropriate public facing or communications resource, and an advocacy strategy.
Critically reflect on personal competence in advocacy, leadership and/or teamwork skills.
Assessments Due Date Submission
Formative Assessment: Group presentation of a Situation Analysis and needs assessment related to the problem-based learning trigger. In PowerPoint Submit to Turnitin by 10.00am 10thh March Presentation Monday 13thth March
Summative Assessment: .
Group course work: (30% weighting)
Group mark all students in group get same mark.
Group strategy and situation summary presentation in PowerPoint (LO1)
A strategy level planning framework (Max 2 pages) (LO2)
An Advocacy strategy (max 2 pages)(LO3)
A public-facing resource which has undergone preliminary formative development (LO3) Draft Submission Tuesday 11thth April 10.00am Presentation on Wednesday 19th April 2023
Individual oral and visual presentation (50% weighting) (15 mins)
A presentation of a systematically planned project proposal which contributes to achieving the overall group strategy) both presentation skills and content will be assessed. (LOs 1and 2) Draft Submission Tuesday 18thth April 10.00am Presentation on Wednesday 19th April 2023
3. Structured written critical reflection, (20%weighting) 800 words. Reflection on one health promotion (or professional) competency selected from students personal development plan, in relation to students experience working on the collaborative project with their peers. (LO 4) Monday 5th June 2023 Electronic submission via Turn-it-in
Students with Learning Support Plans (LSPs) for example for dyslexia, may be given additional time for submission of written assessments.
Briefing sessions on the assessments are given in class and any slides used in the briefings will be uploaded into the Assessment and Marks area of My Studies.
The purpose of the assignment is for you to demonstrate that you have met the learning objectives of the module, so please refer to the detailed marking criteria against each learning outcome and check that you have used the assignment to show your skills and knowledge in each of these areas.
Summative Presentation and Written project plan Tasks 1 and 2.
The individual summative assessments are for an individual projects/programme plan which build from the Formative Group Needs Assessment/ Situation Analysis of the Trigger problem in your Groups chosen geographical area of work.
Although you work individually on your project/programme plan, there will need to be some coordination within the group on what project you each develop including how the projects complement rather than duplicate each other, how the presentations look and run, and some evidence of shared responsibility around addressing the trigger problem. You should expect to give and receive comments on each others idea and work. This is intended to rehearse multisectoral working, where for example, a team in a GP practice might work together on promoting folic acid supplement uptake in pregnant women the GP and midwife in one-to-one advice, the Practice Manger by putting up posters, the onsite pharmacist by putting a display of supplements on the counter.
Structured Written Critical Reflection. Task 3
Assessment Part 3; Structured Written Critical Reflection. (880 words 20% weighting. (LO4) on one aspect of health promotion (or professional) competency selected from the students personal development plan, in relation to the students experience of working on the collaborative project with their peers during group work.
This should be a critical account, using reflective skills referring to a selected formal model of reflection and explaining your choice of model.
The selected competency should fall with the areas of advocacy, leadership or teamwork skills. You will be expected to justify why you selected the particular competency to reflect upon, how you negotiated how you would work on this with your group members, and the experience in practice. Consider whether you had realistic aspirations, what kind of things helped/hindered, what could you have done differently? How have your skills strengthened (or not) after the experience of the PBL? You should demonstrate awareness of relevant theory and literature in relation to the chosen competency, for example, if you choose to write about Leadership, you must refer to relevant literature on leadership.
The write up will be confidential and will only be read by the module leaders and external examiner. You should anonymise reference to other students or staff, as Student A, Tutor B etc.
Exemplars
Assessments achieving marks of Merit or above may be used in subsequent years as examples for future students. However, for the critical reflection, we would seek your prior approval and anonymise appropriately. If for any reason you would prefer your work not to be made available, or for your project work to be made available anonymously, please inform the module leader.
Marking Criteria for Summative AssignmentsThe table below illustrates how the Marking Criteria relate to the module Learning Outcomes.
The marking criteria are used to mark your work, see Rubrics for each assignment on the next page. The table below has more space to provide slightly more detail.
