| Course | HCR 331 Communication within Communities |
|---|---|
| Module | Module 13 |
| Paper type | Health communication campaign paper |
| Length | About 982 words, 6 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | BS in Community Health |
| Updated | October 2026 |
Free sample paper for HCR 331 Module 13
Llama al 911: A Family-Centered Stroke Recognition Campaign for West Phoenix
Student Name
BS in Community Health, Arizona State University
HCR 331: Communication within Communities
Instructor Name
Month Day, Year
Llama al 911: A Family-Centered Stroke Recognition Campaign for West Phoenix
Introduction
Llama al 911 is a community campaign aimed at older Spanish-speaking residents of west Phoenix and the relatives who share their homes, teaching them to recognize stroke and call 911 at once. This paper presents the finished campaign and shows how each module of the course shaped it.
The Problem and the Audience
In the 2017 national survey, fewer than six in ten Hispanic adults could list every usual warning sign of a stroke and knew an ambulance call comes first, about ten points below the national figure (Jackson et al., 2020). Patients of minority race and ethnicity are also less likely to arrive at the hospital by ambulance, and those who do arrive by ambulance reach care sooner (Ekundayo et al., 2013). Listening sessions with 24 older adults at two west Phoenix parishes, planned in the preparation assignment, added the local picture: several participants said they would first call a son or daughter, and some worried that an ambulance would be expensive.
How the Course Concepts Shaped the Campaign
Health Literacy and Culture
Messages are written in Spanish first, at a plain-language level and tested with participants, not translated from English. The campaign uses the Spanish version of the BE FAST signs and frames calling 911 as an act of care for the family, a value participants repeated. Materials avoid medical terms such as "ischemic" entirely.
Social Support
Because many participants said they would call a family member first, the campaign makes the family the messenger. Teenage grandchildren learn the signs in middle school health lessons and teach them at home, following the Hip Hop Stroke finding that children can carry stroke knowledge to their parents (Williams et al., 2012). Adult children receive a short video they can share in family chats.
Technology
The video runs 60 seconds, is captioned and is designed for WhatsApp and Facebook, where participants said they get family news. A text line lets people request a refrigerator magnet with the signs in Spanish.
Provider and System Communication
Community health workers at a health center and pharmacists at two neighborhood pharmacies hand out the magnet and ask one question: "If your husband's face suddenly drooped, what would you do?" The campaign also answered the cost worry with a plain statement that ambulance crews treat first and that billing questions can be handled later, checked with the local fire department before use.
Behavior Change Theory
The Extended Parallel Process Model holds that fear messages produce action only when people also believe they can carry out an effective response (Witte, 1992). Every message therefore pairs one sentence about the danger, "a stroke steals minutes and abilities," with three steps the person can do: notice, call 911, note the time.
Community Partners and the REACH Approach
Module 12's REACH material stresses that campaigns in communities of color work best when community members help design and deliver them rather than receive them. Llama al 911 therefore runs through a small coalition: two parishes, a federally qualified health center, two middle schools, a Spanish-language radio station and the local fire department. Each partner reviewed the draft materials, and the parish health ministries agreed to repeat the message after Sunday services during May, which is Stroke Awareness Month. The coalition also gives the campaign a way to last beyond its first year, since the magnet, the lesson and the radio spot can be reused without new funding.
Message Testing
Before launch, the video and magnet were tested with 12 older adults and 8 adult children who had not taken part in the listening sessions. Two changes followed. The phrase "call 911 first" replaced "call 911 right away," because several testers said they would still phone a daughter "right away" and then 911. And the magnet's drawing of a drooping face was redrawn after testers said the first version looked like a cartoon. Testing of this kind is what the course calls formative evaluation, and it changed the campaign more than any expert review did.
Campaign Materials
| Material | Audience | Channel | Core message |
|---|---|---|---|
| 60-second video | Adult children | WhatsApp, Facebook | Your call can save your mother's speech |
| Magnet with BE FAST signs | Older adults | Health center, pharmacies, parishes | Notice, call 911, note the time |
| Classroom lesson and take-home card | Grandchildren | Two middle schools | Teach your family the signs tonight |
| Radio spot | Older adults | Spanish-language radio | Calling 911 is caring for your family |
Evaluation
The evaluation follows the course's distinction between process and outcome measures. Process measures count magnets distributed, video views and shares, classroom lessons taught and radio spots aired. Outcome measures come from a Spanish-language telephone survey of 300 adults 55 and older before and six months after the campaign, asking respondents to name stroke signs unprompted and to say what they would do first. The Montana campaign used a similar pre-post design and found awareness of two or more warning signs rose from 67% to 83%, although the share who said they would call 911 for a witnessed stroke did not change significantly (Fogle et al., 2008). That finding is why Llama al 911 measures the intended action separately from knowledge. If possible, the team will also ask the local EMS agency whether more stroke patients from the campaign ZIP codes start reaching the hospital by ambulance over the following year.
Limitations
A pre-post survey cannot prove the campaign caused any change, since other stroke messages may reach the same audience. Phone surveys may miss people without landlines or who screen calls. The campaign also depends on schools and parishes agreeing to take part.
Conclusion
Llama al 911 shows how the course's concepts fit together. Health literacy and culture shaped the words, social support chose the messengers, technology and providers became channels, theory shaped the fear content and evaluation will test whether people not only know the signs but act on them.
