S2470C Written Assignment

Course

Part-Time Diploma in Health Sciences

(Health Management) (PTDHM)

Module Code

S2470C

Module Name

Behaviour Change

Submission date and time: 11 February 2026 at 2359H

Instruction To Students

1. Please read the instructions in this question paper which consists of 8 pages.

2. This coursework written assignment is the main mode of assessment and accounts for 100% of the overall grade.

Questions	Marks	Total
1		12
2		12
3		8
4		18
Total		50

Name:	_____________________________________________
Student ID:	_____________________________________________
Class:	_____________________________________________

Statement of Original Work

I declare that this assignment is my own work.
I declare that I have not committed any acts of academic dishonesty by copying or allowing others to copy my work.
I understand that committing any acts of academic dishonesty will result in the following:
o Receiving an “F” grade for my assignment, AND
o One letter downgrade for my final module grade, e.g. from a C to a D, or a D+ to F.
The source(s) of other people’s work have been appropriately referenced, and I have not submitted any part of this assignment for another module (unless this assignment specifically requires it.)
I have / have not (delete accordingly) used any form of generative AI as part of this assignment. Details of my usage are listed in the table below (skip this part if you did not use any AI tools):

AI tool(s)	Input prompts, i.e., questions or requests posed to the AI tool(s)	Explain how the generated output was used
e.g. ChatGPT	e.g., What is behaviour change?	e.g., I used ChatGPT to generate ideas in Section 1 & 2 of the assignment. I have expanded on them by conducting my own research using credible sources. I have also used it to check for grammatical errors in my completed assignment.

[Please swap the text in blue with the relevant topics for your assignment]

Where required, I may also need to attend a Q&A session to:
o Verify the authenticity of the work submitted.
o Demonstrate understanding of the response generated by the AI tool; and
o Explain how that understanding influenced my submitted work.

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INSTRUCTIONS

1. You are to submit an individual assignment written in Arial font, size 12, with 1.5 line spacing in a Word document.

2. The word count is no more than 1800 wordsexcluding labels for tables, figures, diagrams, headline text content and references. Please include a word count at the end of your assignment.

3. Do cite a minimum of THREEreferences from academic journals. All referencing and bibliography are recommended to follow the American Psychology Association (APA) format (7^th edition).

4. Submit your assignment onto SA 3.0 onto your individual folder. Pleaseemail a copy to the Programme Coordinator, Dr Elaine Wong, elaine_wong@rp.edu.sgby11 February 2026, 2359h.

5. For late submission, save your assignments in Word document format as“<Full Name>_<Student ID>.doc” and email it to (elaine_wong@rp.edu.sg).

Late submissions will be downgraded as follows:

Time after the submission deadline	Between 0 and < 24 hours	Between 24 and <48 hours	Between 48 and <72 hours	After 72 hours
Downgrading applied to submitted work	5% of the maximum score for the submitted work	10% of the maximum score for the submitted work	15% of the maximum score for the submitted work	100% of the maximum score for the submitted work, i.e. award zero marks

6. Students are reminded that plagiarism is a serious academic offence in RP. Assignments with any plagiarism will automatically be awarded an ‘F’ grade. Do note that you need to sign a statement of original work on the cover page when submitting your assignment.

7. Students with a valid MC covering 11 February 2026must contact the Programme Coordinator, Dr Elaine Wong (elaine_wong@rp.edu.sg), by 11 February 2026,12 noon for further instructions. Requests for extensions will not be approved without a valid MC. Students who have had an extension must attach a copy of their MC to their assignment.

Tip: While this may not be an English assignment, persistent bad grammar and spelling mistakes may result in a lower grade. Students with a poor command of English are advised to have their script proofread before submission.

S2470C Graded Assignment

The LifeLab @ St Luke is an experiential and interactive learning facility designed to educate on the physical, sensory and psychosocial challenges experienced by seniors. Visitors may experience the use of geriatric simulation suits and attempt activities of daily living to gain insights into seniors’ daily struggles.

Although Life Lab provides an immersive learning environment, caregivers may differ in how effectively they develop and maintain empathy. This assignment requires you to examine the behavioural change principles that influence caregiver empathy and propose behaviour change techniques that may enhance the Life Lab’s educational experience for caregiver training.

Please answer all questions below:

1. Describe and explain FOUR predisposing factors that influence caregivers’ empathy towards ageing seniorsin relation to the LifeLab(12 marks).

2. Discuss and propose how FOUR enabling factors within the LifeLab that could allow caregivers to understand seniors’ experiences and develop empathy (12 marks).

