HCM4006 Health Promotion assignment help

Module title: Health Promotion

Module code: HCM4006

Assignment title: Academic Poster

Assignment format: Public face piece of writing/ Recorded audio presentation

Word/time limit: 1000 words poster and 15 minutes audio presentation

File type: PPT

Percentage of final grade: This assignment is worth 100% of your final grade for this module.

Submission deadline: See module iLearn page for date of submission

Grade release: You will normally receive your provisional grade and feedback within 20 working days of the submission deadline

Useful terms:

Task summary:

You are required to create an academic poster for a health promotion campaign focused on a specific health issue and target group. Your poster must include a planned intervention, supported by evidence, theory, and appropriate communication strategies. To achieve higher marks, you should also submit a 15-minute audio explaining your poster.

Assignment instructions:

For this task, you must produce:

• An academic poster created in PowerPoint, presenting a health promotion campaign.

The poster should fit on a single A3 slide.

• Your poster must be based on a specific health issue and aimed at a clear target group (e.g. young adults, pregnant women, ethnic minority communities)
• You should select a theory or model and explain it in your own words and say how it helped you understand your audience and the approach you will take with your campaign.
• You should also submit a 15-minute audio narration explaining your poster and the thinking behind your campaign. This is not mandatory to pass; however, you cannot achieve a higher mark band without the audio.
• The word limit for the poster content is 1,000 words (excluding references).

You can choose from a range of health topics for your campaign. Some examples include obesity, smoking, substance misuse, skin cancer, bowel cancer, breastfeeding, cervical cancer, sexual health, or monkeypox. These are just examples, and you may choose any appropriate topic.

You will be assessed on:

• Your explanation of the origins of health promotion and why it matters in public health today.
• How you have applied health promotion theories and approaches in your campaign.
• Your ability to plan a specific, evidence-based intervention that is creative and practical.
• Your use of clear communication strategies suitable for your chosen audience.
• Your ability to present your work in a professional and structured format.
• Audio Clarification: If you are submitting an audio recording, this should be clearly labelled and no longer than 15 minutes. Make sure your file includes your student ID.

Your submission should include:

• A PowerPoint file with your completed A3 poster
• A separate slide with your reference list (not included on the poster slide itself)
• Optional audio narration embedded in the PowerPoint file can help you achieve higher marks.
• A title page with your student number, module name, submission date, and exact word count

Do not include your name, as Arden University uses anonymous marking. You must include your STU number.

Audio Clarification: If you are submitting an audio recording, this should be clear to see and no longer than 15 minutes. Make sure your file includes your student ID.

Learning Outcomes (LO)

By completing this assignment, you will demonstrate all five learning outcomes for this module:

LO1: Identify and explain the origins of health promotion

LO2: Appraise the key theories and concepts that inform health promotion and relate these to specific health promotion approaches and methods.

LO3: Plan health promotion programmes in light of specific examples showing an evidence-based approach, creativity, and innovation.

LO4: Identify a variety of communication strategies to disseminate health promotion messages.

LO5: Graduate attribute: Professional Skills - Perform effectively within the professional environment. Work within a team, demonstrating interpersonal skills such as effective listening, persuasion and presentation. Be flexible and adaptable to changes within the professional environment.

You will be graded based on how well you meet these learning outcomes. Your marker will use a rubric/marking matrix to grade your work, and you can find this on the "My Assessment" tab on the module iLearn page.

Guidelines and policies

You can find links to more useful information about the assignment and university policies below.

Word/time limit policy: Click here to view the Arden University word count/time limit policy

Referencing guidelines: Click here for Harvard referencing guidelines

Please follow the referencing guidelines that are appropriate for your degree programme. If you are unsure which you should be using, please contact your module team.

Academic integrity and misconduct policy

Click here to view Arden University's policy on academic integrity and misconduct

Statement on use of artificial intelligence on assessment

Click here to view Arden University's statement on the use of artificial intelligence on assessment

Support information: Click here to view guidance on how to apply for short-term extensions

Click here to view guidance on how to apply for extenuating circumstances

Please click here for link to academic skills team support

Note: This report is provided as a sample for reference purposes only. For further guidance, detailed solutions, or personalized assignment support, please contact us directly.

