| Course | HLTH 6475 Health and Wellness Education Program Planning, Implementation and Evaluation |
|---|---|
| Week | Week 11 |
| Paper type | Program plan |
| Length | About 1,060 words, 6 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | MS in Health Education and Promotion |
| Updated | October 2026 |
Free sample paper for HLTH 6475 Week 11
Program Plan: Mental Health First Aid for Adults Who Meet People in Distress in Mingo County, West Virginia, Assembled From the Term's Pieces Into One Document Another Team Could Run
Student Name
Walden University
HLTH 6475: Health and Wellness Education Program Planning, Implementation and Evaluation
Instructor Name
Month Day, Year
Program Plan: Mental Health First Aid for Adults Who Meet People in Distress in Mingo County, West Virginia, Assembled From the Term's Pieces Into One Document Another Team Could Run
1. Summary
This plan proposes a 12-month program to train 320 adults in Mingo County, West Virginia, in Mental Health First Aid, focusing on people who regularly encounter others in distress: people in schools, congregations, emergency services and workplace supervision. Two certified instructors will deliver 16 courses, a coordinator will recruit through partner organizations and follow up with trainees after three months, and the evaluation will measure knowledge, confidence and reported helping. The cash budget is $108,344.
2. Need
The need is documented by CDC rather than by the program. In CDC's model-based county estimates for 2023, 24.1% of Mingo County adults reported poor mental health on 14 or more of the previous 30 days, with a modeled range from 21.4% to 27.1% (Centers for Disease Control and Prevention [CDC], 2025). The statewide survey figure for 2023 was 22.0%, against 15.4% across states (CDC, 2026). About a quarter of county adults, in other words, are living with frequent mental distress, and the people around them at work, church and school are often the first to notice.
3. Goal and Objectives
Goal: county adults who often meet people in distress can recognize a mental health problem and connect the person with support.
Process objectives: 16 courses and 320 certified trainees by month 12, with at least 60% from the four priority groups.
Impact objectives: average knowledge scores climb by 20 or more percentage points between the morning and closing tests of each course; the share of trainees confident to help rises at least 25 percentage points.
Outcome objective: at three months, at least 40% of trainees reached report having used the action plan to help someone.
No objective targets the county's distress rate, which a program of this size cannot measurably change in a year.
4. Theory
The program rests on the theory of planned behavior, in which intention to act depends on attitude toward the act, perceived expectations of important others and perceived ability, and intention in turn predicts behavior (Ajzen, 1991). The course addresses attitudes through content on stigma and recovery, perceived expectations by training colleagues from the same organization together and perceived ability through a practiced action plan and a local referral card. Pooled results from 18 controlled trials show stronger knowledge, confidence and intentions after the course, slightly less stigma and a modest rise in actual helping when trainees were contacted later (Morgan et al., 2018).
5. Activities
Partner recruitment: in months 1 and 2, the coordinator secures written commitments from schools, churches, emergency services and employers to host courses and recruit participants.
Course delivery: both instructors teach every course, capped at 20 participants, using either the day-long in-person format or the blended format of a short online module and a half-day session (Mental Health First Aid USA, n.d.). Each course opens with a pretest, follows the standard curriculum, adds a ten-minute local resource segment and closes with a posttest.
Local resource card: a wallet card of verified crisis, treatment and peer support numbers, checked before the first course and at month 6.
Follow-up: a short text or phone survey of each trainee three months after the course, asking whether and how they helped someone, without recording names of those helped.
6. Logic
Inputs, two instructors, a coordinator, partner space and materials, support recruitment and 16 courses. Courses produce certified trainees, an output. Trainees' higher knowledge and confidence are short-term outcomes, and helping and referrals in daily life are intermediate outcomes. The weakest link, from knowing to doing, is measured directly through the follow-up rather than assumed.
7. Resources
Spread across 320 trainees, cash spending comes to roughly $339 each. Proposed sources are county health improvement funds, state grants for behavioral health or suicide prevention and a regional foundation, none yet secured.
Table 1
Budget Summary, 12 Months
| Category | Amount | |
|---|---|
| Coordinator, 0.5 FTE | $23,000 | |
| Two instructors, 0.5 FTE each | $48,000 | |
| Fringe at 30% | $21,300 | |
| Instructor certification | $4,800 | |
| Participant manuals | $6,400 | |
| Printing | $900 | |
| Instructor mileage | $1,344 | |
| Text and survey service | $600 | |
| Lunch at in-person courses | $2,000 | |
| Total cash | $108,344 | |
Certification, manual and lunch figures are estimates to be confirmed; donated meeting space, valued at about $2,400, is counted in-kind.
8. Timeline
The first quarter covers hiring, certifying instructors, signing partners, printing the resource card and delivering the first two courses. Months 4 to 6: five courses and the first follow-ups. Months 7 to 9: five courses and a mid-year recruitment review. Months 10 to 12: four courses, final follow-ups for earlier cohorts and the final report. Because the last four courses fall after month 9, their three-month follow-ups lie beyond the funded year, so the year-end helping result describes courses 1 through 12.
9. Evaluation
The design is one group measured three times: pretest, posttest and three-month follow-up. Process indicators are drawn from rosters, registration forms and instructor debriefs; outcome indicators from the tests, confidence items, three short theory-construct scales and the follow-up survey. Success is judged against the objectives in section 3. The three-month response rate will be reported beside the helping figure, and results will be described as applying to respondents if fewer than half reply.
