| NURBN3034 Assessment Task 1a E-Poster |
| | 5 marks | 4 marks | 3 marks | 2 marks | 1 marks | 0 marks |
| Introduction | The evidence to support | The evidence to support | The evidence to support | There is some evidence to | There is minimal or | No evidence to |
| the purpose of the E- | the purpose of the E- | the purpose of the E-Poster | support the purpose of the E- | irrelevant evidence to | support the |
| Poster is clear and how | Poster is clear and how | is somewhat clear and how | Poster and how and why the | support the purpose of the | purpose of the E- |
| and why the topic was | and why the topic was | and why the topic was | topic was chosen related to its | E-Poster is and how and | Poster and how |
| chosen related to its | chosen related to its | chosen related to its global | global significance but poorly | why the topic was chosen | and why the topic |
| global significance is | global significance is | significance is well | expressed and/or articulated. | related to its global | was chosen related |
| clearly represented and | reasonably well | represented BUT requires | | significance OR is poorly | to its global |
| articulated well. | represented and | to be more clearly | | expressed and articulated. | significance. |
| | articulated. | expressed and/or | | | |
| | | articulated. | | | |
| Risk factors | Identification of the ALL | Identification of the ALL | Identification of MOST | There is minimal identification | There is minimal or | No identification of |
| relevant risk factors for | relevant risk factors for | relevant risk factors for the | and presentation of the relevant | irrelevant identification and | relevant risk factors |
| the GHI is clearly | the GHI is reasonably | GHI but is well represented | risk factors for the GHI AND is | presentation of risk factors | for the GHI. |
| represented and | represented and | BUT requires to be more | poorly represented AND requires | for the GHI | |
| articulated well. | articulated. | clearly expressed and/or | to be more clearly expressed | | |
| | | articulated. | and/or articulated. | | |
| Impact | Identification of all | Identification of most | Identification of most | There is minimal identification | There is minimal or | No identification of |
| impacts of the GHI on | impacts of the GHI on | impacts of the GHI on the | and presentation impacts of the | irrelevant identification and | impacts of the GHI |
| the individual and is | the individual and is | individual is well | GHI on the individual AND is | presentation of impacts of | on the individual. |
| clearly represented and | reasonably represented | represented BUT requires | poorly represented AND requires | the GHI on the individual. | |
| articulated well. | and articulated. | to be more clearly | to be more clearly expressed | | |
| | | expressed and/or | and/or articulated. | | |
| | | articulated. | | | |
| Challenges | Identification of all | Identification of relevant | Identification relevant | There is some identification and | There is minimal | No identification of |
| relevant challenges in | challenges in | challenges in management | presentation of relevant | identification and | relevant challenges |
| management of the | management of the | of the individual relating to | challenges in management of | presentation of relevant | in management of |
| individual relating to the | individual relating to the | the GHI is well represented | the individual relating to the GHI | challenges in management | the individual |
| GHI is clearly | GHI is reasonably | BUT requires to be more | AND is poorly represented AND | of the individual relating to | relating to the GHI |
| represented and | represented and | clearly expressed and/or | requires to be more clearly | the GHI. | |
| articulated well. | articulated. | articulated. | expressed and/or articulated. | | |
| Mitigation | Identification of relevant | Identification of relevant | Identification of relevant | There is some identification and | There is minimal | No identification of |
| prevention or | prevention or | prevention or management | presentation of irrelevant | identification and | relevant prevention |
| management strategies | management strategies | strategies for the individual | prevention or management | presentation of NEITHER | or management |
| for the individual relating | for the individual relating | relating to the GHI is well | strategies for the individual | relevant prevention or | strategies for the |
| to the GHI is clearly | to the GHI is reasonably | represented BUT requires | relating to the GHI BUT is poorly | management strategies for | individual relating |
| represented and | represented and | to be more clearly | represented AND requires to be | the individual relating to the | to the GHI. |
| articulated well. | articulated. | expressed and/or | more clearly expressed and/or | GHI. | |
| | | articulated. | articulated | | |
| Readability (Engagement) | The E-Poster is visually | The E-Poster is | The E-Poster is somewhat | The reader is minimally engaged | The E-poster does not | No submission. |
| and highly engaging to | engaging through the | engaging to the reader. The | by the E-Poster. The use of | engage the reader. Lacking | |