Learning Objective Marking criteria
Oral Presentation LO.1 Conduct a comprehensive and insightful situation analysis and needs and assets assessment in relation to a defined public health or systems trigger problem. Knowledge and Understanding
Situation analysis demonstrates understanding of the trigger problem, using a relevant data to define and fully contextual the trigger problem, including, key trends and influencing factors, with awareness of any limitations in the data.
Accurately locates the needs assessment within the wider policy context, (locally, nationally, internationally) and current discourses around inequalities
Articulates how chosen Group strategy is an appropriate response to the trigger problem, its context and target population
LO2. Use systematic planning to propose, present and justify a feasible strategy and plan of action to respond to a trigger problem, underpinned by relevant theory and the ethics and values of health promotion/social justice Analysing and Solving Problems
Develops a well-designed, systematically planned and relevant evidenced based intervention which contributes to addressing the trigger problem with clear mechanisms for evaluation.
Clear consideration of feasibility and complexity of practice including evidence of effectiveness of existing interventions in the topic area, suitability for target audience, and mechanism for evaluation.
Evidence of application of relevant theory to inform project design, including consideration of inequalities, diversity, and ethics as appropriate.
Communication of work
Effective communication of the work to interdisciplinary audience. Clear structure, coherence, accuracy of oral and visual presentation and response to questions.
Adheres to technical assignment requirements such as construction of project plan, reference, selectivity, and time keeping of presentation
LO3. Create or adapt and formatively develop a cultural appropriate public facing health promotion resource, and an advocacy strategy.
Proposes appropriate public facing resource showing consideration of
Suitability for target audience
Relevant to purpose
Refinement on the basis of preliminary formative pilot testing
Creativity and innovation
Proposes and justifies a feasible and effective advocacy strategy for mobilising leaders/ getting buy-in for the issue/strategy/project
Written Reflective Account LO4. Critically reflect on personal competence in advocacy, leadership and/or team work skills Provides succinct and insightful critical reflection with evidence of self-awareness and self-directed professional development during the group work, drawing on relevant (competency related professional) literature.
Selects and justifies chosen competency for reflection
Uses and justifies choice of reflective model
University Level 7 Marking Descriptors used in Marking rubric in Tii.
The quality/standard of students work will be graded using standard University level 7 Marking Descriptors see marking rubric below for each component of the assessment..
80-100 (A+) First class/Distinction: An outstanding response to the task. All criteria have been achieved to an exceptionally high level 70-79 (A A-) First class/Distinction: An excellent response to the task. All criteria have been achieved to a high standard and many at an exceptionally high level 60-69 (B+ B B-) Upper Second class/ Merit: A good to very good response to the task. All criteria have been met fully at a good or a very good standard 50-59 (C+ C C-) Lower Second class/Pass: A sound, competent response to the task. All criteria have been met and some may have been achieved at a good standard 40-49 Fail
An unsatisfactory response to the task
One or more of the criteria have not been met 0-39 (E+ E E-) Fail:
An unsatisfactory response to the task
Most of the criteria have not been met
TASK 1. The Group Presentation and Strategy Planning Framework
Knowledge and understanding
Situation analysis
Contextualisation
Evidence informed strategy Situation analysis demonstrates exceptional, authoritative knowledge and, critical understanding of the trigger problem, using a wide range of relevant data to define and fully contextualise the trigger problem.
Outstanding location of the needs assessment within wider policy context and current discourses around inequalities.
Authoritative articulation of how the group strategy is an evidence informed and appropriate response to the trigger and context. Situation analysis demonstrates excellent knowledge and, critical understanding of the trigger problem, using a wide range of relevant data to define and fully contextualise the trigger problem.
Excellent location of the needs assessment within wider policy context and current discourses around inequalities.
Excellent articulation of how the group strategy is an evidence informed and appropriate response to the trigger and context. Situation analysis demonstrates good knowledge and, critical understanding of the trigger problem, using a range of relevant data to define and contextualise the trigger problem.
Good location of the needs assessment within wider policy context and current discourses around inequalities.
Good articulation of how the group strategy is an evidence informed and appropriate response to the trigger and context. Situation analysis demonstrates a sound understanding of the trigger problem, using some data to define and contextualize the trigger problem.
