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HEALTH AND HUMAN DEVELOPMENT – 2014

Unit 3 Outcome 1, Task 2c – Case Study Analysis

Teacher AdviceThis task has been developed within the scope of the Study Design and Assessment Handbook.

The relevant dot points from the Study Design for this task are:

Key knowledge

This knowledge includes

the National Health Priority Areas (NHPAs) including:– key features and reasons for selection of each NHPA– determinants that act as risk factors– direct, indirect and intangible costs to individuals and communities of NHPAs– one health promotion program relevant to each NHPA

the role of nutrition in addressing the following conditions recognised in the NHPAs: cardiovascular disease, diabetes mellitus, colorectal cancer, obesity and osteoporosis, taking into account, where relevant, the function (as a determinant of health) and major food sources of protein, carbohydrate (including fibre), fats (mono, poly, saturated and trans), water, calcium, phosphorus, sodium and vitamin D.

Key skills

These skills include the ability to

explain and justify one health promotion program that addresses each NHPA explain the role of nutrition in addressing specific conditions within the NHPAs, including the

functions and major food sources of relevant nutrients.

The relevant dot points from the Assessment Handbook for this task are: explain the key features of the selected NHPAs taking into consideration; reasons for selection,

costs to the individual and community, and the determinants that act as risk factors explain at least one health promotion program and its relationship to relevant NHPAs justify the implementation of at least one health promotion program in relation to relevant

NHPAs demonstrate an understanding of the role of nutrition in addressing specific conditions within the

NHPAs taking into consideration: the functions as a determinant of health of relevant nutrients and the major food sources

have the opportunity to demonstrate the highest level of performance.

© The Health Teachers’ Network 2014. This SAC is for the exclusive use of St Augustine's College.

Student preparation

Students should be adequately prepared with regards to all relevant key knowledge and key skills dot points before sitting the task. Teachers should read through SAC tasks prior to students completing the task to ensure all relevant content has been addressed.

As well as having an understanding of key knowledge points and the ability to carry out the key skills, students should be able to explain or define all words within the dot points. Many of these definitions are found in the glossary of the ‘Advice for Teachers’ document. Although these definitions do not have to be memorised, the meaning cannot be compromised by the students’ interpretation.

Ensure the correct names for NHPAs are used. For example, ‘cardiovascular health’, not ‘cardiovascular disease’.

Students should have knowledge of the conditions that are the focus of each NHPA, particularly the conditions that have nutrition as a risk or protective factor (i.e. cardiovascular disease, diabetes mellitus, colorectal cancer, obesity and osteoporosis).

Use the mark allocation as a guide as to how much detail is required about health promotion strategies. Students should ensure they discuss the strategy itself (as opposed to benefits of the strategy) if this is what the question has asked for.

Time

This SAC has been developed to be completed in a 40 minute timeframe. Teachers may want to add reading time to simulate the end of year examination. It can also be split into two parts if time does not permit it to be completed in one session.

Materials

Students only require a pen to complete this task.

Conditions

This task should be completed under test conditions. It has been written to reflect the end of year examination and provides valuable practice for the skills required to succeed in the examination.

Students should not have access to any notes, mobile phones, calculators or any other electronic device.


STUDENT NUMBER

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HEALTH AND HUMAN DEVELOPMENT

Unit 3 Outcome 1, Task 2c – Case Study Analysis

Name___________________________________________


• Students are permitted to bring into the assessment room: pens, pencils, highlighters, erasers, sharpeners and rulers.• Students are NOT permitted to bring into the assessment room: blank sheets of paper and/or white out liquid/tape.• No calculator is allowed in this assessment.

Materials supplied• Question and answer booklet.• Additional space is available at the end of the booklet if you need extra paper to complete an answer. Ensure any extra space used is labelled clearly with the question number.

Instructions• Write your name and student number in the space provided above on this page.• All written responses must be in English.

Students are NOT permitted to bring mobile phones and/or any other unauthorised electronicdevices into the assessment room.

This assessment task (including teacher advice and answer guide) remain the copyright of the Health Teachers’ Network. Schools that have purchased this task are authorised to reproduce it for use within their school only. Any other use or reproduction of this task without the permission of the Health Teachers’ Network is prohibited.

Question 1 (12 marks)

Doris is 74 years old and was diagnosed with Alzheimer’s disease 4 years ago. She has regular doctor’s consultations and regularly sees a specialist in order to assist her in managing her condition. Doris is on daily medication to reduce the degeneration of her brain cells.

