| Course | HEP 386 Assessing Strengths and Needs for Health Education and Promotion |
|---|---|
| Module | Module 6 |
| Paper type | Assessment presentation |
| Length | About 602 words, 5 pages |
| Format | APA 7 slide deck with speaker notes |
| School | Arizona State University |
| Program | BS in Health Education and Health Promotion |
| Updated | October 2026 |
Free sample paper for HEP 386 Module 6
Enough Food in the Salad Bowl? Presenting a Strengths and Needs Assessment of Food Insecurity in Yuma County
Student Name
BS in Health Education and Health Promotion, Arizona State University
HEP 386: Assessing Strengths and Needs for Health Education and Promotion
Instructor Name
Month Day, Year
Slide 1: Enough Food in the Salad Bowl?
A strengths and needs assessment of adult food insecurity in Yuma County, Arizona.
Speaker notes: Yuma County grows a large share of the country's winter vegetables, yet many of the people who live here do not have enough to eat. That contrast is what my assessment is about.
Slide 2: The Numbers
About 1 in 4 Yuma adults food insecure, compared with about 1 in 7 in Maricopa. About 1 in 7 Yuma adults with diagnosed diabetes. 13.5% of U.S. households food insecure in 2023.
Speaker notes: County estimates put adult food insecurity at 24.4%, among the highest in the state, alongside high diabetes and obesity estimates (Centers for Disease Control and Prevention [CDC], 2025). Nationally the figure for households was 13.5% (Rabbitt et al., 2024).
Slide 3: Why It Matters
Linked to hypertension and other diet-sensitive disease. Hospital admissions for low blood sugar rise at month's end. Higher health care spending.
Speaker notes: In the literature, food insecurity is tied to chronic disease (Seligman et al., 2010), to month-end spikes in admissions for hypoglycemia among low-income patients (Seligman et al., 2014) and to higher health care costs.
Slide 4: Windshield Survey
Three full-service grocery stores in my survey area, all in the city. Dollar stores in smaller communities. Pantries open limited hours. Few bus stops outside town.
Speaker notes: I drove the county's west side over two days. Healthy food was easy to find in the city and hard to reach in the smaller farm communities, especially without a car.
Slide 5: What People Told Me
Food bank coordinator: paperwork and fear keep eligible families from SNAP. Farmworker mother: food runs out before payday at month's end.
Speaker notes: My secondary stakeholder works at a regional food bank. My primary stakeholder is a mother of three who works in the lettuce harvest. Both described the end of the month as the hardest time, which matched the hospital study I read.
Slide 6: Volunteering
Nine hours at a mobile food distribution. Lines formed an hour early. Most families arrived together after work.
Speaker notes: Volunteering showed me the scale of need and also the community's generosity. Many volunteers had once been clients themselves.
Slide 7: Strengths
Strong food bank network. Churches and schools that host distributions. Bilingual community health workers. Local growers who donate produce. Clinics that serve low-income patients.
Speaker notes: An assessment must name assets as well as needs. These strengths are what a program could build on.
Slide 8: Needs
Help applying for SNAP. Transportation to food sites. Fresh produce that families can afford. Screening in clinics so needs are found early.
Speaker notes: Each need came from at least two of my sources: the data, the literature, the survey or the interviews.
Slide 9: Revised SMART Objectives
By December 31, 2027: 60% of referred adults submit complete SNAP applications within 30 days. 300 adults with diabetes or hypertension enrolled in a produce prescription pilot. Food insecurity among pilot participants falls 25% in six months.
Speaker notes: After feedback, I kept the 25% target because a multisite study of produce prescriptions found participants' odds of being food insecure dropped by roughly a third (Hager et al., 2023). SNAP participation has also reduced food insecurity in national data (Mabli & Ohls, 2015).
Slide 10: Next Steps
Share findings with the food bank and clinics. Ask growers about a produce partnership. Next: persuade a decision maker to fund the pilot.
Speaker notes: Next module I will turn this assessment into a persuasive case. I would welcome your questions and any ideas from your own communities.