Makes some reference to the wider policy context, some of the current discourses around inequalities
Sound linkage between chosen Group strategy and the trigger problem, its context and target population
Situation analysis demonstrates limited understanding of the trigger problem, using limited data to define or contextualize the trigger problem. Data may contain inaccuracies.
Limited location of the needs assessment within the wider policy context or current discourses around inequalities.
Limited linkage between chosen Group strategy and trigger problem. Situation analysis demonstrates little or no understanding of the trigger problem, using little or no data to define or contextualize the trigger problem. Data may contain inaccuracies.
Little to no location of the needs assessment within the wider policy context or current discourses around inequalities.
Little or now linkage between chosen Group strategy and trigger problem
Group advocacy strategy and public facing resource Decision making within professional contexts
Public facing resource
Advocacy strategy An original, creative and relevant public facing resource, exceptionally well suited to the target audience.
Exceptionally innovative and effective formative testing with follow up refinement as needed.
Exceptionally convincing, feasible and effective advocacy strategy, with outstanding justification of method and target audience. A creative and relevant public facing resource, very well suited to the target audience.
Very creative and effective formative testing with follow up refinement as needed.
Very convincing, feasible and effective advocacy strategy, with full justification of method and target audience.
An interesting and relevant public facing resource, well suited to the target audience.
Creative and effective formative testing with follow up refinement as needed.
Convincing, feasible and effective advocacy strategy, with good justification of method and target audience.
A relevant public facing resource, which is suited to the target audience.
Evidence of effective formative testing with follow up refinement as needed.
Sound advocacy strategy, with adequate justification of method and target audience A public facing resource with limited relevance or creativity, which is not ideal for the target audience.
Limited evidence of effective formative testing or follow up refinement.
Weak advocacy strategy, with limited justification of method or target audience A weak public facing resource with insufficient relevance, which is poorly suited to the target audience.
Little to no evidence of effective formative testing or follow up refinement.
Inadequate advocacy strategy, with little or no justification of method or target audience
TASK 2 Individual project plan and presentation
80-100 (A+) First class/Distinction: An outstanding response to the task. All criteria have been achieved to an exceptionally high level 70-79 (A A-) First class/Distinction: An excellent response to the task. All criteria have been achieved to a high standard and many at an exceptionally high level 60-69 (B+ B B-) Upper Second class/ Merit: A good to very good response to the task. All criteria have been met fully at a good or a very good standard 50-59 (C+ C C-) Lower Second class/Pass: A sound, competent response to the task. All criteria have been met and some may have been achieved at a good standard 40-49 Fail
An unsatisfactory response to the task One or more of the criteria have not been met 0-39 (E+ E E-) Fail:
An unsatisfactory response to the task Most of the criteria have not been met
Analysing problems, designing solutions.
Systematic evidence-based planning
Application of theory and values. An original well-designed, systematically planned, highly relevant, and fully evidenced-based intervention which significantly contributes to addressing the trigger problem with ideal mechanisms for evaluation.
Evidence of thorough application of relevant theory to inform project design, including comprehensive consideration of inequalities, diversity, and ethics as appropriate. A very well-designed, systematically planned, very relevant, and evidenced-based intervention which contributes to addressing the trigger problem with a well-constructed mechanisms for evaluation.
Evidence of excellent application of relevant theory to inform project design, including comprehensive consideration of inequalities, diversity, and ethics as appropriate A well-designed, systematically planned, relevant, and evidenced-based intervention which contributes to addressing the trigger problem with suitable mechanisms for evaluation.
Evidence of good application of relevant theory to inform project design, including good consideration of inequalities, diversity, and ethics as appropriate A sound somewhat systematically planned, relevant, intervention drawing on some evidence, which makes some contribution to addressing the trigger problem with sound mechanisms for evaluation.
Evidence of some application of theory to inform project design, including some consideration of inequalities, diversity, and ethics as appropriate The intervention shows limited systematic planning, draws on limited evidence and makes limited contribution to addressing the trigger problem. There are limited mechanisms for evaluation.
Limited evidence of application of theory to inform project design. Limited consideration of inequalities, diversity, and ethics as appropriate. The intervention shows little or no systematic planning, is not evidence informed and makes little or no contribution to addressing the trigger problem. There is little or no mechanisms for evaluation.