| the reader through | use of colours, fonts, | text, language, visual | colours and imagery is limited, | in visual imagery, design or | |
| appropriate use of | imagery and digital | imagery used is | bland or has minimal impact or | creativity to support the | |
| colours, fonts, imagery | imprint. The text, | appropriate, however these | significance on the visual | topic. There is no relevant | |
| and digital imprint. The | language, visual imagery | could be enhanced to | appearance of the E-Poster. The | message or significance of | |
| text, language, visual | used is clear and | engage the reader and | messages of the GHI in the E- | the GHI that can be | |
| imagery used is clear | accurate and | convey a stronger message | Poster are weak or difficult to | concluded from the E- | |
| and accurate and evokes | demonstrates the | of the GHI. There are a | determine. There are a number | Poster. Poor level of | |
| the significance of the | significance of the GHI It | number of spelling or | of spelling or grammatical errors | articulation and expression, | |
| GHI. It strongly conveys | conveys a message to | grammatical errors (more | (more than 10). | with considerable sentence | |
| a message and a story to | the reader. There are | than 5 and less than 10). | | or paragraph structure | |
| the reader. There are no | minimal spelling or | | | unclear, and/or numerous | |
| spelling or grammatical | grammatical errors (less | | | spelling or grammatical | |
| errors. | than 5). | | | errors. | |
| Evidence of Best Practice & Referencing | Evidence of extensive | Evidence of wide range | Evidence of range of | Evidence of adequate reading, | Evidence of a narrow range | No in-text citations, |
| reading. Demonstrates | of reading. | reading, and use of some | but use of few acceptable | of reading, and/or minimal | AND No reference |
| use of the most current, | Demonstrates use of | current, relevant, and | current, relevant, and credible | or absent use of current, | list AND |
| relevant, and credible | current, relevant, and | credible evidence-based | sources of evidence-based | relevant, and credible | Submission does |
| evidence-based | credible evidence-based | research. Less than seven | research. Minimal sources used. | evidence-based sources | not conform to |
| research. More than | research. Seven sources | sources used. Mostly | Errors in APA 7th Ed. Format for | (E.g., commercial website). | requirements |
| seven sources used. | used. Correct use of | correct use of APA 7th Ed. | citations and references (in-text | Significant errors of APA | outlined in Course |
| Correct use of APA 7th | APA 7th Ed. Format for | Format for citations and | and reference list). | 7th Ed. Format for citations | Descriptor and |
| Ed. Format for all | most citations and | references (in-text and | | and references (in-text and | Moodle. |
| citations and references | references (in-text and | reference list). | | reference list). | |
| (in-text and reference | reference list) | | | | |
| list). | | | | | |
| Total | /35 | (30% of overall grade) | | | | |
| | | | | | | |
NURBN3034 Assessment Task
NURBN3034 Assessment Task 1a
Global Health Issues Group ePoster Presentation
Weighting: 30%
Due date: Thursday August 18th 13.59pm each group
Purpose:
The purpose of this learning task is to choose one of the following global health issues that under the right conditions has or is likely to have a significant impact on the health and wellbeing of people and communities living in Australia. You will also highlight a relevant Australian Health Policy that aims to address the global health issue you have chosen.
Word Count: should be no more than 500 words in length +/- 10% (including in text citations)
Format: PowerPoint E-Poster saved as a PDF – please utilise the additional resources on Moodle to help with slide size, design and file saving.
Description:
In this assignment students are required to:
Working in groups of two (2), you will research and critically examine one of the below contemporary Global Health Issues (GHI) in Australia. Choose ONE specific Global Health Issue (GHI) using this list for suggestions:
Within your E-Poster you need to display:
Referencing:
Referencing should be included using APA 7th Edition guidelines. It is expected that the students use primarily peer reviewed sources for referencing. For this assessment and to support your findings, you are to use at least 7 peer-reviewed references in your paper.
Your Reference list can be added to a separate slide. In text citations for text and graphics used must be on the main poster.
Submission:
One student of the group to upload the PDF file to the Moodle Submission link titles “Assessment Task 1a: E-Poster Submission Link” with the file name saved under your group name and title of your poster.
For example: ErinTanti_NissyThomasDiabetesEposter.pdf .
Students should ensure the all student names and Student IDs can be located on the main page of the poster
Marking:
University staff will mark this assessment task. Pre-marking moderation will apply to this assessment task. A marking guide for this assessment task is included on page 3.
Feedback:
Results and feedback for this assessment task will be available on Moodle within 3-4 weeks per Federation University policy
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