She has remained living with her husband Tom, who has been her main carer since diagnosis. Providing care for Doris is becoming more difficult for Tom as he suffers from osteoporosis and has experienced a number of fractures in the past 12 months. As a result, Tom has made the decision to put Doris in residential aged care.

a. Identify two National Health Priority Areas relevant to Doris and Tom. 2 marks

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b. Outline a direct cost to the community as a result of Doris’ condition. 1 mark

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c. Outline one intangible cost to Doris as a result of her condition. 1 mark

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d. Explain how nutrition may have contributed to Tom’s osteoporosis. 3 marks

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e. i. Identify and briefly explain one health promotion program that has been implemented to reduce the impact of one of the NHPAs identified in question 1.a. 3 marks

NHPA selected_______________________________________________________________

Program_____________________________________________________________________

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ii. Justify why this program was developed. 2 marks

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Scarlett has been told by her doctor that her fibre intake is too low. By increasing her fibre intake, her risk of a range of conditions will decrease.

a. i. Select one condition that Scarlett may reduce her risk of developing by increasing her fibreintake. 1 mark

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ii. Explain the role that fibre plays in reducing the risk of the condition identified in part a.i. 2 marks

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b. Identify two food sources that Scarlett can include in her diet to significantly increase her fibre intake. 2 marks

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The following graph shows the proportion (per cent) of people suffering from asthma according to their socioeconomic status (SES).


First quintile (lowest SES)

Second quintile Third quintile Fourth quintile Fifth quintile (highest SES)

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Socioeconomic status (SES)

Per c

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a. i. Explain the trend evident in the above graph. 2 marks

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ii. Identify one determinant of health and explain how it may contribute to the trend explained in part a.i. 2 marks

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b. Besides the proportion of people experiencing asthma, outline one reason why it was selected as an NHPA. 1 mark

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Obesity was included as an NHPA in 2012.

a. Briefly explain obesity and outline how it can be measured. 2 marks

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b. Outline two reasons why obesity was selected as an NHPA. 2 marks

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c. Identify one behavioural and one physical environment determinant and explain how they can increase the risk of obesity. 4 marks

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END OF QUESTION AND ANSWER BOOKLET

Extra space for responses

Clearly number all responses in this space.

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Answer Guide

Please note that these answers are a guide only and do not represent every possible correct answer.

1. a. Students must identify ‘dementia’ and ’arthritis and musculoskeletal conditions’ for two marks.

b. Students receive one mark for correctly outlining a direct cost to the community as a result of Doris’ condition. Examples include:

Medicare co-payments for her doctor and specialist visits. Co-payments made through the PBS for Doris’ medication.


The cost of implementing health promotion programs such as ‘Know the Signs’.

c. Students receive one mark for correctly outlining an intangible cost to Doris as a result of her condition. Examples include:

Doris may feel scared about her future as a result of her condition. She may feel frustrated about losing her memory and not being able to care for

herself.

d. Answers should include reference to three points relating to how nutrition may have contributed to Tom’s osteoporosis. If students make no reference to a specific nutrient, they should not be awarded full marks. Points worth one mark include:

- Reference to a specific nutrient- Reference to a food source- Outlining the role the nutrient / food group plays in increasing / decreasing the risk of

colorectal cancer

Examples include:

If Tom has not consumed dairy products such as milk and cheese, he may not have consumed enough calcium. Calcium is a hardening agent for bones.

Phosphorus and calcium bind together to form the hardening agent for bones. If Tom has not consumed enough of these nutrients, it may have contributed to his condition.

Consuming too much protein can cause calcium to be lost from the bones. As calcium is required to maintain bone density, this could have contributed to Tom’s condition.

e. i. Students receive one mark for correctly identifying a health promotion program designed to address the NHPA selected and a further two marks for discussing aspects of it. If no NHPA is selected, full marks should not be awarded. Examples include:

Dementia – ‘Know the signs’ of dementia – this is a Federal Government initiative that works to raise awareness of dementia and the early signs. Posters and brochures have been produced for display in public places. These resources include information about the early signs of dementia and include the phone number for the National Help Line for dementia.

Arthritis and musculoskeletal conditions –


The Bone Health for Life program is an initiative that works to provide practical advice for women and their health professionals relating to achieving and maintaining healthy bones. A variety of fact sheets are provided on the Bone Health for Life website that explains osteoporosis, how it is diagnosed and how it can be treated. In written and audio formats, these resources are provided by experts at Jean Hailes for Women’s Health and cover topics such as osteoporosis prevention, food intake, exercise programs and medical check-ups.

ii. Students receive two marks for justifying the program they explained in part e.i. Examples include:

Dementia – Dementia is becoming more common in Australia and early diagnosis can assist in maintaining brain function. By educating people about the signs to look for, it may assist in early diagnosis.

