| Course | HLTH 6475 Health and Wellness Education Program Planning, Implementation and Evaluation |
|---|---|
| Week | Week 5 |
| Paper type | Activity plan |
| Length | About 1,010 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 5
Activity Plan: Every Session, Material and Encounter in a County Mental Health First Aid Program, Described So an Educator Who Never Saw the Project Could Run It
Student Name
Walden University
HLTH 6475: Health and Wellness Education Program Planning, Implementation and Evaluation
Instructor Name
Month Day, Year
Activity Plan: Every Session, Material and Encounter in a County Mental Health First Aid Program, Described So an Educator Who Never Saw the Project Could Run It
Overview
The program has four activities: partner recruitment, course delivery, distribution of a local resource card and three-month follow-up. Each is described below, in the order a new coordinator would meet them, with who does it, where, when, with what materials and in what sequence. The plan serves the objectives already set: 16 courses and 320 trainees by month 12, knowledge and confidence gains at course end and reported helping behavior at three months.
Activity 1: Partner Recruitment
Who: the program coordinator, a half-time position.
What: meetings with leaders of four kinds of organizations whose members regularly encounter people in distress: the county school system, churches and faith-based volunteer groups, emergency services and the larger local employers.
How: in months 1 and 2, the coordinator meets each organization's leader, explains the course, asks for a commitment to host or fill at least one course and agrees on a date, room and number of seats. Each commitment is confirmed in a one-page letter stating the course date, the organization's role in recruiting participants and any in-kind contribution such as space.
Materials: a two-page program description, sample course agenda and a registration form.
Output: a course calendar for the year, with each course assigned a host and a priority group.
Activity 2: Course Delivery
Who: two certified Mental Health First Aid instructors employed at half time. Each course is taught by both instructors together, a rule this program sets so that one can run practice exercises while the other attends to any participant who becomes distressed.
Formats: the program uses the two formats offered nationally. The in-person format is a day-long session led by instructors. The blended format pairs a self-paced online module of about two hours, completed before the class, with a half-day instructor-led session (Mental Health First Aid USA, n.d.). Blended courses are reserved for groups whose schedules cannot accommodate a full day, such as shift-working first responders, and only when participants confirm reliable internet access for the online module.
Size: each course is capped at 20 participants so that role plays allow every participant to practice.
Setting: host organizations provide rooms with tables, a projector and access for people with mobility limitations. Courses at churches and schools are scheduled on Saturdays or during staff development days; courses for employers are scheduled during work hours with the employer's agreement to pay staff for the time.
Sequence on the day:
1. Arrival and registration, with each participant completing the pretest on knowledge and confidence before any teaching begins.
2. The standard course content, delivered as the curriculum specifies, including the action plan and practice scenarios.
3. A ten-minute local segment added at the end, in which an instructor reviews the county resource card.
4. The posttest, using the same items as the pretest.
5. Distribution of certificates and resource cards, and collection of each participant's preferred contact method for the three-month follow-up.
Materials: participant manuals ordered through the national program, printed pretests and posttests, resource cards and a sign-in sheet.
Safety: because course content can bring up personal experiences, one instructor remains available during breaks, and both instructors carry the county crisis line number. A participant who becomes distressed is offered a private conversation and referral, and may leave the course without penalty.
Activity 3: Local Resource Card
Who: the coordinator prepares and updates the card; instructors distribute it.
What: a wallet card listing the national suicide and crisis lifeline, the county's community mental health center, the nearest emergency department and two local peer support groups, with hours and phone numbers.
How: the coordinator verifies every number by calling it before the first course and again at month 6, and reprints the card if anything changes.
Why: knowing where to refer someone is part of acting on the course; a card with verified local numbers removes one reason trainees might hesitate.
Activity 4: Three-Month Follow-Up
Who: the coordinator.
What: a brief contact with each trainee three months after their course, by text message with a link to four questions or by phone for those who prefer it.
Questions: whether the trainee has used the action plan with anyone since the course; in what setting, without names; whether they referred the person to any service; and what, if anything, made helping harder.
How: up to three attempts per trainee over two weeks. Responses are recorded without names of the people helped.
Why: trial evidence shows that training produces larger gains in knowledge and confidence than in helping behavior, with only a small increase in help provided at follow-up (Morgan et al., 2018). Knowledge scores alone would therefore flatter the program. The follow-up measures the behavior the program exists to change.
