| Course | INHE 2001 Fundamentals of Health Education and Behavior |
|---|---|
| Week | Week 3 |
| Paper type | Needs assessment |
| Length | About 710 words, 5 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | BS in Integrative Health |
| Updated | October 2026 |
Free sample paper for INHE 2001 Week 3
Shown, Said or Assumed: A Needs Assessment for Chemical Splash Protection on a Hospital Evening Housekeeping Crew, With Every Need Labeled by Its Source
Student Name
Walden University
INHE 2001: Fundamentals of Health Education and Behavior
Instructor Name
Month Day, Year
Shown, Said or Assumed: A Needs Assessment for Chemical Splash Protection on a Hospital Evening Housekeeping Crew, With Every Need Labeled by Its Source
The Group and the Question
This assessment covers the 14 housekeepers on the evening environmental services crew of a community hospital, the group described in last week's theory application. The question is what this crew needs in order to wear splash goggles for every concentrate jug change and to fill spray bottles only through the dilution dispenser. Every claim below carries one of three labels: shown, meaning it comes from department records; said, meaning crew members reported it; or assumed, meaning nothing yet supports it. Needs assessment texts warn that a writer's own plan tends to reappear as the group's need (Gilmore, 2012), and the labels are the guard against that.
What the Records Show
Table 1
Department records reviewed and what each shows
| Record | Period | What it shows | Label | |
|---|---|---|---|
| Incident log | Last three months | Two splashes to the eye, each while a jug was being changed, both on evenings | Shown | |
| Maintenance tickets | Last three months | Seven tickets for slow or jammed dilution dispensers, four on the evening shift | Shown | |
| Supervisor checklist | Twenty shift starts | Goggle hooks empty at 8 of 20 evening shift starts | Shown | |
| Training records | Last year | All 14 crew members completed hazard communication training | Shown | |
Records were reviewed with the supervisor's permission; no personal information was taken from them.
The records establish three things. Splashes happen during jug changes. The dispensers often fail. And goggles are missing at the start of many evening shifts, so some crew members who would wear them cannot.
What the Crew Says
A short anonymous questionnaire, completed by all 14 crew members during a shift meeting, asked about goggle use and filling habits. Nine said they skip goggles for a jug change "sometimes" or "often." Six said they had poured concentrate directly into a bottle at least once in the past month, all when the dispenser was slow. The most common reasons for skipping goggles were fogging (8 of 14) and finding the hook empty (7 of 14). Eleven of 14 said they knew a splash could hurt their eyes. These are reports, not observations, and people tend to describe their own habits favorably, so actual skipping may be higher.
What Remains Assumed
Two possible needs have no support yet. First, I assumed last week that the crew might underrate how serious a concentrate splash can be. The questionnaire shows most know a splash can hurt their eyes, but it did not ask whether they know a concentrate splash can cause lasting damage, so severity knowledge remains assumed. Second, I assumed that crew members whose first language is not English might struggle with the dispenser's printed instructions. Four crew members speak Spanish at home, but none mentioned the instructions, so this too stays assumed.
The Needs, Labeled
Table 2
Needs identified and the source of each
| Need | Source | |
|---|---|
| Goggles available at every jug change, including at evening shift start | Shown and said | |
| Goggles that do not fog | Said | |
| Dispensers that fill at working speed, or a reported route when they do not | Shown and said | |
| A clear rule that bottles are filled only through the dispenser | Said | |
| Knowledge of how serious a concentrate splash can be | Assumed | |
| Instructions in Spanish | Assumed | |
Only the first four needs are supported by evidence; the last two will be tested before any material is written for them.
What the Assessment Means for the Plan
Most supported needs are about supplies and equipment, not knowledge. That matches last week's finding that barriers explain the behavior better than beliefs. Job-related eye injuries are frequent enough that the federal occupational safety research institute counts eye protection among its basic controls (National Institute for Occupational Safety and Health [NIOSH], 2013), but the crew already accepts that goggles help. The education plan should therefore be modest and practical, and the department's supervisor should receive the equipment needs separately, since no lesson can refill an empty hook. Cleaning staff in hospitals perform disinfecting tasks with many products each shift (Saito et al., 2015), so any rule the crew learns must fit work done at speed.
