| Course | HD499 Bachelor's Capstone in Health Education and Promotion |
|---|---|
| Unit | Unit 9 |
| Paper type | Capstone presentation |
| Length | About 600 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 9
Fifteen Minutes, Fourteen Slides: A Unit 9 Capstone Presentation on Leftover Opioid Pills for a County Board of Health
[Student Name]
Purdue University Global
HD499: Bachelor's Capstone in Health Education and Promotion
Unit 9 Capstone Presentation
[Instructor Name]
[Date]
The audience, the slides and the figures are composite; the systematic review, the disposal trial and the stage model cited are real.
The Deck
Slide 1. Title: Clear the Cabinet. Speaker note: introduce the project in one sentence and name the three groups in the room.
Slide 2. One number in large type: "Nearly half." Note: close to half of the people operated on in the county end up storing opioid tablets they have stopped taking. Pause before explaining.
Slide 3. Where the number comes from. Note: we phoned [212] people a few weeks after their procedures; 64 percent had pills left, and most of those kept them. The denominator is all surgical patients surveyed.
Slide 4. Why it matters. Note: leftover pills are a common source of misuse by family members, and about a third of these homes have a teenager. A national review found leftovers are the norm after surgery (Bicket et al., 2017).
Slide 5. Why people keep them. Note: three reasons from the survey, said in patients' words: "just in case," "didn't know how," "didn't know the pharmacy could help."
Slide 6. The idea. Note: make disposal the easy default by putting the tool in the bag.
Slide 7. The evidence. Note: a randomized trial found that giving surgical patients a deactivation bag increased disposal of leftover opioids (Brummett et al., 2019).
Slide 8. How it works at the counter. A photo of the pouch and insert. Note: thirty seconds of pharmacist time, a pouch in every bag.
Slide 9. The follow-up. Note: a day-ten text, only with consent.
Slide 10. Stages of readiness. Note: most patients have never thought about disposal, so the program starts with awareness and makes action easy, following the Precaution Adoption Process Model (Weinstein, 1988).
Slide 11. Year-one targets. Note: four objectives, read aloud slowly.
Slide 12. Cost. Note: about [$15,300] a year, roughly five dollars per prescription.
Slide 13. What the evaluation will and will not show. Note: it measures disposal and pills kept, not overdoses, and why.
Slide 14. The request, in one sentence. Note: "We ask the board to fund pouches for one year and to support kiosk collection at two pharmacies."
The deck opens on one number and closes on one request so that a board member who remembers nothing else leaves knowing the size of the problem and what is being asked of them.
Delivery Notes
Practice to thirteen minutes, leaving two for questions within the fifteen. Bring printed one-page summaries. Have a pharmacist partner ready to answer how the counter step fits their workflow.
Anticipated Questions
"Why not just tell surgeons to prescribe fewer pills?" That is a separate and important effort; this project works on pills already in homes. "Do people actually use the pouches?" The trial found more disposal with them, and the program will measure use locally. "What does it cost the pharmacies?" About thirty seconds per prescription, with pouches supplied.
Design Choices
Large type, one idea per slide, no tables. The deck uses the county's own figures rather than national ones wherever possible, because board members respond to local numbers. Every slide was timed in rehearsal, and two slides that ran long were cut in half. Numbers are given with their denominators in the speaker notes so that the board's questions can be answered precisely.
References
Bicket, M. C., Long, J. J., Pronovost, P. J., Alexander, G. C., & Wu, C. L. (2017). Prescription opioid analgesics commonly unused after surgery: A systematic review. JAMA Surgery, 152(11), 1066-1071. https://doi.org/10.1001/jamasurg.2017.0831
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
Weinstein, N. D. (1988). The precaution adoption process. Health Psychology, 7(4), 355-386. https://doi.org/10.1037/0278-6133.7.4.355
HD499 Unit 9 instructions, in plain terms
The ninth unit commonly asks for a recorded or live presentation of the capstone, with slides and speaker notes, aimed at a stakeholder audience. Prompts usually set a time limit and ask you to cover the problem, the plan, implementation, evaluation and a request or next step. Some sections require a transcript or a handout. Design slides for listening, with little text and one idea each. Put sources in notes or on a final slide in APA. Rehearse to the time limit, leaving room for questions where the format allows. Know your audience before choosing what to cut: a board weighs cost and risk, while partners want to know what the program asks of their staff.
How the HD 499 Unit 9 example is put together
Slides are listed in order with their notes. The title slide names the groups in the room. The second shows one phrase and a pause. The third explains where the figure comes from, with its denominator. Slides on why it matters and why people keep pills draw on a review and on patients' words. The idea, the trial evidence, the counter step, the text and the stage model follow, then targets, cost, what the evaluation can show and the request. The highlighted sentence explains why the deck begins and ends as it does. Delivery notes, three anticipated questions with answers and a design section close the example. Each note is written as spoken words, so the presenter could read it once and say it naturally.
Where the points sit in the HD499 Unit 9 rubric
Presentation rubrics typically assess content coverage, organization, audience fit, slide design, delivery and citations. Content coverage asks whether every stage of the capstone appears in proportion. Organization rewards a clear opening, a logical path and a definite close. Audience fit is judged on whether the presenter chose what this audience needs to decide. Slide design favors readable visuals over dense text. Delivery covers pace, timing and confidence. Citations count even on slides, so attribute evidence in notes or a reference slide. Instructors also judge how well the presenter handles numbers, rewarding figures that are rounded, local and stated with the group they describe.
HD499 Unit 9 help from the desk
Common problems include slides that copy paragraphs from the paper, decks that run over time and presentations that spend most minutes on background and little on the plan. Some students never state what they want the audience to do. Others use national figures when local ones exist. Practicing once with a timer and cutting anything that runs long fixes many of these. Writing the closing request first can also focus the deck. If your audience or project differs, send your outline, and a deck with notes can be drafted to fit your time limit. Recording a practice run and watching it back, even once, shows where slides crowd or the pace drags.
Get an HD499 Unit 9 example written to your instructions
Who will hear your HD499 presentation, and what slide or time limit applies? Send that with your current capstone sections and the Unit 9 prompt and rubric. In 24-48h the free first custom sample arrives as a deck whose headlines state claims, whose request is unmistakable, and whose speaker notes quote the document's own figures. 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 9 questions, answered
Who should the presentation be addressed to?
Whoever your prompt names; many HD499 sections ask for a professional audience such as a board, a funder or partner organizations. Choose people who could actually act on the project and build the deck around their decision. If the prompt leaves it open, name the audience on your title slide so your instructor can judge the fit.
How much text belongs on each slide?
Very little: a full-sentence headline, a chart or a few words of evidence, and nothing a listener has to read while you speak. Put the detail in speaker notes or a handout. Instructors in many sections deduct for slides that reproduce paragraphs from the written document, because paragraphs suit a reader rather than an audience.
Should the presentation cover every section of the capstone?
Cover each stage briefly, weighted by what the audience needs. A board cares more about the problem, the plan, the cost and the request than about theory, so the stage model might get one slide while implementation risks get two. Keep figures identical to the document so the two can be read together.
Where can I find a free HD499 Unit 9 sample paper?
The full Unit 9 capstone presentation is set out on this page as fourteen slides with speaker notes, addressed to a county board of health.
Should I end the presentation with a question slide?
End on your request or next step, then take questions. A final slide that says only "Questions?" wastes the moment when the audience is most attentive.