| Course | PU335 Global Health |
|---|---|
| Unit | Unit 9 |
| Paper type | Resource-sensitive intervention proposal |
| Length | About 870 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 PU335 Unit 9
Blood Pressure Care in a Displacement Site: A Unit 9 Resource-Sensitive Intervention Proposal for Port-au-Prince
[Student Name]
Purdue University Global
PU335: Global Health
Unit 9 Resource-Sensitive Intervention Proposal
[Instructor Name]
[Date]
The site, partners and numbers are composite; the guidance and reviews cited are real, and drug choices should follow current national protocols.
The Setting
The composite site occupies a former secondary school in the lower part of the capital. About 6,000 people share classrooms and a courtyard. A nongovernmental clinic visits three mornings a week with one nurse and one auxiliary. There is no laboratory, power is intermittent and the road to the nearest functioning hospital is closed on some days by fighting. Residents report that blood pressure tablets were among the first things left behind when they fled.
The Problem
Adults in Haiti carry a high and rising burden of hypertension and stroke, as Unit 3 showed, and displacement makes control worse: medicines are lost, clinics close, food changes and stress rises. Untreated hypertension in this population will produce strokes, heart failure and kidney disease, in a setting where emergency care is often unreachable. Aoun et al. (2026), in an overview of systematic reviews of public health interventions for noncommunicable diseases in humanitarian emergencies, found that evidence is thin but that simple, protocol-based approaches using task-sharing and continuity of medicines show the most promise.
Why Hypertension Belongs in the Response
Humanitarian health responses have traditionally focused on infectious disease, nutrition and maternal care. Griekspoor et al. (2026) describe the development of the H3 Package, a set of high-priority health services for humanitarian response agreed through a structured process with agencies and experts, which includes care for common noncommunicable diseases alongside those traditional priorities. Including hypertension here follows that guidance rather than adding a luxury.
Design Principles
The intervention is built on four constraints:
1. Staff. One nurse, one auxiliary and residents willing to help. No physician on site.
2. Supplies. Generic medicines that are cheap, stable without refrigeration and taken once a day.
3. Equipment. Automated, battery-powered blood pressure monitors; no laboratory tests.
4. Security. Services must continue on days the clinic team cannot reach the site.
The Intervention
A single written protocol. The nurse follows one treatment protocol adapted from national and World Health Organization guidance (World Health Organization, 2018), starting with one long-acting medicine and adding a second at fixed steps if blood pressure stays high. A fixed protocol lets a nurse start and adjust treatment safely without a physician on site.
Resident blood pressure volunteers. Six residents, chosen by the site committee, are trained over two days to measure blood pressure with automated monitors, record readings on a paper card held by each patient and recognize warning signs of stroke. They screen adults over 30 in each classroom and recheck people on treatment every two weeks.
Three months of medicine at a time. Once a patient is stable, the nurse dispenses a three-month supply, so a week without clinic visits does not interrupt treatment.
A buffer stock. A locked cabinet on site holds one month of medicines for all enrolled patients, managed by the site committee and the auxiliary, so the program survives road closures.
On a day the road is closed, the program still works, because the medicine, the monitor and the trained neighbor are already inside the school.
Community Involvement
The site committee chooses volunteers, holds the key to the buffer stock and hears complaints. Before launch, the nurse and committee will hold meetings in each wing of the school to explain the program, answer questions about medicines and agree on how people who move away will be followed.
Referral
Patients with very high readings, chest pain, weakness on one side of the body or confusion are referred by phone to the nearest functioning hospital, with transport arranged through the agency's vehicle when the road is open.
Cost
For about 600 adults expected to be enrolled in the first year, the main costs are medicines (roughly a few dollars per patient per month for generic drugs), six monitors and spare batteries, volunteer stipends and printing of cards. The total fits within a modest single-agency grant and uses staff already funded.
Monitoring
The program will track, monthly: the number of adults screened, the number enrolled, the proportion of patients on treatment whose most recent reading was under target, the share who missed a planned refill and the number of stock-out days. These indicators can be collected on paper and summarized by the nurse in under an hour.
Risks and Responses
Insecurity. If the clinic team cannot reach the site for weeks, the buffer stock and volunteers maintain care; if the site is evacuated, patients carry their own cards and medicine.
Volunteer turnover. Train two extra volunteers as backups.
Overtreatment. The fixed protocol includes clear stopping rules for dizziness or low readings.