Little or no evidence of application of theory to inform project design. Little or no consideration of inequalities, diversity, and ethics as appropriate.
Communication and presentation
Exceptional, innovative and convincing communication of the work to interdisciplinary audience. Structure, coherence, accuracy of oral and visual presentation and response to questions is exemplary throughout
Outstanding adherence to technical assignment requirements such as construction of project plan, reference, selectivity and time keeping of presentation.
Excellent communication of the work to interdisciplinary audience. Structure, coherence, accuracy of oral and visual presentation and response to questions is excellent throughout.
Excellent adherence to technical assignment requirements such as construction of project plan, reference, selectivity and time keeping of presentation Good communication of the work to interdisciplinary audience. Structure, coherence, accuracy of oral and visual presentation and response to questions is good throughout.
Good adherence to technical assignment requirements such as construction of project plan, reference, selectivity and time keeping of presentation Effective communication of the work to interdisciplinary audience. Clear structure, coherence, accuracy of oral and visual presentation and response to questions.
Sound adherence to technical assignment requirements such as construction of project plan, reference, selectivity and time keeping of presentation Limited communication of the work to interdisciplinary audience. Weak structure, coherence or accuracy of oral and visual presentation and response to questions.
Limited adherence to technical assignment requirements such as construction of project plan, reference, selectivity and time keeping of presentation Little or no effective communication of the work to interdisciplinary audience. Weak structure, coherence or accuracy of oral and visual presentation and response to questions.
Adherence to technical assignment requirements such as construction of project plan, reference, selectivity and time keeping of presentation is inadequate.
TASK 3. Written Reflective Account
80-100 (A+) First class/Distinction: An outstanding response to the task. All criteria have been achieved to an exceptionally high level 70-79 (A A-) First class/Distinction: An excellent response to the task. All criteria have been achieved to a high standard and many at an exceptionally high level 60-69 (B+ B B-) Upper Second class/ Merit: A good to very good response to the task. All criteria have been met fully at a good or a very good standard 50-59 (C+ C C-) Lower Second class/Pass: A sound, competent response to the task. All criteria have been met and some may have been achieved at a good standard 40-49 Fail
An unsatisfactory response to the task
One or more of the criteria have not been met 0-39 (E+ E E-) Fail:
An unsatisfactory response to the task
Most of the criteria have not been met
Critical Reflection Exceptionally insightful structured critical reflection with strong evidence of self-awareness and self-directed professional development during the group work, drawing on a range of relevant literature.
Excellent, insightful structured critical reflection with strong evidence of self-awareness and self-directed professional development during the group work, drawing on a range of relevant literature.
Very good structured critical reflection with good evidence of self-awareness and self-directed professional development during the group work, drawing on relevant literature.
Sound critical reflection with some structure and some evidence of self-awareness and self-directed professional development during the group work, drawing on some relevant literature.
Limited reflection with limited evidence of self-awareness or self-directed professional development during the group work, drawing on limited relevant literature.
Reflective account is unstructured or shows little to no evidence of self-awareness or self-directed professional development during the group work.
Narrative summary Performance Indicators/
Indicators of achievements Means of verification/ sources of monitoring information Risks and Assumptions
GOAL
Improve health and welfare of women in Nigeria
A decrease in the maternal mortality rate in Nigeria by 5% by 2027
A decrease in the infant mortality rate in Jigawa from 83 per 1000 to national average (54.7 per 1000) by 2033 Public health data collection from the Nigerian National Bureau of Statistics, The World Bank, UNFPA WHO and UNICEF
Public health data collection from the Nigerian National Bureau of Statistics, The World Bank, UNFPA WHO and UNICEF Risk: HIV/STI transmission
Risk: COVID-19 outbreak
Assumption: Women using contraception after giving birth for pregnancy spacing
Risk: women not exclusively breastfeeding their babies and therefore not having a natural form of contraception
PURPOSE/OBJECTIVE
Increase rates of contraceptive use among all women of reproductive age
Decrease the fertility rate in Nigeria
Increase contraception use by 15% 6 months after launch of the project
A reduction in the total fertility rate in Nigeria by 0.5-1.0 5 years after launch of the project
Data collection of records of over the counter and prescribed contraceptive uptake among selected pharmacies, hospitals/clinics, shops and NGOs.
