| Course | HW425 Health and Wellness Programming - Design and Administration |
|---|---|
| Unit | Unit 9 |
| Paper type | Evaluation plan |
| Length | About 910 words, 6 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 HW425 Unit 9
Met, Partly Met, Not Met, Written Down First: A Unit 9 Evaluation Plan for the Tallgrass Market Lifestyle Program
[Student Name]
Purdue University Global
HW425: Health and Wellness Programming - Design and Administration
Unit 9 Evaluation Plan
[Instructor Name]
[Date]
Tallgrass Market and its program are composite; the evaluation framework, prevention research and workplace wellness studies cited are real.
Purpose
The evaluation answers two questions for the owners: did the program reach the employees it was designed for, and did participants make the changes that reduce diabetes risk? It borrows its structure from RE-AIM, a framework that asks evaluators to look beyond whether a program worked to whom it reached and whether it was delivered as planned (Glasgow et al., 1999), and it separates process measures, which describe how the program ran, from outcome measures, which describe what changed.
Why Bands Are Set Before the Program Starts
If success is defined after results arrive, it is tempting to define it as whatever happened. Setting three bands for each objective in advance, met, partly met and not met, fixes what will count while nobody yet knows the results.
Decision Table
Each row gives the objective, measure, data source, collection date and the three bands.
1. Reach. Measure: eligible employees enrolled, with overnight crews counted separately. Source: enrollment records. Date: end of month four. Met: 90 or more, including 15 or more overnight. Partly met: 70 to 89, or 10 to 14 overnight. Not met: fewer.
2. Attendance. Measure: share of enrollees reaching nine sessions out of the first sixteen. Source: coach attendance logs. Date: end of month six. Met: 65 percent or more. Partly met: 50 to 64 percent. Not met: below 50 percent.
3. Physical activity. Measure: share of active participants averaging 150 minutes or more a week over the prior four weeks. Source: activity logs, self-reported. Date: month six. Met: 50 percent or more. Partly met: 35 to 49 percent. Not met: below 35 percent.
4. Weight. Measure: average percent weight change from first session to month twelve among everyone who attended a first session; anyone missing is counted as no change. Source: coach-recorded weights. Date: month twelve. Met: average loss of 5 percent or more. Partly met: 3 to 4.9 percent. Not met: below 3 percent.
5. Clinical connection. Measure: share of enrollees reporting a discussion of diabetes risk with a clinician. Source: month-twelve survey. Date: month twelve. Met: 60 percent or more. Partly met: 40 to 59 percent. Not met: below 40 percent.
Attendance is a process measure and appears in the process section of the report, not as an outcome.
Counting Everyone
The weight result counts every person who attended a first session, with anyone who drops out or misses the final weigh-in counted as having no change. This is a conservative choice. Weight loss in the national program rose with the number of sessions a person attended (Ely et al., 2017), so a result based only on those who completed the program would look better than the program's real effect on the people it enrolled. Completers' results will be reported in a separate, clearly labeled line.
Counting every enrollee in the weight result, with dropouts at no change, means the reported number describes what the program did for the people it enrolled, not what it did for the people who happened to stay.
Data Custody
Health information about employees is sensitive, and the focus groups showed that distrust could keep people away. The plan sets clear rules:
1. Coaches record weights and activity under participant code numbers, not names.
2. Only the evaluation contractor keeps the list matching codes to names, stored in a locked file.
3. Store managers and the owners receive only aggregate results by cohort, never individual data.
4. No individual health information is placed in personnel files or shared with supervisors.
5. Participants are told these rules in writing at enrollment.
What Year One Cannot Show
The plan states plainly that the first year cannot show reduced health plan costs. The original prevention trial measured diabetes incidence over about three years (Diabetes Prevention Program Research Group, 2002), and any effect on claims would take longer still. Randomized studies of workplace wellness programs have found little or no change in medical spending in the first year or two (Song & Baicker, 2019). If the owners want to track costs, the plan proposes a three-year follow-up of aggregate claims for participants on the health plan.
Process Measures
Alongside the five objectives, the evaluation tracks how the program ran: sessions held as scheduled, sessions canceled and why, coach turnover, the number of employees who asked about the program but did not enroll, and participants' ratings of each session's usefulness. These measures do not count toward success or failure, but they explain results. If attendance falls short, the process data will show whether the cause was scheduling, coaching, store staffing or something else.
Reporting
An interim report at month six covers reach, attendance and activity. The final report at month fourteen covers all five objectives, each placed in its band, with process findings and lessons for a second year.
Limits
Activity is self-reported. Without a comparison group, any change seen could have other causes, and the report will say so. Weight is measured by coaches who also deliver the program, which could introduce bias; to limit it, all weights are taken on the same calibrated scales using a written procedure.