Conclusion
Hypertension care in a Port-au-Prince displacement site can be safe, cheap and durable if it is designed around a nurse, a written protocol, trained resident volunteers, long-acting generic medicines and a buffer stock that survives road closures. The approach follows humanitarian guidance that places noncommunicable disease care among priority services and the limited evidence on what works in emergencies.
References
Aoun, A., Bou-Karroum, L., Chidiac, N., Idriss-Wheeler, D., & El-Jardali, F. (2026). Public health interventions for non-communicable diseases (NCDs) in humanitarian emergencies: An overview of systematic reviews. BMC Public Health, 26. https://doi.org/10.1186/s12889-026-26299-3
Griekspoor, A., Kampalath, V. N., Broccoli, M. C., Fogarty, J., Pasha, E., Zunong, N., Blanchet, K., & Reynolds, T. (2026). The development of the H3 Package: A package of high-priority health services for humanitarian response. BMJ Global Health, 11(1), e020120. https://doi.org/10.1136/bmjgh-2025-020120
World Health Organization. (2018). HEARTS technical package for cardiovascular disease management in primary health care: Evidence-based treatment protocols. https://www.who.int/publications/i/item/WHO-NMH-NVI-18.2
The Purdue Global PU335 Unit 9 instructions
In Unit 9 students propose a health intervention for a low-resource or humanitarian setting. The proposal should describe the setting in detail, including staff, supplies, infrastructure and security, and define the health problem with evidence. Instructors expect the design to start from those constraints rather than from an ideal program. The intervention should be described step by step, with who does what and how it continues when conditions worsen. Most prompts require evidence from similar settings, a rough budget, a small set of feasible indicators and a section on risks. Community involvement is often expected. The proposal should be realistic enough that a field team could begin work from it, with each component tied to a stated constraint.
Inside the PU335 Unit 9 example
The sample describes the displacement site and its constraints, then frames hypertension as a neglected emergency problem using Aoun and colleagues and the H3 Package. Four design principles cover staff, supplies, equipment and security. The intervention combines a nurse-led protocol, six resident volunteers, three-month supplies and a buffer stock, leading to the highlighted line that the program still works on a day the road is closed. A community involvement section gives the site committee control of volunteers and stock. Referral criteria, an approximate cost for 600 patients and five monthly paper-based indicators follow. Risks of insecurity, volunteer turnover and overtreatment are each paired with a response before a short conclusion.
PU335 Unit 9 rubric: what earns full points
Intervention proposals in this unit are mostly graded on fit to setting, use of evidence, clarity of design, feasibility and evaluation. Graders reward designs built around actual constraints, such as staff numbers and supply routes. The problem should be supported with evidence and the approach with research from similar settings. Each component should have a responsible person. A budget, even an approximate one, shows feasibility. Indicators should be few and collectable with the resources available. Risks specific to the setting should be identified with responses. Community involvement strengthens the proposal. Sources should appear in APA 7. A proposal that explains how care continues when outside staff cannot reach the site shows real resource sensitivity.
PU335 Unit 9 help from the desk
Intervention proposals often import programs designed for well-resourced clinics, with laboratory tests, physicians and electronic records the setting does not have. Another common gap is an indicator list too long to collect. Some students describe the problem well but leave the intervention vague. Budgets are frequently missing. Risks are listed generically rather than tied to the setting. Before drafting, write down every resource that is actually available, including people, power, transport and storage, and design only with those. Then ask what happens on the worst week. Forward that inventory along with the prompt, and the proposal can be fitted to it.
Get a PU335 Unit 9 example written to your instructions
Send the setting, the health problem and the instructions with the rubric. A custom proposal fits an intervention to the resources available. It comes back within 24-48h, and the first is free. 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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- PU335 Unit 4: Determinants of Health Paper
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- PU335 Unit 6: Health Systems Comparison Paper
- PU335 Unit 7: Ethics of Priority Setting Paper
- PU335 Unit 8: Partnership Equity Analysis
- PU335 Unit 10: Course Reflection
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PU335 Unit 9 questions, answered
What makes an intervention resource-sensitive?
It is designed around the staff, supplies, money and infrastructure actually available.
Should the proposal cite evidence?
Yes, including evidence from similar settings.
How should success be measured?
With a small set of feasible indicators.
Where can I find a free PU335 Unit 9 sample paper?
The complete PU335 Unit 9 intervention proposal is on this page, designing hypertension care for a displacement site in Port-au-Prince.
How does the PU335 Unit 9 sample keep care going during road closures?
Patients receive three-month supplies, an on-site buffer stock holds a month of medicine and trained resident volunteers continue checks.