Arthritis and musculoskeletal conditions – Musculoskeletal conditions such as osteoporosis are more common in females. Many cases could be prevented by behaviour change and this program aims to educate women.

2.a.i. Students can choose any of the following for one mark:

Cardiovascular disease Type 2 diabetes Colorectal cancer Obesity

ii. Students receive two marks for discussing the role the fibre plays in reducing the risk of the condition identified in part a.i. Examples include:

Cardiovascular disease: Fibre provides feelings of fullness which can prevent overeating. This can reduce the risk of obesity which is a risk factor for cardiovascular disease.

Type 2 diabetes: Fibre reduces glucose absorption which can decrease the risk of type 2 diabetes.

Colorectal cancer: Fibre adds bulk to faeces and promotes regular bowel movements which can assist in reducing the risk of colorectal cancer.

Obesity: Fibre provides feelings of fullness which can prevent overeating and weight gain.

b. Students receive one mark for each major source of fibre they identify. Students should be encouraged to use specific examples of foods as opposed to food groups. Examples include:

Fruits such as apples and bananas Vegetables such as carrots and lettuce beans lentils wholegrain cereals oat bran

3. a. i. Students receive one mark for explaining the trend and another mark for correctly using data from the graph. For example:


Asthma rates decrease as socioeconomic status increases, from around 12% in the lowest SES group to around 9% in the highest SES group.

ii. Students receive one mark for correctly identifying a determinant of health and a further mark for linking it to the trend identified in part a.i.

Note that genetics should not receive marks if used as the basis of discussion of a biological determinant as they do not contribute to differences between socioeconomic groups.

Also note that ‘maternal smoking’ can be used as a behavioural or social determinant as it has been classified as both (according to the Australian Institute of Health and Welfare and the World Health Organisation).

Examples could be:

Biological: Those from lower SES groups are more likely to be obese than high SES groups which increases the risk of developing asthma.

Physical environment: exposure to tobacco smoke can increase the risk of asthma among children. Those from low SES groups are more likely to smoke than high SES groups which may increase environmental tobacco smoke.

Social: If a mother smokes during pregnancy (early life experience) this can increase the risk of the child developing asthma.

b. Students receive one mark for outlining a reason why asthma was selected as an NHPA (besides the proportion of people experiencing it). Examples include:

Asthma is the main cause of hospitalisation for children Asthma contributes significantly to the burden of disease (particularly through

YLDs) Asthma incurs significant direct, indirect and intangible costs There is room for improvement in relation to asthma management

4. a. Students receive two marks for explaining obesity. Note that marks should not be awarded for discussing the causes of obesity. An example could be:

Obesity relates to excess body weight (fat) that can impact negatively on health

Obesity is classified by a BMI of 30 or over Waist circumference of greater than 89 for females and 102cm for males can

be used to indicate obesity. b. Students receive one mark for each reason they outline. Examples worth one mark include:

Obesity is a risk factor for many leading causes of death such as cardiovascular disease and type 2 diabetes

Obesity is largely preventable with behaviour change Obesity rates are increasing in Australia Obesity contributes significantly to the burden of disease in Australia.

c. Students receive one mark for identifying a relevant determinant and a further mark for linking it to an increased risk of obesity. Examples include:

Behavioural –


Alcohol intake: Alcohol contains energy so excessive intake can cause more energy to be stored as fat increasing the risk of obesity.

Food intake: high energy food intake can mean that the energy is not used which can increase the risk of weight gain and obesity.

Physical activity levels: Lack of physical activity can mean that more energy is stored as fat increasing the risk of obesity.

Physical environment –

Access to recreation facilities: Lack of access to recreation facilities can mean that people do not get the opportunity to exercise adequately. This can increase the risk of obesity.

Work environment: A work environment that does not promote incidental exercise can increase the risk of obesity.

Transport systems: Transport systems that promote passive transport (such as car travel) can mean that less physical activity is carried out which can increase the risk of obesity.

HEALTH AND HUMAN DEVELOPMENT - 2014Unit 3 Outcome 1, Task 2c – Case Study Analysis

Marking sheet

Student Name________________________________

Question Marks available

Marks awarded

Comments

1.a. 2


1.b. 1

1.c. 1

1.d. 3

1.e.i. 3

1.e.ii. 2

2.a.i. 1

2.a.ii. 2

2.b. 2

3.a.i. 2

3.a.ii. 2

3.b. 1

4.a. 2

4.b. 2

4.c. 4

TOTAL 30

Overall comments____________________________________________________________

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Teacher__________________________________ Date______________________________

NOTE: This assessment is a school-based assessment. It is therefore a preliminary result only. The total result for all School Assessed Coursework in the study will be statistically moderated against the GAT and the end-of-year examination results.


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