Accessibility and Language
Courses are held only in rooms reachable without stairs. Participants who need accommodations, such as large-print materials or a sign language interpreter, can request them on the registration form at least two weeks ahead. The national program offers course materials in Spanish, which the coordinator will request if any partner group needs them.
Instructor Debriefs
After every course, the two instructors spend fifteen minutes recording attendance, any participant safety concerns, questions they could not answer and changes needed for the next course. The coordinator reviews the debrief notes monthly. This keeps sixteen courses delivered by the same two people from drifting in quality as the year goes on.
What the Plan Assumes
The plan assumes host organizations release participants, instructors remain in post for the year and trainees answer follow-up contacts. Each assumption is checked in the timeline and evaluation, and the coordinator's monthly review is the point at which problems would surface. The need behind the plan, frequent mental distress among about a quarter of county adults in CDC's 2023 estimates (Centers for Disease Control and Prevention [CDC], 2025), is large enough that full courses are likely, but recruitment through trusted local organizations is what turns need into attendance.
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
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
HLTH 6475 Week 5 instructions, in plain terms
The fifth week asks students to write the activity plan, describing the actual sessions, materials and encounters that make up the program. The test is operational: a health educator who had never seen the project should be able to run it from the plan. Each activity needs a responsible person, a setting, a schedule, a sequence of steps, materials and the output it produces, along with the objective it serves. Safety procedures, accessibility arrangements and quality checks are expected where relevant. Formats and curricula drawn from established programs should be described accurately and cited. A short section on assumptions shows where the plan could break. Timing for each activity should also fit the program year, so late activities do not outrun the funding period. Sources include program guidance and intervention evidence in APA format.
How this HLTH 6475 Week 5 example is built
The plan opens with an overview of four activities and the objectives they serve. Partner recruitment describes meetings with schools, churches, emergency services and employers in months 1 and 2 and the one-page commitment letter. Course delivery describes two instructors per course, the two national formats, a 20-person cap, settings and scheduling, a five-step sequence on the day, materials and safety steps for distressed participants. The resource card section explains which numbers are listed and how they are verified. The follow-up section describes a four-question text or phone survey and why it measures helping. Sections on accessibility, instructor debriefs and assumptions close the plan.
Reading the HLTH 6475 Week 5 rubric
Activity plans are graded on operational detail. Faculty ask whether someone new could run the program from the plan and reward specific roles, settings, schedules, step sequences and materials. Vague descriptions such as "hold training sessions" cost marks. Each activity should connect to an objective and produce a defined output. Safety and accessibility provisions show professional responsibility. Accurate description of established curricula and formats, with citations, earns credit. Quality checks, such as debriefs, demonstrate attention to consistency. A section on assumptions shows realism. Clear organization by activity aids grading, and a plan that names a backup for each key role reads as ready to run. APA citations for program guidance and evidence complete the requirements.
Common HLTH 6475 Week 5 mistakes, and how to avoid them
Activity plans often lose credit for describing activities at the level of a brochure rather than a manual, leaving a reader unsure who does what and when. Another common problem is omitting safety procedures for sensitive content. Some plans also invent details about established curricula. To write a stronger plan, list each activity with its owner, setting, schedule, steps, materials and output. Link each to an objective. Add what happens if something goes wrong. Describe established curricula accurately and cite them. Note your assumptions and check each date against the program year. If you need an activity plan detailed enough for a new staff member to follow, our writers can prepare one.
Get a HLTH 6475 Week 5 example written to your instructions
A full HLTH 6475 Week 5 activity plan can be pulled from the shelf here, parallel entries throughout and every session tied to its objective. Curricula owned by an employer, participant rosters and internal session records are not reconstructed 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 5 questions, answered
Where can I find a free HLTH 6475 Week 5 sample paper?
A complete Week 5 activity plan detailing four activities, with three references, can be studied on this page.
What are the four activities in the HLTH 6475 Week 5 plan?
Partner recruitment, course delivery, distribution of a verified local resource card and a three-month follow-up survey of trainees.
What formats do the courses use?
A day-long in-person session or a blended format pairing a short online module with a half-day instructor-led session, capped at 20 participants.
Why do two instructors teach every course?
So one can run practice exercises while the other attends to any participant who becomes distressed during the sensitive content.
What does the follow-up survey ask?
Whether trainees have used the action plan to help anyone, in what setting, whether they referred the person to a service and what made helping harder.