PUBH 320 Group Presentation: Designing a Health Promotion Campaign for Young Adults

Unit Information

Course code: PUBH 320 (or equivalent Health Promotion or Health Communication at undergraduate level)

Course title: Health Promotion and Communication

Assessment title: Assessment 3 – Group Health Promotion Presentation

Assessment type: Group oral presentation with visual support such as PowerPoint, Canva, or Prezi, plus individual participation

Weighting: 20–25% of final grade

Length: 12–15 minute group presentation plus 3–5 minutes for questions, equivalent to approximately 8–12 content slides

Group size: 3–5 students (set by instructor)

Due: Scheduled in Weeks 8–9 (see timetable)

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Assessment Description

In this assessment, your group will design and deliver a structured presentation that outlines a feasible health promotion campaign targeting a clearly defined young adult population, typically aged 18–25 years, within a specified setting. You will identify a priority health issue, analyse key determinants, select appropriate health promotion approaches, propose practical interventions and campaign materials, and explain how campaign impact would be evaluated using established public health and health promotion principles.

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Task Instructions

Step 1: Form a Group and Select a Topic

• Form a group of 3–5 students as directed in class.

• Select a health promotion topic relevant to young adults, such as vaping and tobacco use, alcohol harm reduction, sexual health, physical activity, healthy eating, sleep hygiene, mental wellbeing, or digital health literacy.

• Identify a specific target group and setting, for example first year university students living in residence, apprentices in a trade college, young adults in a rural community, or young workers in hospitality.

• Notify your tutor of your chosen topic and target group by Week 6 to avoid duplication and ensure suitability.

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Step 2: Develop the Campaign Plan and Slides

Use the outline below to structure your 12–15 minute presentation.

i. Title and Outline (1 slide, approximately 1 minute)

• Provide a clear campaign title that captures the issue and audience, for example “Move More at Uni: Boosting Physical Activity in First Year Students”.

• Briefly state who you are, the health issue, the target group, and what the presentation will cover.

ii. Health Concern and Rationale (1–2 slides, approximately 2 minutes)

• Describe the health issue and explain why it is important for your chosen group using recent data such as prevalence, trends, and local or national statistics.

• Highlight key health, social, or economic consequences if the issue is not addressed.

iii. Social Determinants and Risk or Protective Factors (1–2 slides, approximately 2 minutes)

• Summarise relevant social, environmental, and behavioural determinants, such as housing, work and study demands, access to safe spaces, social norms, or media influences.

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• Identify important risk and protective factors for your group, including peer influence, family support, or campus culture.

iv. Approach and Theoretical Basis (1–2 slides, approximately 2 minutes)

• Identify the main health promotion approaches you will use, such as behaviour change communication, settings based approaches, empowerment and participation, or policy advocacy.

• Link your campaign to at least one underpinning framework or model, such as the Health Belief Model, Social Cognitive Theory, or the socio ecological model, and explain how it informs your strategy.

v. Interventions and Campaign Activities (3–4 slides, approximately 4–5 minutes)

• Describe the key elements of your campaign, such as social media messaging, peer led workshops, on campus events, digital resources, environmental changes, or partnerships with student groups or community organisations.

• Show examples of original campaign materials, such as slogans, posters, Instagram posts, or a short video storyboard, tailored to your target audience and setting.

• Explain how you will reach and engage your audience, including channels, timing, tone, and incentives.

vi. Evaluation Plan (1–2 slides, approximately 2 minutes)

• Outline how you would assess both process and outcomes, such as reach, participation, and changes in knowledge, attitudes, intentions, or behaviours.

• Identify at least three evaluation indicators and brief methods, such as online surveys, attendance data, engagement metrics, or qualitative feedback.

vii. Conclusion and Key Messages (1 slide, approximately 1 minute)

• Summarise the health problem, target group, and what your campaign aims to achieve.

• End with two or three clear and memorable take home messages tailored to your audience.

viii. References (1 slide)

• Include key sources used to support data, theory, and campaign design, with a minimum of 6–8 sources shown on the slide and a full reference list submitted separately.