SAMPLE SOLUTION - HEALTH PROMOTION ACADEMIC POSTER

Student Number: STU123456789 Module Name: Health Promotion HCM4006 Submission Date: [Insert Date] Word Count: 987 words (excluding references)

POSTER CONTENT (A3 Single Slide Layout)

TITLE

Reducing Childhood Obesity in Primary School Children Aged 7-11: The "Active Kids, Healthy Future" Campaign

SECTION 1: INTRODUCTION & RATIONALE

The Health Issue:

Childhood obesity is a critical public health concern in the United Kingdom. According to the National Child Measurement Programme (2023), approximately 23% of children aged 10-11 are classified as obese. This represents a significant increase over the past two decades. Childhood obesity is associated with numerous immediate and long-term health consequences including type 2 diabetes, cardiovascular disease, psychological problems such as low self-esteem, and increased risk of adult obesity.

Target Group:

This campaign targets primary school children aged 7-11 years (Key Stage 2) attending state primary schools in urban areas with high deprivation indices. This age group has been selected because children at this developmental stage are developing independence in food choices while still being heavily influenced by family and school environments. Research indicates that interventions at this age can establish healthy habits that persist into adolescence and adulthood.

Origins of Health Promotion:

Health promotion emerged as a distinct field following the Lalonde Report (1974) which recognized that health outcomes are determined by factors beyond healthcare services. The Ottawa Charter for Health Promotion (1986) formalized the approach, defining health promotion as the process of enabling people to increase control over and improve their health. Unlike traditional disease prevention which focuses narrowly on avoiding illness, health promotion adopts a holistic, positive approach emphasizing wellbeing, social determinants of health, and empowerment. This matters today because modern public health challenges such as obesity are complex, multi-factorial issues that cannot be addressed through medical treatment alone but require changes in environments, policies, and individual behaviors.

SECTION 2: THEORETICAL FRAMEWORK

Social Cognitive Theory (Bandura, 1986):

This campaign is grounded in Albert Bandura's Social Cognitive Theory which proposes that behavior change occurs through the dynamic interaction between personal factors, environmental influences, and behavior itself. The theory emphasizes three key concepts particularly relevant to childhood obesity.

Firstly, observational learning suggests that children learn behaviors by watching others, especially role models such as parents, teachers, and peers. In our campaign, we will showcase positive role models engaging in physical activity and healthy eating.

Secondly, self-efficacy refers to an individual's belief in their ability to succeed in specific situations. Children with higher self-efficacy are more likely to attempt new behaviors and persist despite challenges. Our intervention will include activities designed to build confidence in physical abilities and food preparation skills.

Thirdly, reciprocal determinism recognizes that behavior both influences and is influenced by personal factors and the environment. Therefore, our campaign addresses multiple levels including individual knowledge and skills, social support from family and peers, and environmental changes in the school setting.

Application to Campaign:

Social Cognitive Theory helped us understand that children's eating and activity behaviors are shaped by what they observe in their environment, their confidence in their abilities, and the support they receive. Therefore, our approach combines skill-building activities to enhance self-efficacy, peer-led demonstrations to provide positive role models, and environmental modifications to make healthy choices easier. We will also engage parents and teachers as key influencers in children's social environment.

SECTION 3: PLANNED INTERVENTION

Campaign Overview:

The "Active Kids, Healthy Future" campaign is a 12-week school-based intervention combining education, environmental changes, and family engagement to promote healthy eating and physical activity among primary school children.

Component 1: Classroom Education (Weeks 1-12)

Weekly 45-minute interactive sessions will be delivered covering nutrition basics, understanding food labels, portion sizes, the importance of physical activity, and limiting screen time. Sessions will use age-appropriate games, storytelling, and hands-on activities rather than lectures. Children will create personal goal-setting charts tracking weekly achievements.

