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SNPG939 ASSESSMENT 2
Assessment Title Assessment 2: Health Behaviour Change Diary
Task Description Students are to keep a health behaviour change diary using the template on Moodle (‘Assessment 2’ folder).
In this diary (1000 words), students are to:
• Document ONE key health behaviour you wish to change (i.e. increasing levels of exercise, consume a healthier diet, increasing water intake, quitting smoking). With this, include a discussion on why this change in health behaviour is needed using the literature for support (references);
• Develop and document short-term and long-term goals to achieve the change in your behaviour;
• Document the positives versus the negatives of changing your behaviour (pros versus cons) – document this in table form;
• Describe the impact of the behaviour change on your health;
• Describe the impact of the behaviour change on your lifestyle;
• Measure and record progress to achieving the change on a weekly basis (in the form of weekly diary entries, not included in the 1000 word count. Students must have a minimum of seven (7) entries and include the dates of the entries.
At the end of the change period, complete a reflective piece (1500 words) on the change journey:
• identify barriers to change you experienced;
• identify facilitators to change you experienced;
• Reflect on ways you can use your own change experiences when working with a person experiencing a substance-use disorder.
All of the sections in the diary and the reflection are to be supported with contemporary, scholarly literature (references).
As this is a reflective piece, you are encouraged to write in the first person.
*Note, it is compulsory that all students are to email the Subject Coordinator by week 3 of session (by the 12th August) providing the first diary entry for feedback. No marks will be awarded for this; it is a formative part of the assessment.
Assessment Due Date 4th October 2018
Return Date to Students Following release of results.
Weighting 60%
Assessment Criteria Individual assessment (diary)
Submission 2500 words
Subject Learning
Outcomes Assessed 1-5
RUBRIC ASSESSMENT 2
Criteria High Distinction Distinction Credit Pass Fail Absent
Discussion on one health behaviour to change 10% Provided an insightful, well- supported and comprehensive discussion of a health behaviour using a high level of academic writing. Provided a detailed and well- supported overview of ahealth behavior using a moderately high level of academic writing. Provided an overview of a health behaviour with logical discussion, the support of references and the use of a moderate level of academic writing. Provided an overview of a health behaviour with limited discussion and referencing. Provided very minimal discussion of one health behaviour. Did not present information in an academic style. Lacked clear and logical structure and written expression. Did not provide discussion on one health behaviour
Short and long – term goals to achieving health behaviour change 10% Provided an insightful, well- supported and comprehensive overview of goals to achieving the change
using a high level of academic writing. Provided a detailed and well- supported overview of goals to achieving the change using a moderately high level of academic writing. Provided an overview of goals to achieving the change with logical discussion, the support of references and the use of a moderate level of academic writing. Provided an overview of goals to achieving the change with limited discussion and referencing. Provided a very minimal exploration of goals to achieving the change. Did not present information in an academic style. Lacked clear and logical structure and written expression. Did not document goals to achieving the health behaviour change.
Positives versus negatives to change
10% Provided an insightful, well- supported and
comprehensive overview of positives versus the negatives to change using a high level of academic writing. Provided a detailed and well- supported overview of positives versus the negatives to change using a moderately high level of academic writing. Provided an overview of positives versus the negatives to change with logical discussion, the support of references and the use of a moderate level of academic writing. Provided an overview of positives versus the negatives to change with limited discussion and referencing. Provided a very minimal exploration of positives versus the negatives to change. Did not present information in an academic style.
Lacked clear and logical structure and written expression. Did not discuss the positives versus the negatives to change.
Impact of behaviour change on health 10% Provided an insightful, well- supported and comprehensive overview of the Impact of behaviour change on health using a high level of academic writing. Provided a detailed and well- supported overview of Impact of behaviour change on health using a moderately high level of academic writing. Provided an overview of the Impact of behaviour change on health with logical discussion, the support of references and the use of a moderate level of academic writing. Provided an overview of the Impact of behaviour change on health with limited discussion and referencing. Provided a very minimal exploration of the Impact of behaviour change on health. Did not present information in an academic style. Lacked clear and logical structure and written expression. Did not provide discussion on the impact of the behavioural change on health.
