HS315 Unit 5 Health Promotion Plan Example

Course	HS315 Practices in Public Health
Unit	Unit 5
Paper type	Health promotion plan
Length	About 920 words, 6 pages double-spaced
Format	APA 7 student paper
School	Purdue University Global
Program	BS in Health Science
Updated	October 2026

Free sample paper for HS315 Unit 5

Street Wound Care: A Unit 5 Health Promotion Plan Bringing a Nurse to the Van, the Shelter and the River Camp in Drayton County

[Student Name]

Purdue University Global

HS315: Practices in Public Health

Unit 5 Health Promotion Plan

[Instructor Name]

[Date]

The program, its partners, the population estimate and the budget are composite; the surveillance study, the treatment guideline and the planning model cited are real.

What this part is doingNaming the program and its three sites in the lead lets a reader see the whole plan before the justification begins.

Population

The priority population is adults in Drayton County who are experiencing homelessness or who inject drugs, the two groups that held [13] of the county's [19] invasive group A strep cases from 2023 through 2025. The size of the group is uncertain, so it is estimated three ways. The most recent point-in-time count, taken in January, recorded [312] people without housing. River Health Exchange, the syringe services program, served [410] unique clients last year. Shelter and syringe program records overlap, and staff estimate that roughly a third of syringe clients are also homeless. Combining the two and removing the estimated overlap gives a working figure of about [600] people, with a plausible range of [450] to [750]. The plan is sized for the middle figure and will be adjusted once its own counts are available.

Evidence That Nobody Reaches This Group

Across the surveillance states, invasive group A strep climbed steeply among adults who inject drugs or lack housing, with skin breakdown a common starting point (Valenciano et al., 2021). Locally, the reach of current services to this population is close to zero for wound care:

1. Fallon Springs Community Health Center: open Monday through Friday until 6 p.m.; saw [31] patients from this group for any reason last year, about [5] percent.

2. Drayton Regional emergency department: sees the group often, but almost always after a wound has become serious.

3. Health department: no wound care service.

4. River Health Exchange van: reaches about two thirds of the group but has no clinical staff.

5. Open Door Day Center: showers on two mornings a week only.

The service that already sees most of the people at risk has no one aboard who can look at a wound, and the services that can treat a wound see almost none of them.

What this part is doingPlacing reach and capacity side by side is the core of the needs argument, so the highlighted sentence states the mismatch directly.

Program Design

Street Wound Care adds a public health nurse and an outreach worker to places this group already goes. The route runs five days a week:

1. Monday, Wednesday and Friday: aboard the syringe services van at its three stops, for five hours starting at 10 a.m.

2. Tuesday and Thursday evenings: at the Fifth Street Shelter from 6 p.m. to 9 p.m., when residents arrive.

3. Tuesday and Thursday mornings: on foot at the river camp with the outreach worker, from 8 a.m. to 11 a.m.

At each stop the nurse offers a wound check to anyone who wants one, cleans and dresses wounds, gives a small kit with dressings, gloves and socks, and teaches the warning signs of a spreading infection. Abscesses and spreading redness follow the nurse's standing referral protocol, which is based on national guidance for skin and soft tissue infections (Stevens et al., 2014): same-day referral to the health center, which holds two walk-in slots each afternoon for the program, or transport to the emergency department for signs of severe infection. The outreach worker tracks each person seen, by first name or nickname if they prefer, so that follow-up dressings can be offered at whichever stop the person reaches next.

The program also changes conditions. It funds shower and laundry vouchers at the day center, adding two mornings, and buys socks and footwear in bulk. Those choices follow the logic of changing context first where possible (Frieden, 2010).

Theory and Planning Model

The plan is organized with the PRECEDE-PROCEED model, which starts from the health problem and works back to the behaviors, environment and enabling factors behind it (Green & Kreuter, 2005). Here the behavior is seeking care early for a wound. Predisposing factors include not seeing a sore as dangerous. Enabling factors are the absence of care at the right time and place, and of a way to keep a wound clean. Reinforcing factors include past experiences of being turned away at clinics. The program addresses all three, with most of its budget going to enabling factors.

What this part is doingTying the budget to the enabling factors shows that the planning model shaped spending decisions, not just the vocabulary of the plan.

Partners

1. River Health Exchange: provides space on the van and introduces the nurse to clients.

2. Fifth Street Shelter: provides a private room on program evenings and shares sign-in data during investigations.

3. Fallon Springs Community Health Center: reserves two walk-in slots each afternoon.

4. Open Door Day Center: runs the added shower and laundry mornings.

5. Drayton Regional Medical Center: accepts transport referrals and notifies the program of discharges of known clients.

Each partner will sign a one-page agreement naming its role.

First-Year Budget

1. Public health nurse, 0.8 full-time equivalent with benefits: [$78,000].

2. Outreach worker, 0.6 full-time equivalent: [$31,000].

3. Wound care supplies and kits: [$14,000].

4. Socks, footwear and hygiene supplies: [$9,000].

5. Shower and laundry vouchers: [$8,000].

6. Mileage and phone: [$4,000].

7. Evaluation and data entry: [$8,000].

Total: about [$152,000]. Most of the cost is staff time, which is the resource the current system lacks.