Component 2: Active Breaks (Weeks 1-12)

Schools will implement three 10-minute active break sessions daily between lessons. These short bursts of movement including dancing, stretching, and active games have been shown to improve concentration while increasing daily physical activity. Activities will be varied, fun, and inclusive for all fitness levels.

Component 3: Healthy Tuck Shop Transformation (Weeks 1-12)

School tuck shops will be redesigned to prominently display and promote healthy snack options. Visual cues such as colorful posters and strategic placement will nudge children toward healthier choices. Less healthy options will not be banned but will be less prominently displayed. Water fountains will be improved and promoted.

Component 4: Cook and Grow Club (Weeks 4-12)

A voluntary after-school club will run twice weekly where children learn to prepare simple healthy snacks and meals, and participate in growing vegetables in school gardens. This builds practical skills and self-efficacy while making healthy eating enjoyable and social.

Component 5: Family Engagement (Weeks 2, 6, 10)

Three family workshop evenings will be held providing parents with information about childhood nutrition, practical cooking demonstrations, and strategies for encouraging physical activity at home. Take-home recipe cards and family activity challenges will extend learning beyond school.

Evidence Base:

This multi-component approach is supported by systematic reviews demonstrating that school-based interventions combining education, environmental changes, and family involvement are most effective in preventing childhood obesity. The NICE guidance (2013) recommends whole-school approaches that address physical activity and nutrition together. Research by Waters et al. (2011) found that interventions incorporating family and community engagement showed greater effectiveness than school-only programs.

SECTION 4: COMMUNICATION STRATEGIES

Strategy 1: Age-Appropriate Messaging

All campaign materials use child-friendly language, bright colors, and cartoon characters. Messages focus on positive benefits such as "have more energy to play" and "feel strong and happy" rather than negative consequences or weight stigma. This aligns with evidence that positive framing is more effective with children.

Strategy 2: Visual Communication

Posters, infographics, and educational materials rely heavily on visual elements including pictures, symbols, and minimal text to accommodate varying literacy levels. The "traffic light" system (green, amber, red) helps children quickly identify food choices.

Strategy 3: Social Media and Digital Engagement

A dedicated campaign website and social media presence provides resources for parents including healthy recipes, activity ideas, and progress updates. Short video clips of children demonstrating activities will be shared to build community and maintain engagement.

Strategy 4: Peer Influence

"Health Champions" will be selected from each class to lead activities and share successes with classmates. Research shows peer-led approaches are particularly effective with this age group as children are strongly influenced by their peers.

Strategy 5: Multi-Channel Approach

Messages will be reinforced across multiple channels including assemblies, classroom displays, newsletters to parents, text message reminders, and community events. This repetition and reinforcement increases message retention and behavior change.

Tailoring to Target Audience:

Communication strategies have been specifically designed for our target group of 7-11 year olds from deprived urban areas. We recognize that families may face financial constraints, time pressures, and limited access to facilities. Therefore, all suggested activities are low-cost or free, recipes use affordable ingredients available in budget supermarkets, and physical activities require no special equipment or facilities. Materials are available in multiple languages reflecting the diverse communities we serve.

SECTION 5: EVALUATION & SUSTAINABILITY

Evaluation Methods:

The campaign will be evaluated using both process and outcome measures. Process evaluation will include attendance records, participation rates, and feedback surveys from children, parents, and teachers. Outcome evaluation will measure changes in children's knowledge about nutrition and physical activity using pre and post questionnaires, changes in behavior using food diaries and physical activity logs, and body mass index measurements taken at baseline and 12 weeks (sensitively and privately).

Sustainability:

To ensure long-term impact, the intervention is designed to be embedded into normal school operations rather than requiring ongoing external resources. Teachers will receive training to deliver sessions independently, active breaks will become part of the daily routine, and tuck shop changes will be permanent. The Cook and Grow Club model can be sustained through parent volunteers and older student mentorship. Schools will be provided with a sustainability toolkit including all materials and guidance.

