| Course | NUR 547 Community, Global and Population Health |
|---|---|
| Module | Module 5 |
| Paper type | Discussion post (video script) with peer reply |
| Length | About 467 words |
| Format | Discussion post with APA 7 citations |
| School | Arizona State University |
| Program | MS in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 547 Module 5
Discussion Board 3: Health Promotion, Education and the Built Environment
Knowing, Ready and Able: Two Health Promotion Models and the Food Environment Behind Diabetes in South Tarawa
Video Post Script
Diabetes affects about one in four adults aged 20 to 79 in Kiribati, and about 79% of adults are overweight (World Bank, 2026). This week I applied the two health promotion models from our reading to diabetes prevention in South Tarawa.
According to the Health Belief Model, people act when they see themselves as at risk of a condition, believe it is serious, believe the action will help, see few barriers, receive a cue to act and feel confident they can do it (Stanhope & Lancaster, 2020). In South Tarawa, perceived seriousness may be high, because many families have seen amputations and early deaths. Perceived susceptibility may be lower among young adults who feel well. The biggest issue is barriers: fresh vegetables are scarce and expensive on a coral atoll with poor soil, while imported rice, flour, sugar and canned meat are cheap and available. A cue to act could come from community screening at churches or maneaba gatherings.
The Transtheoretical Model describes stages of change, from not yet thinking about change through preparation, action and maintenance. Interventions should match the stage: raising awareness for people not yet considering change, and practical planning for those ready to act. In a community where many people are not yet thinking about prevention, early-stage strategies such as storytelling and family discussion may matter more than detailed meal plans.
Both models focus on individuals, and that is their limit here. Our reading on building a culture of health emphasizes that environments shape choices (Stanhope & Lancaster, 2020). In South Tarawa, the built environment includes crowded housing with little space for gardens, limited safe places to walk in the heat, and stores dominated by imported processed foods. Climate change adds pressure, as flooding and salt intrusion threaten the small amount of land that can grow food (Storlazzi et al., 2018). No amount of individual motivation can make vegetables affordable where they cannot be grown.
Health education should therefore combine individual and community approaches: teaching in the local language through churches and maneaba, using traditional foods such as fish and coconut as healthy anchors, supporting container gardens and community growing projects, and advocating for policies on sugary drinks and imported food. Education principles from our reading, such as building on what learners already know and involving them in planning, fit this approach.
Reply to a Classmate
Priya, you applied the Transtheoretical Model to hypertension in rural Tamil Nadu and noted that many people are in the precontemplation stage. I found the same with diabetes in South Tarawa. Did you find any community-level strategies, such as village health workers or salt reduction policies, that work across stages rather than one person at a time?
References
Stanhope, M., & Lancaster, J. (2020). Public health nursing: Population-centered health care in the community (10th ed.). Elsevier.
Storlazzi, C. D., Gingerich, S. B., van Dongeren, A., Cheriton, O. M., Swarzenski, P. W., Quataert, E., Voss, C. I., Field, D. W., Annamalai, H., Piniak, G. A., & McCall, R. (2018). Most atolls will be uninhabitable by the mid-21st century because of sea-level rise exacerbating wave-driven flooding. Science Advances, 4(4), eaap9741. https://doi.org/10.1126/sciadv.aap9741
World Bank. (2026). World development indicators: Kiribati [Data set]. Retrieved October 4, 2026, from https://data.worldbank.org/country/kiribati
What the NUR 547 Module 5 instructions ask for
The posted syllabus places Discussion Board 3 in Module 5, which covers assessment and analysis, health promotion and education, and the built environment. Readings include the Stanhope and Lancaster chapter on building a culture of health, limited to the Health Belief Model and the Transtheoretical Model, and the chapter on health education principles in communities. Plan to apply one or both models to a health problem in your global community, consider the built environment, describe health education approaches and reply to classmates in a video post. Your Canvas shell will show the video length and whether both models are required. The readings note which models to use, so stay with the Health Belief Model and the Transtheoretical Model rather than bringing in others the module does not cover.
How the NUR 547 Module 5 example is put together
The script opens with two headline figures that frame the problem, then applies the Health Belief Model component by component to diabetes prevention, identifying barriers as the key issue. The Transtheoretical Model is applied to explain why early-stage strategies matter. A paragraph names the limit of both models, their focus on individuals, and connects the built and food environment to climate pressures with a cited study. A final paragraph proposes education that combines individual and community approaches. The reply asks a classmate about community-level strategies. The script moves from data to models to environment to action, a sequence that keeps a short video organized and makes each paragraph do one job.
NUR 547 Module 5 rubric: what earns full marks
Faculty typically grade this module's boards on how correctly the health promotion models are explained and applied, attention to the built environment, sound health education principles, use of community data, and substantive replies. Graders look for applications that use each model's components specifically rather than naming the models. Recognizing the limits of individual models in a constrained environment shows critical thinking expected at the graduate level. Clear delivery within the time limit and complete citations round out the grade. Linking education strategies to principles from the health education chapter, such as building on learners' existing knowledge, also earns credit for using the full reading list.
NUR 547 Module 5 help with common mistakes
Students often summarize the models without applying them to their community. Walk through each component with an example. Another mistake is ignoring the environment and blaming individuals for unhealthy choices. Show how the setting shapes choices. Propose education that fits the culture and language. Keep the video on time by scripting it. Cite your data with year and source. If you want help applying the models to your own global community, send the prompt to the desk. If your community's language differs from yours, mention how materials would be translated and tested with local people, since faculty often look for that detail.
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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NUR 547 Module 5 questions, answered
Where can I find a free NUR 547 Module 5 sample paper?
The Discussion 3 sample is shown above in full: the Health Belief Model and Transtheoretical Model applied to diabetes prevention in South Tarawa, the food environment, education ideas, a reply and references.
Which health promotion models does NUR 547 Module 5 use?
The syllabus limits the reading to the Health Belief Model and the Transtheoretical Model for individual health promotion.
What is the built environment in community health?
Everything people have built around them, from housing and roads to stores and parks, which makes some health behaviors easier and others harder.
How do I apply the Health Belief Model in NUR 547?
Apply the model's constructs, including perceived risk, seriousness, benefits and barriers, plus cues and confidence, to a specific health behavior in your community.
Why are individual models not enough in global health?
Because environments, prices and policies limit choices; effective programs combine individual education with community and policy change.