| Course | HD499 Bachelor's Capstone in Health Education and Promotion |
|---|---|
| Unit | Unit 5 |
| Paper type | Program plan section |
| Length | About 580 words, 5 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BS in Health and Wellness |
| Updated | October 2026 |
Free sample paper for HD499 Unit 5
Every Objective Points Back to a Finding: A Unit 5 Program Plan Section for Clear the Cabinet in Composite Corley County
[Student Name]
Purdue University Global
HD499: Bachelor's Capstone in Health Education and Promotion
Unit 5 Program Plan Section
[Instructor Name]
[Date]
The program, its partners and targets are composite; the stage model, the disposal trial and the planning text cited are real.
Goal
Fewer unused opioid pills kept in Corley County homes after surgery.
The Model
The Precaution Adoption Process Model describes people moving from being unaware of an issue, to unengaged, to deciding, to acting and maintaining (Weinstein, 1988). The assessment found most patients keeping pills were unaware of the risk or undecided, so the program starts early in that sequence and makes acting easy.
Components by Stage
Unaware or unengaged. At pickup, the pharmacist spends thirty seconds telling every patient filling an opioid after surgery that most people have pills left, that leftovers in the home are a common source of misuse by others, and that the pharmacy will help them dispose of what they do not use.
Undecided. A short insert in the prescription bag answers the most common reason for keeping pills, "just in case," by explaining that a new prescription can be written if pain returns.
Decided to act. Every patient receives a free drug deactivation pouch with the prescription. In a randomized trial, surgical patients handed a deactivation bag were more likely to say they had gotten rid of their leftover opioids (Brummett et al., 2019).
Acting. On day ten after pickup, a text, sent only to patients who consented, asks whether they are done with their pills and reminds them how to use the pouch or where the pharmacy kiosk is.
Maintenance. Two pharmacies install take-back kiosks so that future leftovers, of any medicine, have a place to go.
The pouch is given to everyone at pickup, before anyone has decided anything, because the assessment found the hardest step was not deciding to dispose but knowing how, and a pouch already in the bag removes that step.
Objectives
1. Within twelve months of launch, no fewer than [85] percent of patients filling an opioid prescription after surgery at participating pharmacies receive a pouch and the pharmacist's message. Source: pharmacy distribution log. Finding addressed: 3, disposal is unfamiliar.
2. Over the same year, [60] percent or more of patients who consent to texts say they discarded their remaining tablets in the fortnight after their last dose, up from [18] percent. Source: day-ten and day-twenty-one text responses. Findings addressed: 1 and 2.
3. At the twelve-month survey, the share of surgical patients who report keeping leftover opioids at home falls from about [45] percent to [25] percent or less. Source: repeat telephone survey of [200] patients. Finding addressed: 2.
4. By the end of month six, two pharmacies host take-back kiosks. Source: installation records. Finding addressed: 3.
Partners and Roles
Three pharmacies: counseling, pouch distribution, kiosk hosting. Surgery center: a line in discharge instructions. Health department: pouch purchasing, text system and evaluation. Sheriff's office: kiosk collection.
Budget Summary
Pouches at about [$2.50] each for [3,200] prescriptions, [$8,000]. Text system, [$1,200]. Inserts, [$600]. Kiosk installation and collection, [$4,000]. Pharmacist training, [$1,500]. Total about [$15,300] a year.
Fit With the Assessment
Planning texts recommend that each objective be traceable to an assessed need and each component to a theory-based reason (Issel & Wells, 2018). Every objective above names its finding, and every component names its stage.
References
Brummett, C. M., Steiger, R., Englesbe, M., Khalsa, C., DeBlanc, J. J., Denton, L. R., & Waljee, J. (2019). Effect of an activated charcoal bag on disposal of unused opioids after an outpatient surgical procedure: A randomized clinical trial. JAMA Surgery, 154(6), 558-561. https://doi.org/10.1001/jamasurg.2019.0155
Issel, L. M., & Wells, R. (2018). Health program planning and evaluation: A practical, systematic approach for community health (4th ed.). Jones & Bartlett Learning.
