| Course | HLTH 6475 Health and Wellness Education Program Planning, Implementation and Evaluation |
|---|---|
| Week | Week 2 |
| Paper type | Objective set |
| Length | About 580 words, 5 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 2
Objective Set for the Mingo County Mental Health First Aid Program: Process, Impact and Outcome Objectives Kept Separate, Each With a Baseline Traced to Its Source and a Deadline
Student Name
Walden University
HLTH 6475: Health and Wellness Education Program Planning, Implementation and Evaluation
Instructor Name
Month Day, Year
Objective Set for the Mingo County Mental Health First Aid Program: Process, Impact and Outcome Objectives Kept Separate, Each With a Baseline Traced to Its Source and a Deadline
The Need These Objectives Answer
The documented need belongs to others. CDC's model-based county estimates for 2023 report frequent mental distress among 24.1% of adults in Mingo County, West Virginia, with a 95% interval of 21.4% to 27.1% (Centers for Disease Control and Prevention [CDC], 2025). The same year's state survey placed West Virginia at 22.0% (CDC, 2026). The program will not change those prevalence figures within a year, and no objective below claims it will. Its goal is narrower: more adults in the county who can recognize a mental health problem in someone else and respond helpfully.
Goal
Adults in Mingo County who are likely to encounter people in distress, through work, faith communities or family, are better able to recognize mental health problems and help someone get support.
Process Objectives
P1. By the end of month 12, the program will deliver 16 Mental Health First Aid courses for adults in Mingo County, at least 10 in person and up to 6 in the blended format.
Baseline: 0 program courses delivered. Source: program records.
P2. By the end of month 12, 320 county adults will complete the course and receive certificates.
Baseline: 0. Source: course rosters.
P3. By the end of month 12, at least 60% of trainees will come from four priority groups: school staff, faith leaders and volunteers, first responders and supervisors at local employers.
Baseline: not applicable. Source: registration forms.
Impact Objectives
I1. By the end of each course, trainees' average score on a knowledge test of mental health first aid will rise by at least 20 percentage points from the pretest given that morning.
Baseline: each cohort's own pretest. Source: course pretest and posttest.
I2. By the end of each course, the share of trainees who rate themselves as confident to help someone with a mental health problem will rise from the pretest level by at least 25 percentage points.
Baseline: each cohort's pretest. Source: confidence items on the same forms.
These targets are set in light of trial evidence, in which the training produced small to moderate improvements in knowledge, confidence and intentions to help (Morgan et al., 2018); the program sets local targets rather than assuming trial effects will transfer.
Outcome Objective
O1. By three months after their course, at least 40% of trainees reached by follow-up will report having used the course's action plan at least once to help someone, with the share among those reached reported alongside the response rate.
Baseline: 0 at course completion. Source: three-month follow-up call or text survey.
Trial evidence shows a small increase in help provided after training (Morgan et al., 2018), so this objective measures helping behavior directly rather than inferring it from knowledge scores.
Why the Objectives Are Separated
Process objectives tell the funder whether the program was delivered. Impact objectives tell whether trainees learned. The outcome objective tells whether trainees acted. A report that met the process objectives but not the others would show a program that ran but did not work; keeping them apart makes that visible.
What the Objectives Leave Out
No objective targets the county's frequent mental distress rate, suicide or overdose deaths. Those outcomes are real reasons for the program, but a one-year training effort cannot move them measurably, and promising them would set the program up to fail its own evaluation.
References
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
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
Reading the HLTH 6475 Week 2 instructions
The second week asks students to convert a need documented by others into a set of program objectives. The deliverable is the objective set itself, presented as a short numbered document. Process, impact and outcome objectives should be separated, and each should carry a baseline traced to its source, a target and a deadline. Students should set targets informed by evidence about the intervention, not by hope. Objectives must be measurable within the program period; promises to change population rates over a year usually are not. A brief explanation of why the objective types are separated, and what the set leaves out, helps reviewers. Sources include the data documenting need and studies of the intervention, cited in APA format.
Inside the HLTH 6475 Week 2 example
The document opens by citing CDC's county estimate of 24.1% frequent mental distress, with its interval, and the state figure, and states that the program will not change those rates within a year. A goal statement follows. Three process objectives cover courses, trainees and priority groups, each with a baseline of zero from program records. Two impact objectives set knowledge and confidence gains measured against each cohort's own pretest, with targets informed by trial evidence. One outcome objective sets a 40% helping target at three months, reported beside the response rate. A section explains that separating objective types shows whether a program ran, taught or changed behavior, and a final section lists outcomes the set does not claim.
Where the marks sit in the HLTH 6475 Week 2 rubric
Objective sets are graded on structure, measurability and honesty. Faculty expect process, impact and outcome objectives to be clearly separated, and they deduct when types are mixed. Each objective should state a baseline with its source, a target and a deadline; missing baselines are a common deduction. Targets informed by evidence earn credit, while targets that promise population change in a year lose it. Precise wording that a later report could answer yes or no carries significant weight. A short rationale for the separation and a list of what is not claimed show judgment. Clean numbered formatting aids grading. APA citations for need data and intervention evidence complete the requirements.
HLTH 6475 Week 2 help from the desk
Objective sets often lose credit by mixing activities and outcomes, such as listing "hold training sessions" as an outcome. Another common problem is omitting baselines, which leaves no way to measure change. Some students also promise reductions in suicide or distress rates within a year, which no evaluation could confirm. To write a stronger set, write a one-sentence goal. List what the program will deliver as process objectives, what participants will learn as impact objectives and what they will do as outcome objectives. Give each a baseline, a source, a target and a date. State what you are not promising. If you need an objective set for your own program, our team can draft one.
Get a HLTH 6475 Week 2 example written to your instructions
This desk keeps a HLTH 6475 Week 2 objective set showing the three levels apart and every baseline cited. Where a workplace supplied the starting figures, those stay with the person who holds them, and the model carries a bracketed placeholder instead. Send the prompt and the rubric your section posted and the first custom sample comes back free inside 24-48h.
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HLTH 6475 Week 2 questions, answered
Where can I find a free HLTH 6475 Week 2 sample paper?
The full Week 2 objective set for a Mental Health First Aid program in Mingo County, with process, impact and outcome objectives and three references, is published here.
What are the process objectives in the HLTH 6475 Week 2 example?
Sixteen courses delivered and 320 adults certified by month 12, with at least 60% from school staff, faith communities, first responders and employer supervisors.
How are the impact objectives measured?
Against each cohort's own pretest on the morning of the course, with targets of a 20-point knowledge gain and a 25-point rise in confidence by course end.
What is the outcome objective?
At least 40% of trainees reached at three months will report having used the course's action plan to help someone, with the response rate reported alongside.
What does the objective set not promise?
Any change in the county's frequent mental distress rate, suicide or overdose deaths, which a one-year training program cannot measurably affect.