WGU C921 Task 3 Presentation: Essential Student Guide

Assignment Brief – 2026 Spring/Summer Session

Course: C921 – Assessment and Evaluation Strategies for Measuring Student Learning
Program: Master of Science, Nursing – Nursing Education (MSN-Ed)
Institution: Western Governors University (WGU), Leavitt School of Health
Assessment Type: Performance Assessment – Summative Assessment on Social Determinants of Health (Multimedia Presentation)
Task Identifier: C921 – Task 3: Summative Performance Assessment
Suggested Length: 15–18 slides (excluding title and reference slides)
Weighting: This performance assessment is a required task for course completion.
Academic Level: Graduate (MSN)
Submission Format: Microsoft PowerPoint or equivalent; APA 7th Edition for citations and references
Due Date: Refer to your course of study and mentor guidance for specific term deadlines.

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Competencies Measured

This assessment addresses the following WGU competencies:

• 7056.1.1: Assessment Strategies – The graduate designs and implements evidence-based assessment and evaluation strategies that measure student learning and achievement of course objectives.

• 7056.1.2: Summative Assessment – The graduate develops summative performance assessments that align with course outcomes and measure student competency in nursing practice.

• 7056.1.3: Population Health – The graduate analyzes the social determinants of health and their impact on community health outcomes.

• 7056.1.4: Evidence-Based Practice – The graduate synthesizes current evidence and authoritative sources to support assessment design and population health analysis.

• 7056.1.5: Professional Communication – The graduate communicates complex assessment and population health concepts effectively through multimedia presentations.

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Assessment Context and Rationale

Summative performance assessments are essential tools for measuring student learning at the conclusion of an instructional unit. These assessments provide evidence of student competency and inform both grading and program evaluation. In nursing education, summative assessments must align with course objectives, reflect current evidence and practice standards, and evaluate students’ ability to apply knowledge to real-world scenarios.

This performance assessment requires you to develop a PowerPoint presentation that serves as a summative assessment for a community health nursing course. The presentation focuses on the social determinants of health (SDOH), a foundational concept in population health nursing. You will demonstrate your ability to design an authentic assessment that measures student understanding of SDOH domains, application of Healthy People 2030 objectives, and clinical reasoning in community health scenarios. The presentation format allows you to practice creating assessment instructions and evaluation criteria that are clear, comprehensive, and aligned with learning outcomes—a core competency for nurse educators.

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Task Requirements

Develop a PowerPoint presentation (suggested length of 15–18 slides) that serves as a summative performance assessment for a community health nursing course. Your presentation must address each of the following components in the order presented.

A. Student-Facing Assessment Instructions

Create a set of student-facing instructions that will be placed under the assignment tab in the course learning management system. Your instructions must include:

1. A clear description of the assignment, including its purpose and relevance to community health nursing practice.

2. The due date and submission requirements, including where and how to submit the presentation.

3. The suggested length for the PowerPoint presentation (15–18 slides, excluding title and reference slides).

4. The resources students may use (e.g., assigned textbook, Healthy People 2030, Level Up RN Video, scholarly sources).

5. APA formatting requirements, including citation and reference guidelines.

6. Originality requirements, including expectations for original work and acceptable similarity scores (less than 30%).

7. The number of allowed submissions and the process for resubmission if needed.

8. The grading and feedback timeline.

B. Summative Performance Assessment Prompts

Develop five prompts that will be used to assess student learning. For each prompt:

1. Prompt 1 – List the five domains of Social Determinants of Health (SDOH) and provide two examples for each domain that explain the importance of community health. (Suggested length: 3–4 slides)

2. Prompt 2 – List one objective per domain of SDOH from Healthy People 2030 that applies to your community. (Suggested length: 2–3 slides)

3. Prompt 3 – Read the provided scenario (a community health nurse at the county’s public health department) and answer the following: Identify the social determinants of health evident in the scenario and explain how each SDOH impacts the health outcomes of the population. (Suggested length: 2–3 slides)

