Assessment 2: Diabetes group education session – Plan Assessment 2, 3 and 4 of this unit are interrelated and involve the development of a diabetes group education session. The diabetes group education session you create will be a 5 minute video which you will record using S

CMM81002 Diabetes Self-management Education Theory and Practice 2020
Assessment 2:
Diabetes group education session – Plan
Assessment 2, 3 and 4 of this unit are interrelated and involve the development of a diabetes group education session. The diabetes group education session you create will be a 5 minute video which you will record using Screencast-O-Matic. The three-interrelated assessments of this unit include the following:
Assessment 2 – Diabetes group education session – Plan
Assessment 3 – Diabetes group education session – Video recording Assessment 4 – Diabetes group education session – Reflection
Assessment 2 requires you to plan a diabetes group education session and write a scientific evidence based report which outlines your plan.
Your group education session must address a problem or issue that is associated with one of the ADEA seven self-care behaviours. You are required to analyse the issue that is associated with the self-care behaviour within the context of a determinants of health model. Your education session must include creative elements and learning strategies that are appropriate for your target audience. Your report should also include an evaluation plan which describes the methods you could use to evaluate the effectiveness of your session.
Note: The purpose of this assessment is to develop a group diabetes education session that could be delivered to people who are living with diabetes. Please do not develop a presentation to deliver to people who care for people with diabetes.
Follow the four steps below to plan your diabetes education session:
Step 1. Identify your topic
Select one of the ADEA seven self-care behaviours and consider why this behaviour may be difficult for someone with diabetes to follow. Analyse the issues you identify within the context of a determinants of health model. What are the underlying causes of the issues? Can your diabetes education session improve personal skills and impact in some way on the underlying determinants? What is the purpose of your diabetes education session? Ensure your topic is specific and can be covered in a 5 minute session. The topic of your education session needs to address one of the underlying causes of the issues.
Step 2. Identify your target group
Consider who your target audience will be. What are the needs and expectations of the group? What are their values, attitudes and beliefs? What are their learning preferences? Consider why the topic is of relevance to the target group. Use scientific evidence to support and justify the target group you have selected. Define your target audience by describing the key characteristics of your group including: gender, age, ethnicity and cultural characteristics, and type of diabetes.
Step 3. Goal, objectives and lesson plan
What is the overarching goal of your diabetes education session? What are the specific objectives that you want to achieve from the session? What information will you include in the education session? How will you make the education session appropriate to the needs of your target audience? Consider how health behaviour theory has influenced your session development? Your lesson plan needs to include enough detail so that a colleague could pick up your plan and do the presentation for you. Consider the learning strategies best suited to the objectives, target group and online environment. What resources do you need to run the session?
Step 4. Evaluation plan
How will you know your session has been successful? What criteria will you use to measure success? How will you know if your session objectives have been met? Consider the type of evaluation you will use to determine the effectiveness of your session.
NOTE: you are not required to provide any evaluation tools/ surveys in this report.
SUBMISSION:
• Submit your assignment via TURNITIN (see link on Blackboard in ‘Assessment 2’ folder)
• Word count: 2000 words.
It is an important academic and practical skill to be able to communicate succinctly. It is expected that students will adhere to the word limits and not exceed the prescribed limit by more than 500 words including in-text citations and the reference list. Except in previously approved circumstances, appendices should not be included to accommodate extra words. All text included in the assessment will be included in the word count (as determined by Turnitin).
In circumstances in which the word count (plus 500 words) is exceeded, the Assessment will not be graded and the work will be returned to the student. The student will have 48-hours to resubmit their work. No penalty will be prescribed solely because the written work is under the prescribed word count of an assessed piece of work.
• Font: 12-point type size. Use Times or Times New Roman.
• Spacing: Double-line spacing
• Page numbers: to be provided on all pages. Place page number in top right hand corner
• Margins: 2.54 cm at the top, bottom, left-hand, and right-hand sides of the page.
• Consider the language you use when writing your report. Refer to the Diabetes Australia Position Statement: A new language for diabetes – improving communications with and about people with diabetes.
