CT6071 Nutrition Communication and Education Assessment | UOL Ireland
| University | University of Limerick (UOL) |
| Subject | CT6071 Nutrition Communication and Education |
Assessment Task 3
Group Facilitation and Education Session Planning – due 12th December at 6pm, worth 40%, 3000 words, including references.
Assessing Learning Outcomes: Cognitive 1, 2; Affective 1
Instructions:
In this assessment, you are required to develop a group education session plan for a group of individuals newly diagnosed with Type 2 Diabetes (treated with diet only). Your plan should incorporate effective communication skills, group facilitation techniques and be underpinned by relevant learning theories.
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Please provide detailed responses to each section.
Section 1: Session Overview
Provide a brief overview of the group education session, including the session goals, duration and target audience.
Section 2: Learning Objectives
Identify at least three specific learning objectives or intended learning outcomes for the group education session. Ensure that the objectives are measurable and aligned with the needs of the individuals with Type 2 Diabetes.
Section 3: Session Plan
Develop an outline for a session plan that includes the following components:
- Introduction and icebreaker activity
- Key nutrition concepts to be presented
- Interactive activities or group discussions to reinforce learning and promote engagement
- Q&A session to address participant questions and concerns
- Summary and action planning for participants to apply the knowledge gained in their daily lives
Section 4: Communication Skills
Describe the communication skills that you will utilise during the group education session to effectively engage and interact with the participants. Explain how you will adapt your communication style to suit the needs of the individuals with Type 2 Diabetes.
Section 5: Group Facilitation Skills
Outline the group facilitation techniques you will employ to create an interactive and supportive learning environment. Include strategies for encouraging active participation, managing group dynamics and resolving conflicts.
Section 6: Learning Theories
Choose at least two learning theories that are relevant to nutrition education and how you will apply them in the group education session. Discuss how these theories can enhance learning, engagement and behaviour change among individuals with Type 2 Diabetes
Section 7: Evaluation and Assessment
Describe the methods you will use to evaluate the effectiveness of the group education session. Explain how you will assess participant learning and behaviour change.
Section 8: References
Include a list of references to support you session plan, content to be delivered etc
Of note: the above assignment has been entered into Generative AI tools and sample answers generated. Please refrain from using Generative AI for this assignment, instead focusing on the references and readings provided throughout the lecture series. If using Generative AI tools, please outline to the module leader what has been generated.
Rubric for Assessment
| Marking Criteria/Rubric | Poor Standard | Satisfactory to Good | Very Good |
| Section 1: Session Overview (10) | Session goals poorly described | Description of session overview lacking clarity or not concise | Clear and concise session goals, duration and target audience description |
| Section 2: Learning Objectives (10)
|
Learning objectives are not SMART or are not aligned with the needs of the target audience or are not linked to the session goals. | Learning objectives are somewhat SMART or are partially aligned with the needs of the target audience or are loosley linked to the session goals. | Measurable and relevant learning objectives aligned with the session aims/goals and needs to individuals with Type 2 Diabetes |
| Section 3: Session Plan (15) | Not included or poorly defined | Good outline of session plan, most components covered | Detailed outline of session plan, incorporating all required components |
| Section 4: Communication Skills (15)
|
Lack of effective utilisation of communication skills outlined | Communication skills are not effective, engaging or interacting, read confusing or are not wholly relevant or inappropriate | Effective utilisation of communication skills to engage and interact with participants, adapting to the needs of individuals with Type 2 Diabetes |
| Section 5: Group Facilitation Skills (15) | Inappropriate number of group facilitation techniques or strategies or lacked clarity with no attempt to create an supportive and learning environment evident | Appropriate use of group facilitation techniques with an attempt made to enhance a supportive and interactive learning environment. Group dynamics are managed and conflict resolution skills considered.
|
Skilful use of group facilitation techniques to create an interactive and supportive learning environment, manage group dynamics and resolve conflicts |
| Section 6: Learning Theories (15) | Very poor justification, not based on theory and without supporting evidence | Good justification for learning activities based on reputable learning theories | Clear Explanation and application of relevant learning theories to enhance learning, engagement and behaviour change among individuals with Type 2 Diabetes. |
| Section 7: Evaluation and Assessment (10) | Not included or Inappropriate methods used to evaluate session objectives | Somewhat appropriate methods used to evaluate session objectives | Thoughtful and appropriate methods for evaluating the effectiveness of the session, assessing participant learning and behaviour change. |
| REFERENCING (5)
a range of authoritative sources have been used to inform the results Correct referencing convention has been used correctly throughout, and where relevant, includes in-text citation |
No references or significantly inadequate
|
Some authoritative references used with some errors
|
Several authoritative references used, Conventions correctly used throughout and in-text citations where appropriate
|
| WRITTEN EXPRESSION (5)
writing style contains sentences that are concise and well structured, constructed in an essay-style |
Very difficult to read, wordy sentences, poorly constructed and many errors | Writing style generally clear, some errors or awkward phrases
|
Clarity of writing style, well-written, concise, no errors. Appropriate use of headings throughout to develop a well-structured piece of writing
|
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