3. Explain FOURreinforcing factors that may help caregivers maintain empathy during the LifeLab experienceand recommend post activities for these factors (8 marks).

4. Apply SIX Behaviour Change Techniques to improve empathy among caregivers and explain how each BCTs can be applied to caregiver training within the LifeLab(18 marks).

(50 marks)

Grading Rubrics

	Excellent		Good		Fair		Poor		Weak
1. Describe and explain FOUR predisposing factors that influence caregivers’ empathy towards ageing seniors in relation to the LifeLab (12 marks).		Presents four highly relevant and well-defined predisposing factors and provides thorough, insightful explanations that clearly show how each factor affects empathy. Demonstrates a strong and explicit connection to Life Lab learning experiences.		Identifies four relevant predisposing factors with clear explanations and offers a reasonable link between the factors and Life Lab experiences, though not always deeply developed. Demonstrates sound understanding of empathy development, with minor gaps in detail or clarity.		Identifies three to four predisposing factors, though one may be weakly justified or not fully aligned with the Life Lab context and explanations are adequate but somewhat general, lacking deeper insight. Provides limited or surface-level references to the Life Lab.		Identifies two or three predisposing factors, with explanations that are unclear, incomplete, or mostly descriptive. Connections to the Life Lab are minimal or absent.		Provides one or no valid predisposing factors and explanations are largely incorrect, irrelevant, or missing. No evidence of understanding the Life Lab context or empathy development.
2. Discuss and propose how FOUR enabling factors within Life Lab could allow caregivers to understand seniors’ experiences and develop empathy (12 marks).		Presents four highly relevant and well-defined enabling factors and provides thorough, insightful explanations that clearly show how each factor affects empathy. Demonstrates a strong and explicit connection to Life Lab learning experiences.		Identifies four relevant enabling factors with clear explanations and offers a reasonable link between the factors and Life Lab experiences, though not always deeply developed. Demonstrates sound understanding of empathy development, with minor gaps in detail or clarity.		Identifies three to four enabling factors, though one may be weakly justified or not fully aligned with the Life Lab context and explanations are adequate but somewhat general, lacking deeper insight. Provides limited or surface-level references to the Life Lab.		Identifies two or three enabling factors, with explanations that are unclear, incomplete, or mostly descriptive. Connections to the Life Lab are minimal or absent.		Provides one or no valid enabling factors and explanations are largely incorrect, irrelevant, or missing. No evidence of understanding the Life Lab context or empathy development.
3. Explain FOUR reinforcing factors that may help caregivers maintain empathy during the Life Lab experience and recommend post activities for these factors (8 marks).		Presents four highly relevant and well-defined reinforcing factors and provides thorough, insightful explanations that clearly show how each factor affects empathy. Demonstrates a strong and explicit connection to Life Lab learning experiences.		Identifies four relevant reinforcing factors with clear explanations and offers a reasonable link between the factors and Life Lab experiences, though not always deeply developed. Demonstrates sound understanding of empathy development, with minor gaps in detail or clarity.		Identifies three to four reinforcing factors, though one may be weakly justified or not fully aligned with the Life Lab context and explanations are adequate but somewhat general, lacking deeper insight. Provides limited or surface-level references to the Life Lab.		Identifies two or three reinforcing factors, with explanations that are unclear, incomplete, or mostly descriptive. Connections to the Life Lab are minimal or absent.		Provides one or no valid reinforcing factors and explanations are largely incorrect, irrelevant, or missing. No evidence of understanding the Life Lab context or empathy development.
4. Apply SIX Behaviour Change Techniques (BCTs) to improve empathy among Caregivers and explain how each BCTs can be applied to caregiver training within the Life Lab (18 marks).		Identifies six highly relevant BCTs with clear, accurate and detailed explanations. Provides strong, context-specific applications to Life Lab demonstrating deep understanding.		Identifies six relevant BCTs with clear but slightly less detailed explanations. Applications to Life Lab are appropriate, though not consistently in-depth.		Identifies five to six BCTs, but explanations are basic, uneven, or partially correct. Life Lab applications lack depth and detail.		Identifies three to four BCTs with unclear or incomplete explanations. Applications to Life Lab are minimal, vague, or not well linked to empathy.		Identifies two or fewer BCTs or uses incorrect techniques. Explanations and applications are largely missing, irrelevant, or inaccurate.

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University	Republic Polytechnic (RP)
Subject	S2470C Behaviour Change

S2470C Behaviour Change Coursework Asessment 2026 | Republic Polytechnic, Singapore