HEP 454 Module 10 Final Program Plan Example

Course	HEP 454 Health Promotion Program Planning and Implementation
Module	Module 10
Paper type	Final program plan
Length	About 1,068 words, 6 pages
Format	APA 7 student paper
School	Arizona State University
Program	BS in Health Education and Health Promotion
Updated	October 2026

Free sample paper for HEP 454 Module 10

Sleep for Your Heart Pinal: A Health Promotion Program Plan for Working Adults in Pinal County, Arizona

Student Name

BS in Health Education and Health Promotion, Arizona State University

HEP 454: Health Promotion Program Planning and Implementation

Instructor Name

Month Day, Year

What this page is doingThe title gives the program name, the population and the place, as a funder would expect.

Sleep for Your Heart Pinal: A Health Promotion Program Plan for Working Adults in Pinal County, Arizona

Executive Summary

Sleep for Your Heart Pinal is a one-year program to help working-age residents of Pinal County, Arizona, reach seven or more hours of sleep nightly as part of heart disease prevention. It pairs community workshops held over four weeks with twice-weekly English and Spanish texts and asks employers to pledge to adopt sleep-friendly scheduling. The first year will serve about 300 completers at a cost of $48,600.

Community Need

More than four in ten Pinal County adults, 41.1%, report sleeping under seven hours, a higher share than in Maricopa County at 34.9% (Centers for Disease Control and Prevention [CDC], 2025). Adults need seven hours or more for good health (Watson et al., 2015), and short sleepers face a substantially greater risk of coronary heart disease (Cappuccio et al., 2011). Nationally, healthy sleep is less common among several racial and ethnic minority groups (Liu et al., 2016), and shift work, common in the county's warehouses, hospitals and prisons, adds risk (Redeker et al., 2019). The American Heart Association now scores sleep as one of eight parts of cardiovascular health (Lloyd-Jones et al., 2022), and the national proportion of adults with enough sleep has fallen to 69.5%, below the Healthy People 2030 target of 73.3% (Office of Disease Prevention and Health Promotion [ODPHP], n.d.).

Mission, Goals and Objectives

Mission: to make a full night's sleep a realistic part of heart health for the county's working adults, at home and on the job.

Goals: raise the share of working-age adults who sleep seven hours or more, and make county workplaces with shift and long-hours staff more supportive of sleep.

Level	Objective	Measure
Process	Deliver 12 workshop series by March 31, 2027	Session logs
Process	300 adults attend three of four sessions by March 31, 2027	Sign-in sheets
Process	Five employers sign the pledge by June 30, 2027	Signed pledges
Impact	80% of completers know the seven-hour minimum at the end of the series	Pre and post survey
Impact	Mean perceived susceptibility rises by one point on a five-point scale	Pre and post survey
Impact	60% keep a regular wake time five days a week at three months	Follow-up survey
Outcome	Share sleeping seven hours or more on weeknights rises 15 points at three months	Follow-up survey

Theory

The plan draws on the Health Belief Model, under which people take action against a health threat when they see themselves at risk, judge the threat serious, expect benefits that outweigh barriers, encounter cues and believe they can succeed (Rosenstock, 1974). Pinal adults rarely connect sleep to heart disease and face real barriers, so the program targets beliefs and barriers together.

Program Activities

Workshop Series

Four weekly 75-minute sessions in English and Spanish at libraries and Central Arizona College campuses, offered on weekday evenings and Saturday mornings with a children's activity room. The sessions move from county data and the heart connection, to how sleep works, to practical habits and a one-week sleep diary, to a personal goal and a plan for barriers. Cognitive and behavioral sleep education for adults without sleep disorders has improved sleep quality in randomized trials (Murawski et al., 2018).

Sleep Cues Texts

Participants who opt in receive two texts a week for 12 weeks: an evening reminder of their wind-down time and a morning prompt about a steady wake time, with a weekly heart and sleep fact. They may text back hours slept for a weekly summary.

Workplace Pledge

Employers of 50 or more agree to post schedules two weeks ahead, avoid giving workers under 11 hours between shifts where operations allow and host one paid workshop series on site. Staff support each employer for six months.