You will find this position statement on the Diabetes Australia website:
https://www.diabetesaustralia.com.au/position-statements
• Your report must include the following headings and content:
• TITLE
The title should clearly identify the topic of the report
• INTRODUCTION
State the aim(s) or the purpose of the report
State the scope of the report/ what the report covers.
• TOPIC
Explain the topic of your diabetes education session and use scientific evidence to justify the topic you have selected.
• TARGET GROUP
Use scientific evidence to describe the characteristics of the target group and the relevance of the topic to the group.
• GOAL, OBJECTIVES AND LESSON PLAN
Outline the overall goal and the objectives (maximum two objectives) of your diabetes group education session
Explain how your session relates to health behaviour theory
Explain the creative elements and learning strategies used in the education session.
Include the lesson plan as a table in this section of the report. Provide a title for your table. Your lesson plan should include enough detail so that a colleague could do the presentation for you.
• EVALUATION PLAN
Provide one (1) example of how you would evaluate your diabetes education session.
• CONCLUSION
Provide a brief summary and link the conclusion back to the purpose of the report.
• REFERENCES
Include a list of references on a separate page
Ensure all supportive materials are acknowledged and referenced according to the APA 6th referencing style
DUE DATE: Week 4 of Study Period 4. Wednesday 29th July 2020 at 5pm QLD time.
As per the Unit Information Guide, Rule 3 of Rules Relating to Awards – Student Assessment and Examinations – and the SCU Assessment Policy and Procedures apply to this unit. Late submission of items without special consideration approval will attract a penalty of 5% of available marks for each day (24 hour period) or part thereof it is late (for example, an assignment due at 5pm on Friday and submitted at 12pm the following Monday will attract a 3-day penalty). Refer to SCU Assessment Procedures for full details.
WEIGHTING:
This assessment contributes to 50% of your final grade for this unit.
MARKING CRITERIA:
Criteria High Distinction Distinction Credit Pass Fail
Key concepts
60%
Writing reflects a superior understanding of theories, concepts and main ideas of topics Writing reflects an indepth understanding of theories, concepts and main ideas of topics Writing reflects a solid understanding of theories, concepts and main ideas of topics Writing reflects a fair understanding of theories, concepts and main ideas of topics Writing does not reflect an understanding of theories, concepts and main ideas of topics
Research and evidence
25%
Excellent engagement with the topic. Outstanding selection and use of relevant evidence. Sources skilfully integrated into report. Very good engagement with the topic. Comprehensive selection and use of relevant evidence. Sources capably integrated into report. Good engagement with the topic. Competent selection and use of relevant evidence. Sources well integrated into report. Good engagement with the topic. Adequate selection and use of relevant evidence. Few sources integrated into report. Basic or poor engagement with the topic. Little selection or use of relevant evidence. Sources barely integrated into report.
Presentation structure
5%
Outstandingly structured report with succinct, clear introduction and strong conclusion. Paragraphs
follow a logical sequence. Well-structured report with clear introduction and solid conclusion. Paragraphs follow a logical sequence. Competently structured report with clear introduction and reasonable conclusion. Paragraphs mostly follow a logical sequence. Adequate report with good introduction and fair conclusion. Paragraph sequence could be more logical. Poorly structured report with unclear introduction and weak conclusion. Paragraphs lack a logical sequence.
Writing style/grammar 5% Clear, coherent style with outstanding attention to spelling, punctuation and grammar. Clear, coherent style with comprehensive attention to spelling, punctuation and grammar. Coherent style with competent attention to spelling, punctuation and grammar. A few grammatical errors. Coherent style with adequate attention to spelling, punctuation and grammar.
Grammatical errors. Poor style with little attention to spelling and punctuation. Pattern of ungrammatical writing.
Referencing and reference list
5% All in-text citations follow required style. Comprehensive and
correct reference list. The majority of in-text citations follow required style.
Comprehensive and near correct reference list. Most in-text citations follow required style. Comprehensive and generally correct reference list. Some in-text citations follow required style. Generally correct reference list. In-text citations do not follow required style. Reference list is incomplete or missing.
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