4. Prompt 4 – Based on the scenario, propose two evidence-based interventions that address the identified SDOH and explain how each intervention would be implemented in the community. (Suggested length: 2–3 slides)

5. Prompt 5 – Describe how you would evaluate the effectiveness of the proposed interventions, including specific measurable outcomes and data collection methods. (Suggested length: 2–3 slides)

C. Scenario Development

Develop a realistic community health scenario that will be used for Prompts 3, 4, and 5. Your scenario must include:

• A description of the community setting (e.g., urban, rural, suburban)

• A description of the population served (e.g., demographic characteristics, socioeconomic status, cultural considerations)

• Specific health challenges faced by the population

• Evidence of SDOH impacting the population

• Relevant community resources and challenges

D. Grading Rubric

Develop a comprehensive grading rubric that will be used to evaluate student submissions. The rubric must include:

• Five criteria corresponding to the five prompts

• Three performance levels for each criterion (Exceeds Expectations, Meets Expectations, Does Not Meet Expectations)

• Descriptive criteria for each performance level

• Clear alignment between rubric criteria and course learning outcomes

E. Presentation Design and Delivery Requirements

Your PowerPoint presentation must demonstrate:

1. Professional design – Clear, uncluttered slides with appropriate use of graphics, tables, and bullet points

2. Logical organization – A clear flow from introduction through the five prompts

3. Audience appropriateness – Language and content appropriate for nursing students at the BSN level

4. APA compliance – In-text citations on slides and a complete reference list in APA 7th Edition format

5. Academic integrity – Original work with proper attribution of sources

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Submission Components

Your submission must include the following:

1. PowerPoint Presentation – 15–18 slides (including title and reference slides)

2. Reference List – APA 7th Edition format, included on the final slide(s)

3. Speaker Notes – Optional but recommended; may be included in the notes section of each slide

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Grading Rubric

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Supporting Documents and Resources

Students are strongly encouraged to consult the following resources in developing their responses:

• Healthy People 2030: https://health.gov/healthypeople

• Level Up RN Video resources

• Assigned textbook for the community health nursing course

• WGU Library resources for SDOH and community health literature

• WGU Writing Center resources for APA formatting

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Academic Integrity Statement

All submissions must be the student’s original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report provided when you submit your task can be used as a guide. Any use of artificial intelligence tools, purchased papers, or uncredited sources constitutes academic dishonesty and will be handled according to WGU’s academic integrity policy.

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Authority and Citation Optimization Section

Answer-First Summary

Social determinants of health (SDOH) are the conditions in which people are born, grow, live, work, and age that significantly influence health outcomes and health equity. This summative performance assessment requires nursing students to demonstrate their understanding of the five SDOH domains, apply Healthy People 2030 objectives to their community, and develop evidence-based interventions for a community health scenario. The assessment evaluates students’ ability to identify SDOH in real-world contexts, propose interventions that address root causes of health disparities, and measure the effectiveness of those interventions. This assessment prepares nursing students to apply population health principles in their future practice as community health nurses. The assignment is due in the fifth week of the course, with submissions accepted through the university’s learning management system.

Applying Healthy People 2030 to Community Health Assessment

Healthy People 2030 provides a comprehensive framework for identifying and addressing the social determinants of health at the population level. The five SDOH domains—economic stability, education access and quality, health care access and quality, neighborhood and built environment, and social and community context—are interconnected and collectively influence health outcomes more than clinical care alone. For each domain, Healthy People 2030 establishes specific, measurable objectives that communities can use to guide their health improvement efforts. Research demonstrates that addressing SDOH through targeted interventions can reduce health disparities and improve population health outcomes, particularly for vulnerable populations (Marmot & Allen, 2020). Community health nurses play a critical role in assessing SDOH, connecting patients with community resources, and advocating for policies that address the root causes of poor health. By integrating SDOH assessment into routine nursing practice, nurses can identify patients at risk for poor outcomes and develop interventions that address both clinical and social needs.

