Assessment Task: 2
Assignment title: Population Nutrition Report and Reflection
Assignment task type: Written report, reflection, and short oral presentation
Task details
The primary focus of this assignment is on population nutrition. Nutritionists play an important role in promoting population health through optimal nutritional intake. You will be asked to
discuss how the current intake level of sodium may affect health, and what population-based strategies could be implemented to improve intake of this nutrient.
Your assignment consists of three components:
- Part A: a 1200-word population nutrition report, discussing how current sodium intakes may affect health and suggesting evidence-based strategies to improve intake.
Part B: a one-minute audio recording summarising your report and findings from the Population Nutrition Case Study Analysis (AT1 ) for a radio audience.
- Part C: an 800-word learning reflection upon completion of this task.
Assignment Instructions
Part A: Written report (1200 words)
In this scenario you are working as a public health nutritionist and have been consulted about the dietary intake of sodium among children and adolescents in Australia. In your Population Nutrition Case Study Analysis (AT1 ) you provided an analysis of the 2011- 2012 Australian National Nutrition and Physical Activity Survey (NNPAS) results about sodium intake among children and adolescents in comparison to relevant Nutrient
Reference Values (NRVs). In this Population Nutrition Report, you will discuss potential health outcomes associated with overconsumption of sodium and suggest potential
public health solutions.
Part A involves the following tasks:
- Consider the consequences of overconsumption of sodium:
Identify and critically evaluate the evidence from three peer-reviewed original research articles linking high sodium intake with health outcomes in children and adolescents. The literature search planner that was submitted as a component of AT1, and subsequent
feedback on your planner should be used to find relevant articles. Systematic review articles can be included in AT2, but they do not count towards the three original research articles. There is no age limit on the articles that you can select to include in your assignment (approximate words: 900)
- Provide evidence-based solutions to current intake levels:
What strategies would you recommend to improve current intakes of sodium in this
population? Focus on two strategies and briefly describe each strategy using supporting evidence (approximate words: 300).
Part B: Oral presentation (1 minute maximum, ~150- 160 words)
As part of your role as a public health nutritionist, you have been asked to develop a short audio recording for a podcast about child and adolescent sodium intakes. Convince an informed, but not necessarily scientific, podcast audience of your point of view regarding sodium intake levels in Australian children and adolescents, health implications of these, and strategies that may be necessary to change intakes. The language and terminology
used throughout your discussion should be appropriate for a non-expert audience.
Content for this oral presentation should be informed by your Population Nutrition Case Study Analysis (AT1 ) and responses to Part A of AT2. An approximate guide for the number of words is 150-160 words, which is an appropriate talking speed for ease of interpretation.
The one-minute audio file needs to be uploaded in MP3, MP4, WMA or WAV format. All smart phones come with several different voice memo programs which you can use, but you may need to convert these files to one of these preferred formats for submission.
There are a range of freeware programs that enable you to convert files. If you experience any difficulty, please contact Digital Services. In addition, you can use AudioNote for Mac computers. For PC, you can use the program Windows Voice Recorder.
Part C: Reflection (800 words)
The skills you developed through your Population Nutrition Case Study Analysis (AT1 ) and Part A of AT2 provide you with foundation knowledge and fundamental skills to stay up to date in the field of nutrition. It is important to reflect on the skills you have learned, how you incorporated relevant feedback and how this can be used in your future studies and career.
In Part C, you may like to reflect on some of the following suggested topics below, or you may decide on your own:
- How feedback from AT1 was used to inform and improve the content included in AT2
Using examples, explain how you made changes to your search planner to improve your literature search.
Using examples, explain how you made changes to your interpretation of the NNPAS data and NRVs to improve the information included in your oral
presentation.
- Time planning and resource use
What have you learned about time planning, management, and resource use?
What strategies assisted you to complete this task on time? What were the barriers and how did you address them?
What would you do differently if you were to undertake the task again?
- How the skills you developed in AT1 and AT2 could be used in your future career
Reflect on your ideal career and discuss how skills you developed throughout the assessment tasks can be used in your future career, using specific examples.
Why is critical evaluation of methods used to collect dietary data important in public health nutrition?
How did you develop your critical evaluation skills throughout the assessment tasks?