References
Ekundayo, O. J., Saver, J. L., Fonarow, G. C., Schwamm, L. H., Xian, Y., Zhao, X., Hernandez, A. F., Peterson, E. D., & Cheng, E. M. (2013). Patterns of emergency medical services use and its association with timely stroke treatment: Findings from Get With the Guidelines-Stroke. Circulation: Cardiovascular Quality and Outcomes, 6(3), 262-269. https://doi.org/10.1161/CIRCOUTCOMES.113.000089
Fogle, C. C., Oser, C. S., Troutman, T. P., McNamara, M., Williamson, A. P., Keller, M., McNamara, S., Helgerson, S. D., Gohdes, D., & Harwell, T. S. (2008). Public education strategies to increase awareness of stroke warning signs and the need to call 911. Journal of Public Health Management and Practice, 14(3), e17-e22. https://doi.org/10.1097/01.PHH.0000316496.78282.47
Jackson, S. L., Legvold, B., Vahratian, A., Blackwell, D. L., Fang, J., Gillespie, C., Hayes, D., & Loustalot, F. (2020). Sociodemographic and geographic variation in awareness of stroke signs and symptoms among adults: United States, 2017. MMWR. Morbidity and Mortality Weekly Report, 69(44), 1617-1621. https://doi.org/10.15585/mmwr.mm6944a1
Williams, O., DeSorbo, A., Noble, J., & Gerin, W. (2012). Child-mediated stroke communication: Findings from Hip Hop Stroke. Stroke, 43(1), 163-169. https://doi.org/10.1161/STROKEAHA.111.621029
Witte, K. (1992). Putting the fear back into fear appeals: The extended parallel process model. Communication Monographs, 59(4), 329-349. https://doi.org/10.1080/03637759209376276
What the HCR 331 Module 13 instructions ask for
HCR 331 closes with a final project due in Module 13, the week on analyzing assessment findings and evaluating campaign results, and students can submit it as a 20-point presentation or a 25-point paper. Either way, the syllabus says it tests how well you understand the way concepts from each module are used to develop a successful community health communication campaign. That wording is the key to the paper: it is not only a campaign plan but a demonstration that literacy, culture, social support, technology, provider communication, system channels, behavior change models and evaluation each shaped your choices. Most students build on the campaign they prepared in Module 9 and the REACH material from Module 12. Chapter 13 of the textbook, on demonstrating that a campaign worked, should guide the evaluation section. Presenters also complete a two-point peer review, which the paper option does not require.
How the HCR 331 Module 13 example is put together
The sample opens with a two-sentence description of the campaign, then restates the problem with national data and adds what local listening sessions revealed. The heart of the paper is a section with one subsection per course concept: literacy and culture, social support, technology, provider and system communication and behavior change theory. Each subsection names a concrete design choice that follows from the concept. A table summarizes the four campaign materials by audience, channel and message. The evaluation section separates process and outcome measures and explains, using a published campaign evaluation, why knowledge and action are measured separately. Limits come next, and the closing paragraph retraces the concepts in one sentence each.
HCR 331 Module 13 rubric: what earns full marks
The final paper is worth 25 points on its Canvas rubric. Credit goes to a campaign with a clearly defined problem and audience, a visible link between each course module and a design decision, messages and materials suited to the audience's language, literacy and culture, a theory that actually shapes the messages, channels the audience uses and and an evaluation that counts both what was delivered and what changed. Points are lost when the paper describes a campaign without showing which concepts produced which choices, when materials are generic, when theory is mentioned only in passing, when evaluation consists of counting flyers and when limitations are ignored. Readers look in particular for whether the evaluation measures the behavior the campaign wants, not just awareness, since that is the difference the course emphasizes in its last modules.
HCR 331 Module 13 help from the desk
Make a list of every module topic and write one design decision next to each before you draft. Use those pairs as subsections. Keep the same campaign from Module 9 if you can, since your background research is done. Put materials in a table with audience, channel and message. Measure the action you want, not only what people know. Admit what your evaluation cannot prove. Choose the paper option if you write more comfortably than you present, since it is worth five more points. If you want a check that every module is covered, the desk can read your outline against the module list.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
More HCR 331 and BS in Community Health sample papers
- HCR 331 Module 5: Assignment 1: Social Support and Health IT
- HCR 331 Module 9: Assignment: Prepping for a Health Communication Campaign
- HCR 303 Module 1: Community Health Needs Assessment Capstone
- HCR 435 Module 1: Team Paper: Values and Personalities in Health Care Leadership
HCR 331 Module 13 questions, answered
Where can I find a free HCR 331 Module 13 sample paper?
Right here. The page carries the whole final paper for Llama al 911, the family-centered stroke recognition campaign.
Is the HCR 331 final project a paper or a presentation?
Either: a presentation worth 20 points or a paper worth 25 points.
What must the HCR 331 final paper show?
How concepts from each module were used to develop a successful community health communication campaign.
How should a health communication campaign be evaluated?
With process measures of what was delivered and outcome measures, such as a pre-post survey, of what people know and do.
Why measure action separately from knowledge in a campaign?
Knowledge can rise while behavior stays the same, as a stroke campaign in Montana found for intentions to call 911.