HEP 454 Module 4 Intervention Design Example

Course	HEP 454 Health Promotion Program Planning and Implementation
Module	Module 4
Paper type	Intervention design paper
Length	About 590 words, 5 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 4

Designing Sleep for Your Heart Pinal: Three Activities Built on the Health Belief Model

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 names the program, the number of activities and the theory.

Designing Sleep for Your Heart Pinal: Three Activities Built on the Health Belief Model

Theory Choice

Under the Health Belief Model, a person is more likely to change when the risk feels personal and serious, when the change looks worthwhile next to its costs, when something prompts the change and when the person feels capable of it (Rosenstock, 1974). The model suits a sleep program because many adults do not see short sleep as a threat to the heart and name concrete barriers to sleeping more: shift schedules, long commutes, caregiving and screens. The program therefore needs to raise perceived susceptibility and severity, demonstrate benefits, reduce barriers, supply cues and build self-efficacy.

Activity 1: Sleep for Your Heart Workshop Series

Strategy: health education and behavior modification.

Audience and setting: adults aged 25 to 64, in English and Spanish, at public library branches and community college sites in the county, on weekday evenings and Saturday mornings.

Content and dose: four 75-minute sessions over four weeks. Session 1 presents Pinal County's sleep, blood pressure and heart disease figures and the evidence linking short sleep to coronary disease. Session 2 covers how sleep works, the seven-hour minimum and common myths. Session 3 teaches a regular wake time, a wind-down routine, caffeine and alcohol timing and bedroom changes, and participants begin a one-week sleep diary. Session 4 reviews diaries, sets a personal sleep goal and plans for barriers such as night shifts and children.

Constructs: susceptibility and severity in Session 1, benefits in Session 2, barriers and self-efficacy in Sessions 3 and 4.

Evidence: group cognitive and behavioral programs for adults without sleep disorders produced moderate improvements in sleep quality in a meta-analysis (Murawski et al., 2018).

What this page is doingNaming the construct each session targets lets the evaluation test whether beliefs changed, not only whether people attended.

Activity 2: Sleep Cues Text Program

Strategy: health communication.

Audience and setting: workshop participants and employees at pledged workplaces who opt in, by text message in English or Spanish.

Content and dose: two texts a week for 12 weeks. Evening texts remind participants of their wind-down time; morning texts reinforce a consistent wake time, and a weekly message reports a short fact about sleep and heart health. Participants can reply with their hours slept to receive a simple weekly summary.

Constructs: cues to action and self-efficacy through self-monitoring.

Rationale: the program's impact objective on wake-time regularity depends on practice after the workshop ends, and short reminders are a low-cost way to sustain that practice. Because evidence for text cues on sleep duration is limited, this activity will be evaluated separately.

Activity 3: Sleep-Friendly Workplace Pledge

Strategy: environmental modification.

Audience and setting: employers with 50 or more workers in Pinal County, especially in warehousing, health care and corrections, where shift work is common.

Content and dose: employers sign a pledge with three commitments drawn from a review of workplace sleep interventions (Redeker et al., 2019): posting schedules at least two weeks ahead, avoiding fewer than 11 hours between shifts where possible and hosting one workshop series on site with paid time to attend. Program staff support each employer for six months.

Constructs: perceived barriers, by reducing schedule obstacles that workers cannot change alone.

Alignment Table

Activity	Strategy	Constructs	Objectives
Workshop series	Education, behavior modification	Susceptibility, severity, benefits, barriers, self-efficacy	P1, P2, I1, I2, O1
Sleep Cues texts	Health communication	Cues to action, self-efficacy	I3, O1
Workplace pledge	Environmental modification	Barriers	P3, O1

Conclusion

Together the three activities address individual beliefs, daily cues and the work environment. The workshop builds knowledge and skills, the texts keep the new habits visible and the pledge removes barriers that education alone cannot.

References

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

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

Reading the HEP 454 Module 4 assignment instructions

Assignment 4 in HEP 454 is the core of the program design and carries 50 points. You design three activities that align with either the Health Belief Model (HBM) or the Theory of Planned Behavior (TPB), and each activity uses at least one strategy from the course: health communication, health education, behavior modification or environmental modification. Describe every activity in enough detail for someone else to deliver it: the audience, the setting, the content, the number and length of sessions and who delivers it. Then show which constructs of the model each activity targets and which objectives from Assignment 3 it serves. Explain why you chose the theory for this population, not just what the theory says.

How this HEP 454 Module 4 example is built

The sample explains why the Health Belief Model fits sleep, in a paragraph that defines the constructs and links them to barriers the audience faces. Three activity sections follow a repeated layout: strategy, audience and setting, content and dose, constructs and evidence or rationale. The workshop maps each session to a construct, the text program is honest about limited evidence, and the workplace pledge lists three specific commitments. An alignment table connects activities to strategies, constructs and objective numbers, and a short conclusion shows how the three activities work at different levels. Each activity ends with evidence or an honest rationale, and the alignment table uses the objective codes from Assignment 3 so the reader can trace the plan.

Reading the HEP 454 Module 4 grading rubric

The intervention design is worth 50 points. Readers check that there are three distinct activities, that each uses a named strategy, that the theory is explained and applied construct by construct, and that the activities connect to the objectives. Detail matters: an activity described in a sentence or two earns little. Marks are lost when the theory is described but not used, when all three activities are the same strategy, when evidence is missing and when the activities do not match the population's barriers. A design that pairs individual activities with at least one environmental or policy change usually reads as stronger, because behavior rarely shifts when the setting stays the same.

HEP 454 Module 4 help: mistakes that cost marks

Pick the theory that explains your population's behavior best, then list its constructs. Plan one activity at the individual level and at least one at the environmental level. Give each activity a dose: how many sessions, how long and how often. Cite evidence where it exists and say so where it is thin. Build a table that links activities to objectives. If your activities feel like one idea split three ways, the desk can help widen the design. Ask a classmate to read one activity and tell you how they would run it; anything they cannot answer is a detail you still need to add. Check that dose and timing fit your budget.

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 4 questions, answered

Where can I find a free HEP 454 Module 4 sample paper?

The full Assignment 4 intervention design for a sleep and heart health program is on this page.

Which theory should I use for HEP 454 intervention design?

Either the HBM or the TPB is accepted; choose the one that fits your population's barriers.

What strategies count for the three activities?

Health communication, health education, behavior modification and environmental modification.

What are the constructs of the Health Belief Model?

Self-efficacy, cues to action and four perceptions: susceptibility, severity, benefits and barriers.

How detailed should each activity be?

Detailed enough for someone else to deliver it: audience, setting, content, dose and the person delivering.

HEP 454 Module 4 Assignment 4: Intervention Design Example