Impact of behaviour
change on
lifestyle
10% Provided an insightful, well- supported and comprehensive overview of the Impact of behaviour change on lifestyle using a high level of academic writing. Provided a detailed and well- supported overview of Impact of
behaviour change on lifestyle using a moderately high level of academic writing. Provided an overview of the Impact of behaviour change on lifestyle with logical discussion, the support of references and the use of a moderate level of academic writing. Provided an overview of the Impact of behaviour change on
lifestyle with limited discussion and referencing. Provided a very minimal exploration of the impact of behaviour change on lifestyle. Did not present information in an academic style. Lacked clear and logical structure and written expression. Did not provide discussion on the impact of the behavioural change on lifestyle.
Identification in the reflection of barriers to change 10% Provided an insightful, well- supported and comprehensive reflection of barriers to change using a high level of academic writing. Provided a detailed and well- supported reflection of barriers to change using a moderately high level of academic writing. Provided a detailed and well- supported reflection of barriers to change with logical discussion, the support of references and the use of a moderate level of academic writing. Provided a reflection of barriers to change with limited discussion and referencing. Inadequate reflection of barriers to change. Did not present information in an academic style. Lacked clear and logical structure and written expression. Did not discuss barriers to change.
Identification in the reflection of
facilitators to change 10% Provided an insightful, well- supported and comprehensive reflection of facilitators to change using a high level of academic writing. Provided a detailed and well- supported reflection of facilitators to change using a moderately high level of academic writing. Provided a detailed and well- supported reflection of facilitators to change with logical discussion, the support of references and the use of a moderate level of academic writing. Provided a reflection of facilitators to change with limited discussion and referencing.
. Inadequate reflection of facilitators to change. Did not present information in an academic style. Lacked clear and logical structure and written expression. Did not discuss facilitators to change.
Identification of ways to use change journey when working with the person experiencing a substance-use disorder 10% Provided an insightful, well- supported and comprehensive overview of ways to use own change journey when working with the person experiencing a substance- use disorder using a high level of academic writing. Provided a detailed and well- supported overview of ways to use own change journey when working with the person experiencing a substance- use disorder using a moderately high level of academic writing. Provided an overview of ways to use own change journey when working with the person experiencing a substance- use disorder with logical discussion, the support of references and the use of a moderate level of academic writing. Provided an overview of ways to use own change journey when working with the person experiencing a substance-use disorder with limited discussion and referencing. Inadequate exploration of ways to use own change journey when working with the person experiencing a substance-use disorder. Did not present information in an academic style. Lacked clear and logical structure and written expression. Did not explore ways to use own change journey when working with the person experiencing a substance- use disorder.
Diary entries 10% Insightful, well-documented and comprehensive diary entries documented.
Free from spelling, grammatical and/or terminology errors. Very detailed and well- documented diary entries. Very minimal spelling and grammatical errors. Documented diary entries with minimal grammatical and spelling errors. Diary entries documented with frequent spelling and/or grammatical errors. Insufficient t number of entries documented.
Multiple spelling and grammatical errors. Did not include diary entries.
Structure, organisation and referencing 10% Organises assignment logically and coherently.
Effective, smooth and logical transitions presented, with a clear flow of ideas.
Provided a comprehensive reference list and accurately referenced all sources using
the modified APA 6 referencing style. Clear organisational structure, with a clear flow of ideas presented, easily followed
Provided a comprehensive reference list and accurately referenced most sources using the APA 6 referencing style.
Minor errors noted in main text and reference list. A level of organisation and structure, with minor ambiguities in paragraph and/or sentence length.
APA 6 referencing style used to accurately reference the majority of sources.
Several errors noted. A level of organisation and structure, with frequent ambiguities in paragraph and / or sentence structure. Difficult to follow.
APA 6 referencing style used but with frequent error. Minimal clear flow from general ideas to specific ideas and back to general ideas. Paragraphs are consistently too short (insufficient detail) or too long (too many ideas discussed in one paragraph). Sentences are consistently too short or too long.
Multiple errors in referencing. No clear flow of general to specific ideas.
Multiple structural and organisational errors.
Did not use template.
Did not adhere to word limit.
Incorrect referencing style used.

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