HCR 406 Module 3 Campaign Material Example

Reviewed by Emmett Rockwell, MBA Arizona State University Updated October 2026

This HCR 406 Module 3 sample is the set of campaign materials produced in HCR 406's health literacy course, part of the Health Care Coordination program at ASU. For 50 points, ASU HCR 406 asks students to produce campaign materials in a format such as a video, website, podcast, public service announcement, comic or infographic, crediting any borrowed content on the item and in a written description. The composite student produces three items for Know Your Plan: a 60-second video script, a two-sided wallet guide and a checklist for peer-led plan check stations. A written description explains her plain-language choices, reading level, accessibility features and the sources behind each fact.

CourseHCR 406 Health Literacy for Health Care Professionals
ModuleModule 3
Paper typeCampaign material with written description
LengthAbout 441 words, 4 pages
FormatAPA 7 student paper
SchoolArizona State University
ProgramBS in Health Care Coordination
UpdatedOctober 2026

Free sample paper for HCR 406 Module 3

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Know Your Plan: Video Script, Wallet Guide and Station Checklist

Student Name

BS in Health Care Coordination, Arizona State University

HCR 406: Health Literacy for Health Care Professionals

Instructor Name

Month Day, Year

What this page is doingThe title lists the three items the submission contains, under the campaign's name.
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Know Your Plan: Video Script, Wallet Guide and Station Checklist

Item 1: 60-Second Video Script

[Scene: a student limps into the campus health center after twisting an ankle.]

Narrator (peer, upbeat): "Twisted ankle. Now what? Urgent care? Emergency room? Will it cost 50 dollars or 500?"

[On screen: four words appear one by one.]

Narrator: "Four words decide that. Deductible: what you pay before your plan starts paying. Copay: a set fee for a visit. Coinsurance: your share after the deductible. Network: the clinics your plan works with."

[Scene: peer educator at a plan check table, student pulls out insurance card.]

Narrator: "Find your card. Find those four words. Five minutes at a Know Your Plan station, and you'll know before you need it."

[End card: Know Your Plan. Stations in residence halls this month. Scan for your checklist.]

Item 2: Wallet Guide (Front and Back)

Front: KNOW YOUR PLAN. Deductible: what you pay first each year. Copay: flat fee per visit or prescription. Coinsurance: your percentage after the deductible. Network: in-network clinics cost less.

Back: Before care, ask: Is this clinic in my network? What will my copay be? Urgent or emergency? Urgent care for sprains, fevers and infections; emergency room for chest pain, trouble breathing or severe injury. My plan's member phone number: ____.

What this page is doingEach item uses short sentences and everyday words, which is how the campaign answers the evidence on limited health literacy rather than only describing it.
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Item 3: Station Checklist for Peer Educators

1. Ask the student which plan they have: parent, university, Medicaid or marketplace.

2. Help the student find the plan card or app, without recording any numbers.

3. Locate the deductible, copay and coinsurance on the card or plan summary.

4. Look up one nearby clinic in the plan's network together.

5. Give the wallet guide and ask the student to explain one term back.

6. Record only that a check was completed and the quiz score, without names.

Written Description

Purpose. The materials carry the campaign's core message into forms students meet in daily life.

Framework. The video raises perceived susceptibility with a common scenario, the guide lowers barriers and the checklist builds self-efficacy through practice, following the Health Belief Model (Janz & Becker, 1984).

Plain language. Text was checked to an approximate sixth- to eighth-grade reading level, since limited health literacy is linked with poorer use of care (Berkman et al., 2011).

Tailoring. The checklist adjusts the conversation to the student's type of plan, consistent with evidence that tailored materials outperform generic ones, though modestly (Noar et al., 2007).

Accessibility. The video will be captioned and the guide offered in Spanish and in large print.

Sources and credits. All definitions are original wording; icons will come from a free-license library and be credited on the item.

References

Berkman, N. D., Sheridan, S. L., Donahue, K. E., Halpern, D. J., & Crotty, K. (2011). Low health literacy and health outcomes: An updated systematic review. Annals of Internal Medicine, 155(2), 97-107. https://doi.org/10.7326/0003-4819-155-2-201107190-00005

Janz, N. K., & Becker, M. H. (1984). The health belief model: A decade later. Health Education Quarterly, 11(1), 1-47. https://doi.org/10.1177/109019818401100101

Noar, S. M., Benac, C. N., & Harris, M. S. (2007). Does tailoring matter? Meta-analytic review of tailored print health behavior change interventions. Psychological Bulletin, 133(4), 673-693. https://doi.org/10.1037/0033-2909.133.4.673

Reading the HCR 406 Module 3 assignment instructions

Fifty points of the course total go to Campaign Material. The syllabus names acceptable formats, among them videos, websites, webcasts, podcasts, public service announcements or commercials, cartoons, comic books and infographics, and it stresses that the list is open and creativity is welcome. Material taken from others must be identified with reference notation on the item and again in the written description. Produce what your outline promised so the campaign holds together, and remember that two classmates will respond to your campaign later, so it should make sense without you there to explain it. Check every fact and keep the language plain.

Inside the HCR 406 Module 3 example

The sample submits three linked items: a 60-second video script with scene directions, a two-sided wallet guide with plain-language definitions and a decision aid for urgent versus emergency care and a step-by-step checklist for peer educators. A written description explains purpose, how each item applies the Health Belief Model, the reading level, how the checklist tailors the conversation, accessibility features and how sources and images are credited. The items share one message and one look, which is what makes them a campaign rather than separate pieces. Because classmates respond to the campaign later, the description is written so a reader new to the topic can follow every choice.

Reading the HCR 406 Module 3 grading rubric

Fifty points are on offer for the campaign materials. Rubrics usually reward a consistent message across items, a clear fit with the target audience, plain language and accessibility features, accurate facts, creativity, alignment with the framework and the outline, proper credit for any borrowed text, images or clips and a written description that explains why each design choice was made. Deductions follow when items are crowded with text or jargon, when facts are wrong, when borrowed material is used without credit and when the description fails to connect the design to the audience or the theory behind the campaign. A short note on how the materials would be tested with the audience also strengthens the submission.

HCR 406 Module 3 help: mistakes that cost marks

Write the words before you open a design tool. Read each line aloud and remove anything a hurried student would skip. Run the text through a free readability checker and simplify long sentences and medical terms until most readers in your audience could follow it easily. Every photo, icon and music clip needs a license that allows your use, and the credit belongs on the piece itself. Show a draft to two people from your audience and change what confuses them. Keep one consistent color, font and logo across items. The desk can read your script or guide for clarity before you produce the final version. Save drafts of each item for the final paper's discussion of formative testing.

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.

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More HCR 406 and BS in Health Care Coordination sample papers

HCR 406 Module 3 questions, answered

Where can I find a free HCR 406 Module 3 sample paper?

This page carries a full HCR 406 Module 3 sample: a video script, wallet guide and peer checklist for a health insurance literacy campaign.

What formats can HCR 406 campaign materials use?

Videos, websites, webcasts, podcasts, public service announcements, cartoons, comic books, infographics and other creative formats.

How do I credit borrowed material in HCR 406?

Identify it with reference notation on the item itself and in the written description.

What reading level should health materials use?

For a general audience, plain-language guides suggest writing no higher than about the eighth grade, and lower is better for forms and instructions.

How much are the HCR 406 campaign materials worth?

They are worth 50 of the course's 400 points.