References
Gilmore, G. D. (2012). Needs and capacity assessment strategies for health education and health promotion (4th ed.). Jones & Bartlett Learning.
National Institute for Occupational Safety and Health. (2013). Eye safety. Centers for Disease Control and Prevention. https://www.cdc.gov/niosh/topics/eye/
Saito, R., Virji, M. A., Henneberger, P. K., Humann, M. J., LeBouf, R. F., Stanton, M. L., Liang, X., & Stefaniak, A. B. (2015). Characterization of cleaning and disinfecting tasks and product use among hospital occupations. American Journal of Industrial Medicine, 58(1), 101-111. https://doi.org/10.1002/ajim.22393
Reading the INHE 2001 Week 3 instructions
Needs assessment assignments ask students to identify what a specific group needs in order to adopt a health behavior. Typical prompts want the group described, its data sources named, its needs listed and their effect on the program explained. Many require at least two kinds of evidence, for instance department records alongside self-report. Instructors look for needs that come from evidence rather than from the program the student already has in mind. Assessments that conclude the group needs exactly the education the student planned, without showing where that conclusion came from, tend to score lower. Prompts sometimes require a survey or interview, and students are expected to describe how the data were collected and to protect participants' privacy.
Inside the INHE 2001 Week 3 example
The assessment opens by defining the group, the question and the three labels. A table lists four department records, the period covered and what each shows. A section reports the questionnaire results with counts and notes the limits of self-report. Another section explains why two of the writer's earlier ideas remain assumptions. A second table lists six needs, each labeled by source, with a note that only four are supported. The final section concludes that most supported needs are about equipment, passes those to the supervisor and keeps the education modest. Every count in the paper comes with its denominator, such as 9 of 14 or 8 of 20 shift starts. Records were reviewed with permission and without collecting personal information.
Where the marks sit in the INHE 2001 Week 3 rubric
Instructors generally reward traceability in a needs assessment. Labeling each need by its source secures a large share, because it shows the reader which needs are proven and which are guesses. Using records as well as self-report earns credit, especially when the limits of self-report are noted. Keeping the writer's own assumptions labeled, rather than promoting them to needs, is often where strong assessments stand apart. Concluding that some needs are outside education's reach shows realism. Correct citation of a needs assessment text, a federal source and an exposure study supports the work. Counts given with their denominators, and a note on how privacy was protected, show careful handling of data.
Common INHE 2001 Week 3 mistakes, and how to avoid them
Decide on your labels before you collect anything. Gather at least one kind of record and one kind of self-report. Write each need with its source beside it. When a need comes only from your own idea, label it assumed and plan how to test it. Ask whether each need is something education can address, and pass the others to whoever can. If your assessment keeps concluding that people need the class you wanted to teach, we can review your data and prepare a sample assessment. Always give a count with its total so readers can judge its size.
Get a INHE 2001 Week 3 example written to your instructions
Send the assessment prompt, the group your section assigned and any data set it supplies, and an assessment in this shape comes back to you. First one is free and reaches you inside 24 to 48 hours. Real answers collected from a group belong to that group, and the desk never drafts them.
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- INHE 2001 Week 8: Materials Draft
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INHE 2001 Week 3 questions, answered
Where can I find a free INHE 2001 Week 3 sample paper?
It sits on this page in full, built around a 14-member evening housekeeping crew and its splash records.
What are the three labels?
Shown by records, said by the crew, or assumed with no support yet.
What did the records show?
Two eye-splash incidents, frequent dispenser problems and goggle hooks empty at many shift starts.
Why are some needs passed to the supervisor?
Empty hooks and fogging goggles are equipment problems that no lesson can fix.
Are self-reported habits reliable?
Less than records; people tend to describe their own habits favorably, so actual skipping may be higher.