Self-reported surveys
Reduction in pregnancy and birth rates
Using the Nigerian National Bureau of Statistics, The World Bank, UNFPA WHO and UNICEF databases for data collection to monitor a reduction in pregnancy and birth rates
Data collection and thematic analysis using focus groups to assess knowledge and acceptability of contraception.
Measured using the Male Engagement in Family Planning Framework
An increase in peer support advocates
Data collection and thematic analysis using focus groups to assess acceptability of contraception among men
Assumption: Pharmacies, hospitals/clinics, shops and NGOs keeping up to date records of contraception provision
Assumption: Women using contraception after giving birth for pregnancy spacing
Assumption: People answering self-reported surveys honestly
Risk: People may feel inclined to exaggerate contraception uptake knowing they are being evaluated
Assumption: All births are recorded and documented
Risk: COVID-19 having a delaying effect on data records
Risk: Corruption and a lack of transparency causing an inaccurate representation of the data
Output 1:
Spousal involvement in open communication/decision-making regarding family planning and contraception use.
Increased number of male advocates for family planning and gender equality in their families and communities
Activities:
1.1 Baseline focus groups to assess knowledge, acceptability, and intention to use contraception among married and unmarried men
1.2 Development of education/empowerment programme based on target audience insight
1.3 Implementation of education programme
1.4 Follow up focus groups to assess changes in knowledge, acceptability, and intention to use contraception among married and unmarried men
An increase in any method of contraception use from 1.3% (as of 2017) to 1.4% within 3 years
A 10% increase in the number of male advocates 12 months after launch of the project
Scoping research completed by 2023.
Detailed education/empowerment programme developed by 2023 Public health data collection from the Nigerian National Bureau of Statistics, The World Bank, UNFPA WHO and UNICEF
Keeping a record of attendance and comparing to that of the baseline number of advocate volunteers
Scoping Report and progress tracking using a Gant Chart
Risk: Ineffective use of contraception
Assumption: The programme is successful and runs for 3 years
Assumption: course completion and higher retention rates
Assumption: Project funding will be approved by UNFPA
Assumption: Social club, sports viewing centres and recreational centres agree to host project
Assumption: Location size are adequate to cater to the project
Risk: Adaptations from the Male Malawi Motivator Project may not suit the context of Nigeria
Assumption: Participants have equal literacy rates
Risk: Participants may find the subject too taboo to continue
Risk: Number of participants may not be sufficient to sustain project
Output 2:
All women and men in the North-West of Nigeria will have access to affordable/free contraception
Activities:
2.1 Baseline information on accessibility to contraceptives and contraception services
2.2 Development of a project to create novel contraception collection points
2.3 Implementation of a project to create novel contraception collection points (e.g., in the bathrooms of bars, restaurants, universities, cinemas etc.)
Increase availability by 30% by 2026
Scoping research completed by 2023.
Development of novel contraception collection points by 203 Monitoring the accessibility of contraceptive services by assessing the distance to the nearest collection point that provides contraception.
Scoping Report and progress tracking using a Gant Chart
Assumption: uptake of contraception will increase since availability has increased
Assumption: contraception that is being collected is actually being used
Risk: Ineffective use of contraception
Risk: societal stigma hinders uptake of contraception
Output 3:
Output 4:
Community level awareness of the benefits of contraception and encourage uptake
Activities:
4.1 Baseline focus groups to assess knowledge, acceptability, and intention to use contraception among married and unmarried women of reproductive age
4.2 Development of education programmes based on target audience insight
4.3 Implementation of education programme
4.4 Follow up focus groups to assess changes in knowledge, acceptability, and intention to use contraception among married and unmarried women of
A 25% increase in contraception knowledge by 2026
Research completed by 2023
Detailed education programme developed by 2023 KAP surveys to track progress
Scoping Report and progress tracking using a Gant Chart
Assumption: The project is successful enough to run for 3 years
Risk: Women drop out of education programme due to societal stigma
Assumption: Funding will be approved
Risk: Funding may not cover costs of the project
Assumption: There will be an appropriate location for the programme
Assumption: Content of programme will be suitable in Nigeria