What do you need to work on to improve your skills in critical evaluation and interpretation of the NRVs?
How the work will be assessed and expected standard:
Download and review the assessment task criteria in AT2 Marking Rubric .
Purpose:
As a nutritionist working in public health or a clinical setting, you will be required to understand the consequences of suboptimal intake of key nutrients and suggest evidence-based strategies for improving dietary intakes. Additionally, you will communicate to non-specialist audiences (e.g., to clients, patients, through the media) and must have the ability to
communicate effectively without use of technical or specialist language. Finally, as a nutritionist, you will need to undertake ongoing professional development and be able to reflect on your skills and identify areas for improvement or additional training. This assessment task will assist you in building these key skills.
ULOs:
Undertaking this assessment task will develop, evidence and assess your development of the following ULOs:
- ULO1: Explain the physiological changes that occur throughout growth, development and ageing and their influence on nutrition needs.
- ULO2: Identify common nutrition issues at each stage of the lifespan and apply
practical, relevant, evidence based solutions to these problems that considers cultural and social influences.
- ULO3: Select and use appropriate technologies to locate, critique and interpret individual and population based dietary data, national nutrient and food based dietary recommendations and peer reviewed nutrition literature.
- ULO4: Apply effective written and oral communication skills to disseminate evidence based nutrition knowledge to specialist and non-specialist audiences.
- ULO5: Understand how to maintain currency of nutrition knowledge and skills by using feedback and reflective practice to identify ongoing learning needs and opportunities.
Assignment resources and support:
Seminar and CloudDeakin resources
In order to assist you in completing this assessment task, a number of exercises and resources will be provided in seminars and on CloudDeakin:
FAQs: Please refer to the Frequently Asked Questions (FAQs) for answers to many common questions.
Discussion: If you have additional questions to those answered in the FAQs page, please feel free to ask them on the discussion board .
We encourage you to be proactive and problem-solving to develop your skills in lifelong learning, with the following suggestions:
Read the HSN702 – Unit Guide and all assignment information before posting a question
Explain in your post what you have already done to try to find the information or solve the problem
To avoid duplication, read previous posts before posting a new question as it may already have been answered
Answer other students’ posts when you can!
Deakin resources
Study
Skills for study Academic Skills Active reading
Making digital notes
Time management
Study workload planner Assignment planner
Assessment
Drafting and proofreading
Reflecting on your feedback
Referencing and academic integrity
Academic integrity
Using generative artificial intelligence
Acknowledging the use of generative AI
Referencing Guide : Vancouver .
Literature search and evaluation
Search tips and planning Annotated bibliography Evaluating information Misinformation
Library resources
Library Resource guides
Library resource guides for Health
Health PostGrad adv. Library modules
Using feedback to improve your work
Here is the Deakin guide to reflecting on your feedback .
Use of artificial intelligence (AI) in your work
The use of generative artificial intelligence for any part of this task is not permitted because as a nutrition professional working in practice or public health nutrition you will be required to
critically evaluate nutrition research and interpret research findings, suggest solutions for improving dietary intakes, communicate to non-specialist audiences and reflect on your own experiences and learning.
Technical support
If you encounter technical issues while completing your assessment, please lodge a support ticket through the IT Service Desk online or contact the Service Desk via phone:
Access Plan
If you are a student experiencing a disability, health condition or mental health condition that affects your study, or your participation in university life, contact the Disability Resource Centre
for assistance and to arrange an Access Plan. An Access Plan is a study support plan prepared to minimise the educational disadvantage you may experience as a result of your disability or condition.
Extensions and Special Consideration:
Refer to the HSN702 – Unit Guide for information about:
Extension to Submission Dates
Late Submission of Assessment Tasks Special Consideration
Your responsibility to complete your assignments with academic integrity
Breaching academic integrity in your assessments is cheating and is not accepted at Deakin.
For example, you should not take someone else’s work or ideas and pass them off as your
own. If your work contains material copied from a classmate or an external source, your work will be referred to the Faculty Academic Integrity Committee. If you are found guilty of an academic integrity breach, possible penalties include a zero mark for the assessment task, zero marks for the unit, or expulsion from your course.
Please read more information on ‘Academic Integrity ‘ before finalising your assessment task.
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