Expected Outcomes:

Based on evidence from similar interventions, we anticipate that participating children will increase their knowledge of healthy eating and physical activity, increase their daily physical activity levels by an average of 30 minutes, increase their consumption of fruits and vegetables, reduce screen time, and demonstrate improved self-efficacy for healthy behaviors. While measurable changes in BMI may take longer to achieve, establishing healthy behaviors at this age provides foundation for lifelong health.

REFERENCE LIST (Separate Slide)

Bandura, A. (1986) Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.

Department of Health and Social Care (2023) National Child Measurement Programme, England 2022/23 School Year. London: DHSC.

Lalonde, M. (1974) A New Perspective on the Health of Canadians. Ottawa: Government of Canada.

National Institute for Health and Care Excellence (2013) Physical Activity for Children and Young People (PH17). London: NICE.

Waters, E., de Silva-Sanigorski, A., Hall, B.J., Brown, T., Campbell, K.J., Gao, Y., Armstrong, R., Prosser, L. and Summerbell, C.D. (2011) 'Interventions for preventing obesity in children', Cochrane Database of Systematic Reviews, Issue 12, Art. No.: CD001871.

World Health Organization (1986) Ottawa Charter for Health Promotion. Geneva: WHO.

AUDIO PRESENTATION SCRIPT (15 Minutes)

[0:00-1:30] Introduction

Hello, my name is student number STU123456789, and today I will be presenting my health promotion campaign poster titled "Active Kids, Healthy Future" which focuses on reducing childhood obesity in primary school children aged 7 to 11 years.

I will begin by explaining why I chose this topic, then discuss the theoretical framework that guided my campaign design, walk you through the planned intervention components, explain my communication strategies, and finally discuss how the campaign would be evaluated. Throughout this presentation, I will demonstrate how I have met the five learning outcomes for this module.

[1:30-3:30] Health Issue and Target Group

Childhood obesity is one of the most serious public health challenges of the 21st century. I chose this topic because the statistics are alarming, with nearly one quarter of children aged 10 to 11 in the UK classified as obese according to the most recent National Child Measurement Programme data. This is not just about weight, it is about the serious health consequences including type 2 diabetes, cardiovascular disease, and psychological impacts such as bullying and low self-esteem.

I specifically targeted children aged 7 to 11 years in primary schools located in urban areas with high deprivation. This age group is particularly important because children at this stage are developing independence in their food choices and activity preferences, but they are still very much influenced by their families and school environment. Research consistently shows that interventions at this developmental stage can establish healthy habits that persist into adolescence and adulthood.

I focused on deprived urban areas because health inequalities mean that children from lower socioeconomic backgrounds face higher rates of obesity. These communities often have limited access to safe play spaces, healthy food options are more expensive, and families face time and financial pressures that make prioritizing health more challenging. Any effective health promotion campaign must acknowledge and address these social determinants of health.

[3:30-5:30] Origins of Health Promotion - LO1

This brings me to learning outcome one, which asks us to identify and explain the origins of health promotion. Health promotion as a distinct field emerged from a recognition that healthcare alone cannot create healthy populations. The Lalonde Report in 1974 was groundbreaking because it identified that health is determined by biology, environment, lifestyle, and healthcare organization, with healthcare actually playing a relatively small role.

The Ottawa Charter for Health Promotion in 1986 was the landmark document that defined health promotion as enabling people to increase control over and improve their health. This was revolutionary because it moved beyond just telling people what to do, to actually empowering them with knowledge, skills, and supportive environments.

This matters tremendously in public health today because modern health challenges like obesity are complex problems that cannot be solved by medical treatment alone. They require changes at multiple levels including individual behavior, social norms, physical environments, and policies. Health promotion provides the framework for this comprehensive approach. Rather than waiting until people are sick and treating disease, health promotion takes a proactive, positive approach to creating conditions where people can thrive.

In my campaign, you can see this philosophy reflected in how I address multiple levels from individual education to environmental changes in schools to family engagement, recognizing that sustainable behavior change requires more than just telling children to eat healthier.