Social Marketing

The plan treats attendance and a steady sleep schedule as an exchange: people give time and evening habits in return for energy and a healthier heart (Grier & Bryant, 2005). Commuting parents are reached through schools, libraries and county social media with a family and energy message; shift workers are reached in break rooms and through supervisors with a safety message. Messages are pretested with five members of each segment, and sign-ups are tracked by channel.

Budget

The cost per expected completer is about $162. Venues are donated by the county library district and Central Arizona College.

Item	Cost
Health educator, 0.5 FTE	$26,000
Fringe benefits at 30%	$7,800
Take-home sleep kits, 300 at $12	$3,600
Text message service	$1,800
Translation and printing	$2,400
Children's activity room staffing	$2,000
Evaluation consultant	$4,000
Marketing and pretesting	$1,000
Total	$48,600

Timeline

Period	Milestones
October to November 2026	Hire educator; recruit employers; pretest messages; finalize surveys
December 2026	Launch marketing; train facilitators; open text enrollment
January to March 2027	Run 12 community and workplace series; collect pre and post surveys
April to June 2027	Three-month follow-ups; employer pledge support continues
July to September 2027	Analyze data; report to partners; plan year two

Logic Model

Resources	Activities	Outputs	Early outcomes	Later outcomes
Educator, partners, venues, $48,600	Workshops, texts, workplace pledge	12 series, 300 completers, five pledges	Knowledge, perceived risk, regular wake times	More adults sleeping seven hours; lower heart disease risk over time

Evaluation Plan

Process evaluation will use session logs, sign-in sheets, text delivery reports and signed pledges to test the three process objectives and to monitor fidelity, with a facilitator checklist completed at each session. Impact and outcome evaluation will compare each participant's answers before the series, at its end and three months later, in a single group without controls. The survey will include a knowledge item, a five-item perceived susceptibility scale and self-reported weeknight sleep duration and wake-time regularity. Because the design has no comparison group and relies on self-report, results will be framed as participant change, not proof that the program caused it. Results will be shared with the health district and employers in August 2027.

Sustainability

If objectives are met, the health district will be asked to fold the workshop into its chronic disease prevention calendar, employers will be asked to fund their own on-site series, and trained volunteers from the first cohort will be recruited as co-facilitators to lower staffing costs in year two.

Revisions Since Earlier Drafts

Based on instructor feedback, the impact objective on beliefs now uses a defined scale, the budget adds childcare staffing that the marketing plan required, and the evaluation states its design limits.

References

Cappuccio, F. P., Cooper, D., D'Elia, L., Strazzullo, P., & Miller, M. A. (2011). Sleep duration predicts cardiovascular outcomes: A systematic review and meta-analysis of prospective studies. European Heart Journal, 32(12), 1484-1492. https://doi.org/10.1093/eurheartj/ehr007

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

Grier, S., & Bryant, C. A. (2005). Social marketing in public health. Annual Review of Public Health, 26, 319-339. https://doi.org/10.1146/annurev.publhealth.26.021304.144610

Liu, Y., Wheaton, A. G., Chapman, D. P., Cunningham, T. J., Lu, H., & Croft, J. B. (2016). Prevalence of healthy sleep duration among adults: United States, 2014. MMWR. Morbidity and Mortality Weekly Report, 65(6), 137-141. https://doi.org/10.15585/mmwr.mm6506a1

Lloyd-Jones, D. M., Allen, N. B., Anderson, C. A. M., Black, T., Brewer, L. C., Foraker, R. E., Grandner, M. A., Lavretsky, H., Perak, A. M., Sharma, G., Rosamond, W., & American Heart Association. (2022). Life's Essential 8: Updating and enhancing the American Heart Association's construct of cardiovascular health: A presidential advisory from the American Heart Association. Circulation, 146(5), e18-e43. https://doi.org/10.1161/CIR.0000000000001078

Murawski, B., Wade, L., Plotnikoff, R. C., Lubans, D. R., & Duncan, M. J. (2018). A systematic review and meta-analysis of cognitive and behavioral interventions to improve sleep health in adults without sleep disorders. Sleep Medicine Reviews, 40, 160-169. https://doi.org/10.1016/j.smrv.2017.12.003

Office of Disease Prevention and Health Promotion. (n.d.). Increase the proportion of adults who get enough sleep: SH-03. Healthy People 2030. U.S. Department of Health and Human Services. https://odphp.health.gov/healthypeople/objectives-and-data/browse-objectives/sleep/increase-proportion-adults-who-get-enough-sleep-sh-03