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Step 3: Group Organisation and Delivery

• Divide responsibilities so that all group members contribute to research, slide development, and delivery, with each member speaking during the presentation.

• Rehearse as a group to ensure smooth transitions, consistent visual design, and appropriate timing.

• Use clear and readable slides with limited text and effective visuals that support rather than replace spoken explanation.

• Be prepared to answer questions about campaign design, evidence base, and feasibility.

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Formatting and Submission Requirements

• Submit your slide deck in PDF format to the learning management system by the specified deadline.

• Use consistent fonts, colours, and layout across all slides.

• Use APA 7th edition for in slide citations and for the full reference list submitted separately.

• Include all group members’ names, student IDs, and group number on the title slide.

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Marking Criteria / Rubric

Criterion 1: Problem Definition and Use of Evidence (25%)

• High distinction: Clearly defines a focused and relevant health issue and target group, supported by recent and credible evidence.

• Pass: Describes the health issue with some supporting data, though depth or focus may be limited.

• Unsatisfactory: Health issue is vague or poorly justified with weak evidence.

Criterion 2: Campaign Design, Theoretical Basis and Evaluation (35%)

• High distinction: Presents a coherent and feasible campaign grounded in appropriate health promotion approaches and theory, with realistic evaluation strategies.

• Pass: Campaign is generally coherent with some theoretical and evaluative links.

• Unsatisfactory: Campaign is fragmented, unrealistic, or lacks theoretical grounding and evaluation.

Criterion 3: Presentation Structure, Delivery and Visual Design (25%)

• High distinction: Well organised, within time, with confident participation from all members and clear, visually effective slides.

• Pass: Mostly clear structure with minor issues in timing, flow, or slide design.

• Unsatisfactory: Poor organisation, limited participation, or ineffective slides.

Criterion 4: Use of Sources and Academic Integrity (15%)

• High distinction: Uses a strong range of recent academic and professional sources with accurate APA referencing.

• Pass: Adequate sources with minor citation errors.

• Unsatisfactory: Insufficient or poor quality sources and frequent referencing errors.

Recent national survey data indicate that a substantial proportion of young adults do not meet recommended levels of physical activity, with particularly low levels observed among students in their early years of tertiary education. Study pressures, part time employment, and commuting demands often reduce opportunities for regular movement, contributing to poorer cardiovascular health, weight gain, and reduced mental wellbeing. Evidence from campus based studies also highlights inequalities, with students from lower socio economic backgrounds and those living off campus reporting fewer opportunities and less social support for physical activity. A targeted health promotion campaign designed with students and delivered within everyday campus settings can increase visibility and accessibility of physical activity, while also challenging norms that prioritise academic productivity over balanced wellbeing.

Research indicates that participatory health promotion campaigns that actively involve young adults in design and delivery are more likely to achieve sustained engagement and behaviour change. Approaches that combine peer led communication with supportive environments have been shown to improve relevance, credibility, and uptake of health messages, particularly in university settings where social norms strongly influence behaviour (Nutbeam & Bauman, 2023).

Learning Resources / References

• Nutbeam, D., & Bauman, A. (2023). Evaluation in a world of complexity: Health promotion reflections (2nd ed.). Oxford University Press.

• World Health Organization. (2020). Health promotion and young people: A practical guide. WHO Regional Office for Europe.

• Korda, H., & Itani, Z. (2018). Harnessing social media for health promotion and behaviour change. Health Promotion Practice, 19(1), 15–18. https://doi.org/10.1177/1524839917750736

• Walton, K. L. W. (2009). Group projects as a method of promoting student scientific communication and collaboration in a public health microbiology course. Journal of Microbiology & Biology Education, 10(1), 64–70. https://doi.org/10.1128/jmbe.v10.82

• University of Waterloo Library. (2025). Policy brief and presentation guidance.

• Tones, K., & Green, J. (2021). Health promotion: Planning and strategies (3rd ed.). Sage Publications.