Expected Reach and What Comes Next

If the nurse sees eight to twelve people on each van day and fewer at the shelter and camp, the program would complete about [2,000] wound contacts a year and reach most of the estimated population at least once. Unit 6 turns that expectation into measurable objectives.

References

Frieden, T. R. (2010). A framework for public health action: The health impact pyramid. American Journal of Public Health, 100(4), 590-595. https://doi.org/10.2105/AJPH.2009.185652

Green, L. W., & Kreuter, M. W. (2005). Health program planning: An educational and ecological approach (4th ed.). McGraw-Hill.

Stevens, D. L., Bisno, A. L., Chambers, H. F., Dellinger, E. P., Goldstein, E. J. C., Gorbach, S. L., Hirschmann, J. V., Kaplan, S. L., Montoya, J. G., & Wade, J. C. (2014). Practice guidelines for the diagnosis and management of skin and soft tissue infections: 2014 update by the Infectious Diseases Society of America. Clinical Infectious Diseases, 59(2), e10-e52. https://doi.org/10.1093/cid/ciu296

Valenciano, S. J., Onukwube, J., Spiller, M. W., Thomas, A., Como-Sabetti, K., Schaffner, W., Farley, M., Petit, S., Watt, J. P., Spina, N., Harrison, L. H., Alden, N. B., Torres, S., Arvay, M. L., Beall, B., & Van Beneden, C. A. (2021). Invasive group A streptococcal infections among people who inject drugs and people experiencing homelessness in the United States, 2010-2017. Clinical Infectious Diseases, 73(11), e3718-e3726. https://doi.org/10.1093/cid/ciaa787

The Purdue Global HS315 Unit 5 instructions

Unit 5 usually asks you to design a health promotion program for a defined population, covering need, the intervention, a planning model or theory, partners and a budget. Plans of this kind often run five to seven pages. Instructors look for a population defined precisely enough to count, evidence that current services do not reach it, an intervention that fits where the population actually is, and a model applied to real decisions. Many sections expect a budget with line items and a short justification. Naming partners by role, rather than listing organizations, usually earns more credit. Estimate the population even if no one has counted it, show the sources and state the uncertainty, since graders value honest estimates over invented precision.

How the HS 315 Unit 5 example is put together

The plan starts by defining the population and estimating its size from two sources with overlap removed, giving a range. A needs section cites national surveillance and lists five local services with the share of the group each reaches, and the highlighted sentence names the mismatch between reach and capacity. The design section lays out the five-day route by site and hour, what happens at each stop, the referral protocol drawn from national guidance and the outreach worker's tracking. Showers, laundry and footwear address conditions. A paragraph applies PRECEDE-PROCEED to predisposing, enabling and reinforcing factors. Five partners are listed by role, the budget appears in seven lines, and a closing paragraph estimates expected reach and points to the objectives in the next unit.

Where the points sit in the HS315 Unit 5 rubric

Health promotion plans are typically marked on the needs assessment, intervention design, use of a planning model, partnerships and budget, plus organization and sources. Intervention design and the needs assessment usually carry most of the points, because a plan that does not fit its population or prove a gap cannot score well regardless of its budget. The model earns credit when it changes what the plan does, rather than appearing once as a summary that nothing else in the plan uses. Partnership points go to named roles and agreements. Budget credit rewards line items that match the activities described. Sources should support the need and the clinical protocol. Clear headings that follow the prompt's order make every element easy to find.

Common HS315 Unit 5 mistakes, and how to avoid them

A common gap is a population defined as everyone in the county, which makes reach impossible to measure. Another is an intervention placed in a clinic or a classroom when the needs section has just shown the population never goes there. Some students describe a theory at length and never use it. Others present a budget total with no lines, or lines that do not match the activities. Forgetting to say who will make clinical decisions in a nurse-led program can raise questions about scope. If your section assigns a different problem or population, perhaps older adults at risk of falls or teens who vape, send it and we can help you build the plan around where that group already goes.

Get an HS315 Unit 5 example written to your instructions

Before drafting, the desk needs three things: the population your HS315 plan targets, the Unit 5 instructions and rubric, and any community profile already drafted for the course. Say too whether a planning model is assigned. Built on that group, a free first custom sample arrives in 24-48h, with the intervention tied to evidence that nobody currently reaches them. 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.

More HS315 papers and BS in Health Science samples

HS315 Unit 5 questions, answered

Does a health promotion plan need a theory or planning model?

Many HS315 prompts ask for one, often PRECEDE-PROCEED, the Health Belief Model or a social-ecological framing. Where the prompt is silent, a plan can stand on its evidence and logic, as this example does. If a model is required, it should shape the components rather than decorate the introduction; a model named once and never used again usually costs more marks than it earns.

Where can I find a free HS315 Unit 5 sample paper?

This page holds the complete Unit 5 health promotion plan, a nurse-led wound care route for people living outside in a composite county.

How do you estimate a population nobody has counted?

Combine the partial counts you have, such as a point-in-time count and program enrollment, remove the likely overlap and give a range, saying which figure the plan uses and why.

Why put the nurse on a syringe services van?

Because the van already reaches most of the people at highest risk and has their trust. Adding clinical skills to a trusted service is usually faster than persuading people to visit a new clinic.

Does a student plan need a referral protocol?

For any plan where staff will find people who need urgent care, yes. Naming the guideline the protocol follows, and who decides, shows the plan has thought about safety and scope.