Redeker, N. S., Caruso, C. C., Hashmi, S. D., Mullington, J. M., Grandner, M., & Morgenthaler, T. I. (2019). Workplace interventions to promote sleep health and an alert, healthy workforce. Journal of Clinical Sleep Medicine, 15(4), 649-657. https://doi.org/10.5664/jcsm.7734

Rosenstock, I. M. (1974). Historical origins of the health belief model. Health Education Monographs, 2(4), 328-335. https://doi.org/10.1177/109019817400200403

Watson, N. F., Badr, M. S., Belenky, G., Bliwise, D. L., Buxton, O. M., Buysse, D., Dinges, D. F., Gangwisch, J., Grandner, M. A., Kushida, C., Malhotra, R. K., Martin, J. L., Patel, S. R., Quan, S. F., & Tasali, E. (2015). Recommended amount of sleep for a healthy adult: A joint consensus statement of the American Academy of Sleep Medicine and Sleep Research Society. Sleep, 38(6), 843-844. https://doi.org/10.5665/sleep.4716

What the HEP 454 Module 10 instructions ask for

Assignment 10 in HEP 454 is the final program plan, worth 150 points and the capstone of the course. You combine the earlier assignments, the community data, the problem, the mission and objectives, the intervention design, the budget, the timeline, the logic model, the social marketing plan and the rationale, into one document, and you revise each part using instructor feedback. The plan should also include an evaluation plan tied to each objective and a short account of how the program could continue. Follow the order and headings in the instructor's final plan template, keep figures consistent across sections and update any data that changed during the term. Leave time to proofread the whole document at once, since inconsistencies often appear only when the parts sit together.

Inside the HEP 454 Module 10 example

The sample opens with a short executive summary a funder could read alone. The need section draws the county, national and research data together with sources. Objectives appear in a table with the measure for each. Theory and activities are condensed from earlier work, and the marketing section summarizes segments and messages. The budget and timeline are tables, and the logic model appears as a single row table. The evaluation plan names its design and limits, and the paper ends with sustainability steps and a note on revisions made since earlier drafts. The objectives table includes a measure column that the evaluation plan then uses, and the budget total matches the cost quoted in the rationale.

Reading the HEP 454 Module 10 grading rubric

The final plan is worth 150 points, so it is graded on completeness and consistency as well as quality. Readers check that every required component is present and revised, that objectives, activities, budget and evaluation line up with each other, and that data and sources are current and cited. Common deductions include pasting earlier drafts without revision, budgets that do not match the activities, logic models that skip outputs, evaluation plans that measure things no objective names and missing references. Professional formatting and a clear executive summary make a strong first impression. Instructors also reward a plan that a real agency could pick up and run, with named partners, costs and dates.

HEP 454 Module 10 help from the desk

Start by listing every component and the feedback you received on it. Revise before you assemble. Use tables for objectives, budget, timeline and logic model. Make each number appear the same way everywhere. Match each objective to a measure in the evaluation plan. Write the executive summary last. Add a short revisions note if your instructor welcomes it. If assembling the plan feels overwhelming, the desk can help organize it section by section. Build a one-page checklist of every required section and tick each off as you revise. Check the budget against each activity and the logic model against the objectives. Hand the executive summary to a friend outside public health; if they cannot explain the program back to you, revise it.

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 454 and BS in Health Education and Health Promotion sample papers

HEP 454 Module 10 questions, answered

Where can I find a free HEP 454 Module 10 sample paper?

The complete Assignment 10 plan for Sleep for Your Heart Pinal, with budget, timeline and logic model, appears here.

What goes into the HEP 454 final program plan?

Every earlier assignment, revised, plus an executive summary, an evaluation plan and sustainability steps.

How much is the HEP 454 final plan worth?

It carries 150 of the course's 460 points.

Should the logic model be a diagram or a table?

Either works if the instructor allows it; the sample uses a table with inputs, activities, outputs and outcomes.

How do I show revisions in the final plan?

Revise each section using feedback and, if your instructor welcomes it, add a short note on what changed.

HEP 454 Module 10 Assignment 10: Final Program Plan Example