DHW 502 Assessment 1 

Assessment Result Summary

Assessment Information

Graduate Outcome/s:

• Demonstrate awareness of the socio-cultural, economic and political factors impacting the wider health and wellbeing environment to provide responsive and current support practices.
• Apply advanced strategies and practices to respond with sensitivity to people from diverse contexts and cultural backgrounds.

Learning Outcome/s:

By the end of this module, you will be able to:

• DHW502.1 Identify and analyse determinants of health that contribute to the health status of population groups in New Zealand.
• DHW502.2 Establish and analyse the relationships between determinants of health and the health inequities in diverse population groups in New Zealand.
• DHW502.3 Explore strategies and practices to address gaps and health inequities for population groups in New Zealand.

Assessment Method and Conditions:

• This module will be assessed through written report, health equity plan and oral verification.
• You must complete all tasks in this assessment.
• You will receive feedback once it is marked. Re-attempts are only allowed after your work has been marked and feedback provided.
• To pass this assessment, you must achieve a “Met” result for each task. A “Met” confirms that all required evidence for the task has been demonstrated at the expected competency level.
• If you do not meet the requirements of a “Met” result, you will be given one further opportunity to be reassessed on the question/task to meet the required standard. You must request a reassessment within five working days of receiving your result. If you do not achieve a “Met” result in your reassessment attempt OR apply for a reassessment within the timeframes given will result in a “Not Met” result, and you will not pass this assessment.

Academic Standards:

• All written work submitted must be expressed in your own words.
• Any material sourced from other references must be properly acknowledged and cited using APA 7th Edition reference style.
• Academic Dishonesty of any kind will result in a grade of “Not Met”. Where copying is detected, all students involved will receive “Not Met” result.

Submission:

• Fill in the cover sheet with your Name, ID number and Date of Submission.
• Upload your completed assessment and required evidence via MS Teams as outlined by your facilitator.
• Assignments submitted after the published / scheduled due date will result in a Not Met grade.
• You will be allowed one further opportunity to submit, but you will not be eligible for a resubmission after this opportunity is taken.

Assessment Context/Case Studies:

Aotearoa has a publicly funded health system aimed at providing equitable access to healthcare services for all people. The system is primarily funded through general taxation and is delivered through Te Whatu Ora – Health New Zealand, which provides hospital and specialist services, and Te Aka Whai Ora – the Māori Health Authority, which works in partnership with iwi, hapū, and Māori health providers to improve Māori health outcomes and reduce inequities. These agencies operate under Te Tiriti o Waitangi, guided by the principles of partnership, participation, and protection.
Despite the availability of healthcare services, New Zealand continues to experience significant health inequities. Māori experience higher rates of chronic conditions such as cardiovascular disease, diabetes, and respiratory illness, and lower life expectancy compared with non-Māori. These inequities are closely linked to social determinants of health, including income, housing, education, access to culturally appropriate healthcare, and the ongoing impacts of colonisation.

Sarah is a 55-year-old woman living in Auckland. She identifies as Māori and has strong connections to her whānau, although work commitments limit the time she spends engaging in cultural and community activities. Sarah works in a sedentary office role and has a family history of cardiovascular disease, which is common within her whānau. She has lived with obesity for much of her adult life and has been diagnosed with type 2 diabetes and hypertension.

Sarah is enrolled with a GP practice within a Primary Health Organisation (PHO). Her GP works alongside a Māori health provider that offers kaupapa Māori services, including whānau-centred education, lifestyle coaching, and support to access community-based programmes. Sarah’s healthcare team recognises the importance of addressing her health needs holistically rather than focusing solely on physical symptoms. Using Te Whare Tapa Whā, Sarah’s health is understood across four interconnected dimensions:

• Taha tinana (physical health): diabetes, high blood pressure, obesity, fatigue, and shortness of breath
• Taha hinengaro (mental and emotional health): stress related to work, feelings of whakamā (embarrassment) about her weight, and anxiety about future health.
• Taha whānau (family and social health): strong whānau ties, family history of heart disease, and shared responsibilities that influence her ability to prioritise self-care.
• Taha wairua (spiritual health): limited time to engage in cultural practices and connection to whenua, which impacts her sense of balance and wellbeing.

Sarah smokes occasionally and has attempted to quit, accessing smoking cessation services that incorporate culturally appropriate approaches. Her GP has referred her to a specialist through Te Whatu Ora due to concerns about her cardiovascular risk. Where possible, referrals are made in partnership with Māori health services to ensure care is culturally safe and accessible.