References
Centers for Disease Control and Prevention. (2025). PLACES: Local data for better health, county data, 2025 release [Data set]. https://data.cdc.gov/500-Cities-Places/PLACES-Local-Data-for-Better-Health-County-Data-20/swc5-untb
Hager, K., Du, M., Li, Z., Mozaffarian, D., Chui, K., Shi, P., Ling, B., Cash, S. B., Folta, S. C., & Zhang, F. F. (2023). Impact of produce prescriptions on diet, food security, and cardiometabolic health outcomes: A multisite evaluation of 9 produce prescription programs in the United States. Circulation: Cardiovascular Quality and Outcomes, 16(9), e009520. https://doi.org/10.1161/CIRCOUTCOMES.122.009520
Mabli, J., & Ohls, J. (2015). Supplemental Nutrition Assistance Program participation is associated with an increase in household food security in a national evaluation. The Journal of Nutrition, 145(2), 344-351. https://doi.org/10.3945/jn.114.198697
Rabbitt, M. P., Reed-Jones, M., Hales, L. J., & Burke, M. P. (2024). Household food security in the United States in 2023 (Economic Research Report No. 337). U.S. Department of Agriculture, Economic Research Service. https://doi.org/10.32747/2024.8583175.ers
Seligman, H. K., Bolger, A. F., Guzman, D., López, A., & Bibbins-Domingo, K. (2014). Exhaustion of food budgets at month's end and hospital admissions for hypoglycemia. Health Affairs, 33(1), 116-123. https://doi.org/10.1377/hlthaff.2013.0096
Seligman, H. K., Laraia, B. A., & Kushel, M. B. (2010). Food insecurity is associated with chronic disease among low-income NHANES participants. The Journal of Nutrition, 140(2), 304-310. https://doi.org/10.3945/jn.109.112573
HEP 386 Module 6 instructions, in plain terms
Present Your Assessment! in HEP 386 Module 6 is worth 100 points, the top-weighted task in the course. You present the full strengths and needs assessment of your priority health concern, drawing together your rationale, literature review, windshield survey, stakeholder interviews, volunteer experience and SMART objectives. Check Canvas for the format, length and whether the presentation is recorded or live. Let slides carry headlines while your spoken notes carry the reasoning, and cite every statistic and study you show, in the notes or on a final reference slide. Practice with a timer so you finish inside the limit with time for questions.
Inside the HEP 386 Module 6 example
The sample's ten slides move from a title that frames the central contrast, through county numbers and the research, to three slides on the student's own fieldwork: the windshield survey, the interviews and volunteering. Two slides list strengths and needs, with notes explaining that each need came from more than one source. The revised objectives appear with the reason a target was kept after feedback, and a final slide sets next steps and invites questions. Every fieldwork slide pairs an observation with what it means for the assessment, and the strengths slide comes before the needs slide, so the community is not described only by its problems. The speaker notes carry the citations, keeping slides clean.
HEP 386 Module 6 rubric: what earns full marks
The presentation is worth 100 points. Readers look for a complete assessment covering data, literature and all fieldwork components, a balance of strengths and needs, objectives that follow from findings, clear slides and confident, well-organized delivery within the time limit. Marks drop when slides are crowded with text, when fieldwork is described without findings, when strengths are missing, when statistics appear without sources and when the presentation runs well over or under time. Strong presentations show where sources agree, for example when interviews confirm a pattern in the literature, and they explain how feedback changed the objectives. Delivery counts as well: steady pacing, eye contact with the camera and notes that are spoken rather than read.
HEP 386 Module 6 help from the desk
Build an outline with one slide per assessment component before designing anything. Put no more than five lines on a slide. Write notes in full sentences, then practice from them. Show how your findings agree or conflict across sources. Rehearse with a timer. Prepare for one or two questions. If your deck feels like a report on slides, the desk can help trim and restructure it. Ask a friend to watch a practice run and tell you which slide they remember most; make sure it is the one that matters. Keep a backup copy of your slides in case of technical trouble, and test your recording setup first. Smile and breathe.
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 HEP 386 and BS in Health Education and Health Promotion sample papers
- HEP 386 Module 1: Module 1 Assignment: Initial Rationale
- HEP 386 Module 2: Module 2 Assignment: Literature Review Plan
- HEP 386 Module 3: Module 3 Assignment: Literature Review Data Collection
- HEP 386 Module 4: Module 4 Assignment: Literature Review First Draft
- HEP 386 Module 5: Module 5 Assignment: SMART Objectives First Draft
- HEP 454 Module 3: Assignment 3: Mission, Goals and Objectives
- HEP 444 Module 3: Article Review: Case-Control Study
- HEP 456 Module 5: Sections 8 and 9: Evaluation Design and Pre-Post Survey
- HEP 452 Module 2: Module 2 Assignment: Opinion Editorial with SMOG Readability Assessment
HEP 386 Module 6 questions, answered
Where can I find a free HEP 386 Module 6 sample paper?
The full ten-slide assessment presentation on food insecurity in Yuma County, with speaker notes, is on this page.
How much is the HEP 386 assessment presentation worth?
100 points, more than any other single HEP 386 task.
What should a community assessment presentation include?
The data, the literature, fieldwork findings, strengths, needs, objectives and next steps.
Why include strengths in a needs assessment?
Strengths show what a program can build on and keep the assessment from describing a community only by its problems.
What comes after the HEP 386 presentation?
Module 7's Persuade Your Audience! assignment, worth 40 points.