Weinstein, N. D. (1988). The precaution adoption process. Health Psychology, 7(4), 355-386. https://doi.org/10.1037/0278-6133.7.4.355
The Purdue Global HD499 Unit 5 instructions
Unit 5 commonly asks for the planning portion of the capstone: a goal, objectives written in SMART form, the components or activities of the program, the theory behind them, partners and a budget. Many prompts require a logic model or a link between each objective and an assessment finding. Each objective should state where things stand now, where they should be, by when and how you will know. Components should match the stages or barriers the assessment found. Budgets may be summaries, but quantities and unit costs make them credible. Expect four to six pages in most sections, with tables allowed. Name the partners who deliver each component and what each contributes.
How this HD499 Unit 5 example is built
The goal states the change in plain terms. The model section explains why the Precaution Adoption Process Model fits a behavior most patients have never considered. Components are listed by stage: awareness at the counter, a pouch already in the bag, a reminder text and kiosks for those who prefer them. The highlighted sentence explains why the pouch is given to everyone before any decision is made, since the assessment found not knowing how was the hardest step. Four objectives follow, each citing its finding. Partners and roles name pharmacies, the surgery center, the health department and the sheriff. The budget sums pouches, texts, printing and coordinator time. A closing section on fit with the assessment checks that no finding was left without a response and no component appears without a finding behind it.
Reading the HD499 Unit 5 grading rubric
A plan section is typically graded on alignment with the assessment, quality of objectives, fit between theory and components, feasibility and budget. Alignment often carries the most weight, because a plan that ignores the assessment undercuts the capstone's logic. Objectives score well when each can be measured with a named source by a set date. Components earn credit when the theory explains why each one is there. Feasibility looks at partners' roles and whether the workload is realistic. A budget gains marks when its totals add up and match the components. A plan section also benefits from naming who decides when a component is not working, since that question returns in the implementation unit.
HD499 Unit 5 help: mistakes that cost points
Plans often lose points on objectives that are vague, such as "increase awareness," with no baseline or source. Another issue is a component chosen because it is popular rather than because the assessment calls for it. Some students forget to say who delivers each activity. Others present a budget whose lines do not match the plan. Reading the plan backward, from each objective to its finding, is a quick check. If your assessment found different barriers, share the findings, and a plan can be drafted whose every objective traces to them.
Get an HD499 Unit 5 example written to your instructions
Bring your HD499 assessment's numbered findings, the theory your section requires or permits, and the Unit 5 prompt and rubric. Back in 24-48h, the free first custom sample traces each objective to a finding, lets the theory's constructs decide the components, and admits plainly which outcomes the plan cannot measure. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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HD499 Unit 5 questions, answered
How many objectives should the plan section include?
Enough to cover each type your prompt names and each assessment finding, usually six to ten in a capstone. Every objective needs a baseline, a target, a date and a data source. More objectives are not better if some cannot be measured, since the evaluation design in a later unit will have to measure every one you write.
Can the plan change after the assessment?
It should respond to the assessment, which is the point of doing one. If the plan differs from ideas you held at the start of the term, that usually shows the assessment did its job. State the finding that prompted each change, and keep the population identical to the scope proposal unless you explicitly revise both documents.
Where can I find a free HD499 Unit 5 sample paper?
Here you can read a full Unit 5 program plan section for an opioid disposal program, with four objectives each tied to an assessment finding.
Why give everyone a pouch instead of only those who ask?
Most patients had never considered disposal, so waiting for a request would miss them. A pouch already in the bag removes the step the assessment found hardest.
Does the plan need a logic model?
Some sections require one, others accept a table of objectives and components. Either way, the link from finding to activity to objective should be easy to follow.