Sarah’s health outcomes are shaped by a combination of individual, whānau, and systemic determinants, including:

• Historical and ongoing impacts of colonisation
• Socioeconomic pressures and cost of living
• Access to culturally responsive healthcare
• Health system equity and Māori-led service provision

This case study highlights the importance of embedding Māori health perspectives in health assessment and care planning. By applying Te Whare Tapa Whā and Te Tiriti o Waitangi principles, health practitioners can better support Māori wellbeing, reduce inequities, and deliver person-centred, culturally safe care within the New Zealand health system.

Assessment Instructions

1. Part A: Written Report (2,000–2,500 words): Prepare a report based on a case study scenario that analyses health determinants and inequities using the case study provided and of diverse New Zealand population.
2. Part B: Care Plan (1000–1500 words): You are required you to develop a Health Equity Action Plan that identifies current needs, sets SMART objectives, engages key stakeholders, uses culturally safe strategies, and evaluates how your plan addresses health inequities.
3. Part C: Oral Verification: Participate in an oral discussion with your assessor to confirm your understanding of the concepts and to authenticate that the work you submit is your own.

Assessment Guidance

Verb Guidance

• Analyse – break into parts, identify relationships, explain meaning.
• Apply – use knowledge in a practical example.
• Evaluate – make judgements about effectiveness or impact.
• Justify – provide reasons/evidence to support decisions.
• Examine – look closely at causes, details, and effects.
• Integrate – bring different elements together into a unified response.
• Reflect – think deeply about an experience or situation.
• Explain – make something clear by giving details or reason.

General Evidence Requirements (All Tasks)

• Responses must demonstrate the verb requirements (as applicable) – i.e. analyse, apply, evaluate, justify, examine, integrate.
• At least three (3) credible references must be used in the written report (Part A) and acknowledged in the oral verification (Part C).
• Professional language, empathy, and cultural responsiveness must be evident throughout.

Assessment Judgement

Met – Learner demonstrates competency across written and oral components with sufficient evidence of understanding.
Not Met – Evidence incomplete, descriptive only, lacks application/justification, or oral verification does not demonstrate understanding.

Part A Written Report (2,000–2,500 words):

Task 1 – Health Determinants

1. Identify and analyse how four (4) determinants of health contribute to Sarah’s health status.
2. Analyse how each of the determinants identified above contribute to the health status of 3 diverse population groups that Sarah represents.
3. Analyse two key determinants of health from New Zealand perspective that contribute to the health outcome in two (2) different population groups. Analyse two determinants per population group. (Population group may include but not limited to Māori, Pacific peoples, NZ Europeans, young adults, children under 14 years, or older adults).

Evidence Required: Must provide clear analysis of each determinant (determinants include but not limited to e.g., income, housing, employment, access to healthcare, cultural factors, lifestyle behaviours, family history). Must explain how each determinant affects three diverse population groups linked to Sarah (Diverse group may include but not limited to age, ethnicity, gender, population group with health/disability problems). Must identify two population groups and two determinants for each group and explain how each determinant affects the health outcomes of each chosen population group. Your answers must be supported with evidence from credible literature such as academic journals, government health reports, Ministry of Health publications, or peer reviewed research to show accuracy and reliability in your discussion.

Task 2 – Health Inequalities

1. Explain three (3) different health inequities in New Zealand: one comparing the health outcomes of Māori and non-Māori, two other health inequities comparing the outcomes of any two different population groups identified in task 1.
2. Analyse two determinants of health that contribute to each of the health inequities identified above.
3. Reflect on how the same determinants can affect different population groups differently.

Evidence required: Must clearly describe three different health inequities in New Zealand (compare Māori vs non-Māori health outcomes for one inequity and then compare two different population groups for two additional inequities). Must identify and analyse two determinants of health for each inequity (total of six). (Your answer must explain how each determinant contributes to or increases the inequity and show a clear link between the determinant and its resultant unequal health outcome). Must explain how the same determinants can affect different population groups differently. (Your answer must show understanding of how groups experience different levels of risk, access, discrimination, or cultural factors etc. Your answer must link reflection to real New Zealand contexts and health outcomes. Your answers must be supported with evidence from credible literature.