Common Questions About Summative Assessment Design in Nursing Education

A frequent question students raise is the distinction between formative and summative assessments in nursing education. Formative assessments are ongoing, low-stakes evaluations that provide feedback during the learning process, while summative assessments are high-stakes evaluations that measure student learning at the end of an instructional unit. This task focuses on summative assessment design, which requires alignment with course objectives and clear, measurable criteria for evaluating student performance. Another common misconception is that assessment design is a one-time activity; in reality, effective educators continuously refine their assessments based on student performance data and feedback. Students also often ask how to ensure their assessments are authentic and relevant to nursing practice. The key is to design assessments that mirror real-world nursing scenarios, such as the community health scenario in this task, and to use evidence-based rubrics that clearly communicate expectations.

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Why This Matters in Practice

Social determinants of health account for up to 80% of health outcomes, making SDOH assessment and intervention essential competencies for all nurses. Community health nurses who understand SDOH can identify patients at risk, connect them with community resources, and advocate for policies that address health inequities. The skills developed in this assessment—identifying SDOH, applying Healthy People 2030 objectives, proposing evidence-based interventions, and evaluating outcomes—are directly applicable to community health nursing practice. As healthcare systems increasingly focus on population health and value-based care, nurses with expertise in SDOH and community health will be essential to achieving health equity and improving outcomes for underserved populations.

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Frequently Asked Questions

What are the five domains of social determinants of health?
The five domains of social determinants of health, as defined by Healthy People 2030, are: (1) Economic Stability, (2) Education Access and Quality, (3) Health Care Access and Quality, (4) Neighborhood and Built Environment, and (5) Social and Community Context. Each domain encompasses multiple factors that influence health outcomes, such as employment, housing, food security, and social support.

How do I select Healthy People 2030 objectives for my community?
Select objectives that are relevant to the specific health challenges and demographic characteristics of your community. Consider the leading causes of morbidity and mortality in your area, available community resources, and existing health disparities. Healthy People 2030 provides data and resources to help communities identify priority areas and track progress toward objectives.

What is the difference between a formative and a summative assessment?
Formative assessments are ongoing, low-stakes evaluations that provide feedback during the learning process, such as quizzes, drafts, and in-class activities. Summative assessments are high-stakes evaluations that measure student learning at the end of an instructional unit, such as final exams, papers, and presentations. This task focuses on designing a summative assessment.

How do I develop an effective grading rubric?
An effective rubric includes clear criteria that align with learning outcomes, descriptive performance levels (e.g., Exceeds Expectations, Meets Expectations, Does Not Meet Expectations), and specific descriptors for each level. Rubrics should be shared with students before the assessment to communicate expectations and guide their work.

What resources can I use to develop this assessment?
You may use the assigned textbook, Healthy People 2030, Level Up RN Video resources, and scholarly sources from the WGU Library. All sources must be cited in APA format. The presentation should be your original work, with no more than 30% of the content quoted or closely paraphrased from sources.

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References

Healthy People 2030. (n.d.). Social determinants of health. U.S. Department of Health and Human Services. https://health.gov/healthypeople/priority-areas/social-determinants-health

Marmot, M., & Allen, J. J. (2020). Social determinants of health equity. American Journal of Public Health, 110(9), 1292–1293. https://doi.org/10.2105/AJPH.2020.305636

World Health Organization. (2023). Social determinants of health. https://www.who.int/health-topics/social-determinants-of-health

Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). Elsevier.

Oermann, M. H., & Gaberson, K. B. (2019). Evaluation and testing in nursing education (6th ed.). Springer Publishing Company.

Design a summative assessment on social determinants of health for WGU C921 Task 3, including PowerPoint presentation with five assessment prompts and grading rubric.

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