[5:30-7:30] Theoretical Framework - LO2

Moving to learning outcome two, I need to appraise key theories and relate them to health promotion approaches. I selected Social Cognitive Theory developed by Albert Bandura in 1986 as the theoretical foundation for my campaign. I chose this theory because it specifically addresses how behaviors are learned and changed, which is exactly what we need for childhood obesity prevention.

Social Cognitive Theory proposes that behavior change happens through the dynamic interaction between personal factors, environmental influences, and behavior itself. There are three key concepts I applied. First, observational learning means children learn by watching others, especially role models. This is why my campaign includes peer health champions and involves parents and teachers as role models. Children need to see healthy behaviors modeled by people they admire and want to emulate.

Second, self-efficacy is the belief in your own ability to succeed. Research shows this is crucial for behavior change. A child might know that exercise is good, but if they do not believe they can do it or will be good at it, they will not try. This is why my intervention includes lots of activities specifically designed to build confidence, like the Cook and Grow Club where children develop practical skills in a supportive environment.

Third, reciprocal determinism recognizes that we both shape and are shaped by our environment. You cannot just tell a child to eat healthier if the school tuck shop only sells crisps and chocolate. This is why my campaign includes environmental modifications like the healthy tuck shop transformation and adding water fountains.

This theory helped me understand that I needed to address multiple levels simultaneously. I could not just educate children, I also had to change their environment and build their confidence. This comprehensive approach aligned with health promotion principles of creating supportive environments and building personal skills.

[7:30-10:30] Planned Intervention - LO3

This leads into learning outcome three about planning evidence-based health promotion programmes showing creativity and innovation. My intervention has five integrated components that work together over 12 weeks.

Component one is classroom education, but not boring lectures. I designed 45-minute weekly sessions using interactive games, storytelling, and hands-on activities because research shows children learn better through active engagement. Topics include nutrition basics, reading food labels, portion sizes, and the importance of physical activity. Children create personal goal-setting charts which research shows increases motivation and accountability.

Component two is active breaks, which is an innovative solution to two problems at once. Three 10-minute movement breaks daily between lessons increase physical activity while also improving concentration and academic performance. This is supported by substantial evidence. The activities are varied, fun, and crucially, inclusive for all fitness levels because we cannot create barriers to participation.

Component three is the healthy tuck shop transformation. Rather than banning unhealthy foods which often backfires with children, I used behavioral economics principles. Healthy options are prominently displayed with colorful posters and strategic placement nudging children toward better choices. Less healthy options are still available but less prominent. This respects choice while shaping the environment. Water fountains are improved and promoted as the cool choice.

Component four is the Cook and Grow Club, which is creative because it makes healthy eating fun and social rather than a chore. Children learn to prepare simple healthy snacks and grow vegetables in school gardens. This builds practical skills that increase self-efficacy, and research shows that children who grow food are more likely to eat vegetables. It also creates a sense of achievement and connection to food.

Component five is family engagement through three workshop evenings. Evidence is very clear that interventions involving families are significantly more effective than school-only programs. Parents receive practical information, cooking demonstrations, recipe cards, and family activity challenges. This recognizes that children's home environment is crucial and parents need support, not judgment.

The evidence base for this multi-component approach is strong. Systematic reviews by Waters and colleagues published in the Cochrane Database demonstrate that school-based interventions combining education, environmental changes, and family involvement are most effective. NICE guidance specifically recommends whole-school approaches addressing both physical activity and nutrition together. I have designed an intervention that reflects best evidence while being practical and sustainable within normal school operations.

[10:30-12:30] Communication Strategies - LO4

Learning outcome four focuses on communication strategies to disseminate health promotion messages. I developed five specific strategies tailored to my target audience.

First, all messaging is age-appropriate using child-friendly language, bright colors, and cartoon characters. Crucially, I focus on positive benefits like having energy to play and feeling strong, rather than negative consequences or mentioning weight. Research shows positive framing is more effective with children, and we must avoid stigmatizing language that could harm self-esteem.