Task 3 – Addressing Health Inequities

1. Identify and explain two existing health strategies in Aotearoa New Zealand that aim to reduce two (2) of the health inequities identified in task 2.
2. Reflect on practices within your role as a health profession to address gaps and inequities of diverse population groups in New Zealand (minimum of 2 practices each for the 3 health inequities identified in task 2).
3. Analyse how two culturally informed health practices can reduce inequities for a chosen population group. (Practices may include but not limited to Te Whare Tapa Whā, kaupapa Māori services, Pacific health model)

Evidence Required: Must clearly describe two existing NZ health strategies and explain how each strategy aims to reduce two health inequities identified in Task 2. Must reflect on two practices within your role for each of the three inequities (in your answer you must explain how your professional actions can help address gaps or barriers faced by diverse population groups). Must analyse two culturally informed health practices (e.g., Te Whare Tapa Whā, kaupapa Māori services, Pacific health models) and explain how each practice can reduce inequities for the chosen population group. (In your answer, show clear links between strategies/practices and how they contribute to reducing inequity, improving access, cultural safety, or enabling better health outcomes). Your answers must be supported with evidence from credible literature.

Part B: Developing A Plan (1000–1500 words)

Task 4 – Health Equity Plan

As a healthcare professional working with diverse communities, you are required to develop a Health Equity Action Plan that demonstrates your ability to recognise health inequities and outline practical strategies to address these gaps. Your plan will focus on identifying needs, setting goals, engaging key stakeholders, and reflecting on culturally safe practice.

Instructions: To complete this task in the template provided, you must work through the following sections:

1. Current Needs
   • Identify 3 different people representing diverse groups in your neighbourhood.
   • Talk to them about their experience with NZ health care system and identify challenges they face when they seek health services.
   • Summarise the activity above to identify 3 different gaps that you think need to be addressed to ensure equitable health outcome.
2. Health Strategy
   • Identify three (3) SMART objectives (one for each gap) that aim to close the gap of your identified inequity.
   • Present at least one (1) holistic and culturally safe approach and/or strategy (whether as a health professional or a service) that would help engage the population to meet the goal.
3. Collaboration and Resources
   • Identify at least three (3) key stakeholders (e.g. community organizations, iwi/ Māori providers, NGOs) relevant to your plan.
   • Describe their role in the plan/strategy.
   • Identify and describe at least three (3) resources to achieve your plan.
4. Evaluation and Reflection
   • Describe the effectiveness of your plan, ensuring that current legislation and the principles of the Treaty of Waitangi/ Te Tiriti are in alignment with said plan.
   • Describe the challenges to the implementation of the plan.
   • Describe how cultural safety has been ensured in the implementation of the plan.
   • Describe the consequences of having health inequities in New Zealand.

Part C: Oral Verification

Task 5: Verification of the Health Strategy Understanding

To confirm and authenticate your understanding of the determinants of health, you will take part in a short oral verification with your assessor. This will be conducted either:

• Live via MS Teams, or
• In person at an agreed time.

This verification is designed to check that the care plan you submitted is your own work and that you can confidently explain your reasoning. It is not a test of presentation skills.

What You Will Do

1. Summarise Your Care Plan
   • Provide a brief overview of the main points of your plan in your own words.
   • Highlight the overview of the plan, evaluation, and resources intended to be used for the plan.
2. Respond to Assessor Questions
   • Answer 2–3 questions from your assessor about your care plan choices. Example questions might include:
   • “How does your plan address the health gap you have chosen?”
   • “How did the current legislations and/or strategies influence the plan that you have created?”
   • “How does your plan reflect the Treaty of Waitangi?”

Evidence Required

• Oral responses are clear, authentic, and show understanding of dementia care.
• You can explain, justify, and apply your choices without relying on reading directly from notes.
• The assessment is based on your knowledge, reasoning, and reflection — not on presentation style or speaking ability.

DHW 502 Marking Rubric

(to be used in conjunction with the DHW 502 Model Answer Guidance)

General Assessment Criteria

Met:

• Demonstrates Level 5 skills (analyse, apply, evaluate, justify, examine, integrate).
• Provides sufficient, relevant evidence across all tasks.
• Demonstrates empathy, professionalism, and cultural responsiveness.
• Uses at least two credible references in written work and acknowledges in oral responses.

Not Met:

• Responses are descriptive only, incomplete, or inaccurate.
• Evidence requirements not satisfied.
• Little or no demonstration of Level 5 verbs.
• Lack of authenticity in oral verification.

• Record evidence observed in both written and oral components.
• Note any support provided (e.g., clarification, extra time).
• Identify resubmission requirements if “Not Met.”