References
Diabetes Prevention Program Research Group. (2002). Reduction in the incidence of type 2 diabetes with lifestyle intervention or metformin. New England Journal of Medicine, 346(6), 393-403. https://doi.org/10.1056/NEJMoa012512
Ely, E. K., Gruss, S. M., Luman, E. T., Gregg, E. W., Ali, M. K., Nhim, K., Rolka, D. B., & Albright, A. L. (2017). A national effort to prevent type 2 diabetes: Participant-level evaluation of CDC's National Diabetes Prevention Program. Diabetes Care, 40(10), 1331-1341. https://doi.org/10.2337/dc16-2099
Glasgow, R. E., Vogt, T. M., & Boles, S. M. (1999). Evaluating the public health impact of health promotion interventions: The RE-AIM framework. American Journal of Public Health, 89(9), 1322-1327. https://doi.org/10.2105/AJPH.89.9.1322
Song, Z., & Baicker, K. (2019). Effect of a workplace wellness program on employee health and economic outcomes: A randomized clinical trial. JAMA, 321(15), 1491-1501. https://doi.org/10.1001/jama.2019.3307
HW425 Unit 9 instructions, in plain terms
The evaluation unit asks students to plan how a program's success will be judged. Prompts usually expect the evaluation questions, a framework, measures for each objective with data sources and timing, criteria for success, data management and privacy, reporting and limitations. Set success criteria before the program begins. Separate process measures from outcomes. Decide how dropouts and missing data will be handled and state it. Protect participants' health information with clear rules about who sees what. Say plainly which questions the evaluation cannot answer, such as savings or cause without a comparison group. Plan interim and final reports. Five to six pages with a decision table is typical.
How the HW 425 Unit 9 example is put together
A purpose section names two questions and the RE-AIM framework. A short section explains why bands are set in advance. A five-row decision table gives measure, source, date and three bands for each objective, with attendance placed under process. A section explains counting every enrollee, citing the national program's finding that attendance predicts weight loss, and the highlighted sentence states what the reported number describes. Five data custody rules follow. A section explains why year one cannot show lower costs, citing the prevention trial and a workplace wellness study. Process measures, interim and final reporting and limits, including coach-recorded weights, close the plan.
Reading the HW425 Unit 9 grading rubric
HW425 evaluation rubrics usually give the most points to criteria set in advance and measures matched to objectives. Handling of dropouts and missing data is scored closely, since it determines whether results can be trusted. Data privacy and custody earn credit under ethics, especially in a workplace. Separation of process and outcome measures is assessed under design. Honest limitations, including what the evaluation cannot show, score well under critical thinking. Clear tables, reporting plans and citations complete the rubric. Plans that measure only completers or promise to show savings within a year generally lose points. Graders also check that the measures named in the table match the objectives word for word.
HW425 Unit 9 help: mistakes that cost points
Evaluation plans in this course often list measures without saying what result would count as success. Another weakness is reporting only participants who finished, which makes a program look better than it was for the people it enrolled. Students frequently forget privacy rules, a serious gap in workplace programs. Process and outcome measures are mixed together. Many plans imply that a single year can show reduced health costs. If your objectives are written and you need an evaluation that will hold up, send them with the program design, and our writers can help you set bands and custody rules before any data are collected. Writing the bands into the plan before launch is the simplest protection against reinterpreting results later.
Get an HW425 Unit 9 example written to your instructions
Send your program's objectives exactly as written, the data you could realistically collect, and the Unit 9 prompt and rubric. For each objective the plan fixes a measure, a date, a denominator and the bands for met, partly met and not met, all before any result exists, with privacy rules in writing. The first sample carries no charge; allow 24-48h. 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 HW425 papers and BS in Health and Wellness samples
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- HW425 Unit 2: Needs Assessment
- HW425 Unit 3: Program Objectives
- HW425 Unit 4: Program Design Document
- HW425 Unit 5: Budget and Resource Plan
- HW425 Unit 6: Seminar Reflection
- HW425 Unit 7: Recruitment and Marketing Plan
- HW425 Unit 8: Implementation Timeline
- HW425 Unit 10: Program Proposal
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HW425 Unit 9 questions, answered
Why decide the success thresholds before the program starts?
Because afterward, every result looks like something. A plan that sets thresholds in advance lets a funder trust the verdict, including a disappointing one. It also forces realistic targets, since you have to commit to numbers while knowing you will be held to them. Many sections credit the dated table itself.
Should dropouts be included in the results?
Usually, in the main result, with the rule for handling their missing data stated. Reporting only completers shows what happened to the people the program suited best, which is useful but not the program's effect. Present both figures, labeled, and let the reader see the difference between them.
How do I handle health data privacy in a workplace evaluation?
State who collects each measure, where it is stored, who can see individual records and who sees only aggregates. Keep supervisors away from individual results. Many workplace programs also set a minimum group size for any reported figure. Where your prompt raises legal requirements, cite them from a current source rather than summarizing from memory.
Where can I find a free HW425 Unit 9 sample paper?
This page holds a complete Unit 9 evaluation plan with pre-set bands, intent-to-treat weight results and data custody rules for a workplace program, plus APA references.
Why count dropouts as having no change?
People who leave a program are often those it helped least. Counting them as unchanged gives a conservative result that reflects what the program did for everyone it enrolled.