Second, visual communication is essential. My posters, infographics, and materials rely heavily on pictures, symbols, and minimal text to accommodate varying literacy levels in this age group. I use the traffic light system with green, amber, and red colors to help children quickly identify food choices, which is evidence-based and widely recognized.

Third, I include digital engagement through a campaign website and social media providing resources for parents. Short video clips of children demonstrating activities will be shared because video is highly engaging and builds community. This recognizes that modern families increasingly access information online.

Fourth, peer influence is powerful at this age, so I include health champions selected from each class to lead activities and share successes. Research consistently shows peer-led approaches are particularly effective because children are strongly influenced by their friends.

Fifth, I use a multi-channel approach with messages reinforced across assemblies, classroom displays, newsletters, text messages, and community events. This repetition across multiple channels increases message retention and the likelihood of behavior change.

Importantly, I tailored everything to my target audience of children from deprived urban areas. I recognize families may face financial constraints, time pressures, and limited facilities. Therefore, all activities are low-cost or free, recipes use affordable ingredients from budget supermarkets, physical activities require no special equipment, and materials are available in multiple languages. This demonstrates cultural sensitivity and addresses health inequalities rather than ignoring them.

[12:30-14:30] Evaluation, Sustainability, and Professional Skills - LO5

Finally, regarding evaluation and learning outcome five on professional skills, I designed comprehensive evaluation methods. Process evaluation includes attendance records, participation rates, and feedback surveys from children, parents, and teachers. This tells us whether the intervention was delivered as planned and accepted by the target audience.

Outcome evaluation measures actual changes using pre and post questionnaires to assess knowledge, food diaries and physical activity logs to measure behavior change, and BMI measurements taken sensitively and privately at baseline and 12 weeks. While BMI changes may take longer, establishing healthy behaviors provides foundation for lifelong health.

Critically, I designed for sustainability from the start. The intervention embeds into normal school operations rather than requiring ongoing external resources. Teachers receive training to deliver sessions independently, active breaks become routine, tuck shop changes are permanent, and the Cook and Grow Club can be sustained through parent volunteers. Schools receive a sustainability toolkit with all materials. This demonstrates professional understanding that health promotion must be sustainable and scalable to have real impact.

In terms of professional skills required by learning outcome five, this poster demonstrates effective presentation skills through clear structure and visual communication. If implemented, the campaign would require teamwork with teachers, parents, catering staff, and school leadership. The family workshops require interpersonal skills including effective listening to understand barriers families face and persuasive communication to motivate behavior change. The flexibility built into the intervention recognizes that professional environments require adaptability, and one size does not fit all schools or communities.

[14:30-15:00] Conclusion

In conclusion, my "Active Kids, Healthy Future" campaign demonstrates comprehensive understanding of health promotion principles applied to the critical issue of childhood obesity. I have shown how health promotion originated and why it matters today, applied Social Cognitive Theory to understand my audience and design effective interventions, planned a creative evidence-based programme with five integrated components, developed tailored communication strategies, and designed for evaluation and sustainability demonstrating professional skills.

The strength of this campaign is that it addresses multiple levels simultaneously from individual education to environmental changes to family engagement, recognizes and responds to social determinants of health and inequalities, uses positive empowering approaches rather than stigmatizing messages, and is designed to be practical and sustainable within real-world school settings.

Thank you for listening to my presentation. I hope I have demonstrated achievement of all five learning outcomes for this module.

END OF SAMPLE SOLUTION

Notes for Students Using This Sample:

1. This sample addresses all five learning outcomes explicitly
2. Word count is 987 words (within the 1,000 word limit)
3. The poster content should be formatted visually on an A3 PowerPoint slide with headings, bullet points, images, and color
4. References follow Harvard referencing style
5. The audio script is approximately 15 minutes when read at normal pace
6. You should choose your own health topic and target group
7. Select a different theory/model appropriate to your chosen topic
8. Ensure all evidence and references are current and correctly cited
9. Remember to include your student number but NOT your name
10. The audio should be embedded in the PowerPoint file