10. Consistency Across Sections
The plan was checked for agreement before assembly. Course and trainee counts are the same in the summary, objectives, activities, budget and timeline. The follow-up limitation appears in both the timeline and the evaluation. The theory constructs named in section 4 are the ones measured in section 9. One inconsistency surfaced in drafting, an earlier timeline that promised follow-ups for all 16 courses within the year, and was corrected.
11. What Another Team Would Need
A team taking over this plan would need the partner letters, the course calendar, the pretest and posttest forms, the debrief form, the resource card file and the follow-up survey script. All are kept in a shared folder named in the coordinator's handover notes, so the program can continue if staff change mid-year.
12. Limits
Outcome measures are self-reported, the quality of help cannot be observed and the program cannot show change in the county's distress rate. Services to which trainees refer people may be stretched; the program can point people toward help but cannot expand it.
References
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-T
Centers for Disease Control and Prevention. (2025). PLACES: Local data for better health, county data, 2025 release [Data set]. https://data.cdc.gov/d/swc5-untb
Centers for Disease Control and Prevention. (2026). Behavioral Risk Factor Surveillance System (BRFSS) prevalence data (2011 to present) [Data set]. https://data.cdc.gov/d/dttw-5yxu
Mental Health First Aid USA. (n.d.). Take Mental Health First Aid. National Council for Mental Wellbeing. https://www.mentalhealthfirstaid.org/take-a-course/
Morgan, A. J., Ross, A., & Reavley, N. J. (2018). Systematic review and meta-analysis of Mental Health First Aid training: Effects on knowledge, stigma, and helping behaviour. PLOS ONE, 13(5), Article e0197102. https://doi.org/10.1371/journal.pone.0197102
The Walden HLTH 6475 Week 11 instructions
The final assignment asks students to assemble the full program plan from pieces built during the term. Assembly is the smaller half of the work; coherence is graded. Sections drafted weeks apart often disagree quietly about objectives, numbers, staffing or timing, so students should check every figure and term against every section. The plan usually includes a summary written last, need, goals and objectives, theory, activities, logic model, resources, timeline, evaluation and limits. A section documenting consistency checks, including any mismatches corrected, shows care. Many instructors value a handover section describing what another team would need to run the program, from forms to partner contacts. Sources from earlier weeks are combined into one APA reference list.
How this HLTH 6475 Week 11 example is built
The plan opens with a summary repeating only figures found unchanged later. Need cites county, state and multistate distress figures. Goal and objectives restate process, impact and outcome targets. A theory section summarizes the planned-behavior links and trial evidence. Activities, logic, a nine-line budget table totaling $108,344 with in-kind space, and a quarterly timeline follow, the timeline noting that helping results will cover the first 12 courses. The evaluation section restates the three-point design and the response-rate rule. A consistency section reports that an earlier timeline promised follow-ups for all 16 courses and was corrected. Handover materials and limits close the plan.
HLTH 6475 Week 11 rubric: what earns full marks
Final program plans are judged on whether their sections agree. Instructors trace figures, such as courses, trainees, targets and budget totals, through every section and deduct for any mismatch. A summary that introduces nothing new earns credit. Each section should meet the standard of its earlier assignment, so weaknesses carried forward still cost marks. Documenting consistency checks and corrections shows professional care. A handover section demonstrates that the plan could be run by others. Honest limits add credibility, and a short handover list shows the plan can outlive its author. Clear numbered sections that follow the order of the term's assignments aid grading, and a single, complete APA reference list combining all sources completes the requirements.
HLTH 6475 Week 11 help from the desk
Final plans often lose credit when figures drift between sections, such as 320 trainees in the objectives and 300 in the budget. Another frequent problem is an opening summary drafted before the sections, promising things they do not support. Some students also paste earlier assignments without updating them after feedback. To assemble a stronger plan, list every number and key term and search each section for it. Write the summary last. Revise each section against the feedback you received. Add a short section describing the checks you made. Include what another team would need, from forms to contact lists. If you need help assembling a complete program plan, our writers can combine and reconcile your sections.
Get a HLTH 6475 Week 11 example written to your instructions
A complete HLTH 6475 program plan stands as a model here, reconciled across all sections rather than stitched. Anything belonging to a real organization, from its strategic plan to its funding applications, falls outside what gets drafted for anyone. Send the prompt and the rubric your section posted; the first custom sample is free and comes back in 24-48h.
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HLTH 6475 Week 11 questions, answered
Where can I find a free HLTH 6475 Week 11 sample paper?
The complete Week 11 program plan, joining twelve sections with a budget table and five references, is laid out on this page.
What does the HLTH 6475 Week 11 program plan propose?
Training 320 adults who meet people in distress in 16 Mental Health First Aid courses over 12 months, with follow-up on helping and a cash budget of $108,344.
What theory underpins the plan?
The theory of planned behavior, linking course content on stigma, group training of colleagues and a practiced action plan to intention and helping.
What inconsistency was found and corrected?
An earlier timeline promised three-month follow-ups for all 16 courses within the year; the final plan reports helping for the first 12 courses.
What would another team need to run the program?
The partner letters, course calendar, pretest and posttest forms, debrief form, resource card file and follow-up survey script, kept in a shared folder.