HLTH 4343 Module 3 Access to Care Analysis Example

Reviewed by Cornelius Ravenhill, MBA · American College of Education · Updated

Here is a HLTH 4343 Module 3 example in full: an access to care analysis in APA 7 form for adults with diabetes at a composite health center network in Imperial County, California. It answers the module for American College of Education HLTH 4343, Health and Wellness Across Populations (HLTH4343), a core course in ACE's B.S. in Healthcare Administration. Using the Levesque framework, the paper follows patients from recognizing a need to engaging with care and finds late diagnosis, weekday-only hours that collide with harvest work, a five-month wait for endocrinology with fewer than half of referrals completed, rationed test strips and monthly-only education. It matches each barrier to a change, including Saturday and evening hours, rides, Medi-Cal enrollment help and e-consults backed by a systematic review, and measures access by step and language. Module 3 usually names the setting for you.

CourseHLTH 4343 Health and Wellness Across Populations
ModuleModule 3
Paper typeAccess to care analysis
Length1,150 words, about 4 pages plus title and reference pages
FormatAPA 7 student paper
SchoolAmerican College of Education
ProgramB.S. in Healthcare Administration
UpdatedSeptember 2026

Free sample paper for HLTH 4343 Module 3

1

A Five-Month Wait for the Endocrinologist: Access Barriers for Adults With Diabetes at a Community Health Center Network in Imperial County, Mapped With the Levesque Framework

Student Name

American College of Education

HLTH4343: Health and Wellness Across Populations

Module 3 Assignment

Instructor Name

October 19, 2026

What this page is doingThe title opens with a concrete barrier and names the population, the organization and the framework, which tells the grader the analysis will be systematic and specific. The APA 7 title page carries the course line and the module assignment as listed.
2

Access as a Process

Access to care is often measured with a single number, such as the share of people with insurance, but patients experience it as a series of steps. Levesque et al. (2013) describe access as the opportunity to identify health care needs, to seek services, to reach them, to obtain or use them, and to have the need actually fulfilled. Their framework pairs five dimensions of services, approachability, acceptability, availability and accommodation, affordability and appropriateness, with five corresponding abilities of people: the ability in the patients themselves: perceiving that care is needed, seeking it out, physically getting there, paying for it and taking part in it. Access happens where the two meet.

I use this framework to examine access for adults with diabetes at a four-clinic community health center network, a composite, in Imperial County, California, the population profiled in Module 1. The county's context is well documented: 22.2% of adults aged 18 to 64 lack health insurance and 15.5% of adults say transportation problems have kept them from care or other daily needs (Centers for Disease Control and Prevention [CDC], 2025). The network's own data, reviewed with the clinical director, add detail on how those barriers play out.

What this page is doingAccess is defined with a published framework that treats it as a process, and the paper sets out both public data and organizational data as its evidence, which structures the analysis.
3

Perceiving and Seeking Care

The first steps are knowing that care is needed and deciding to seek it. The network's data suggest many patients enter late. Of adults newly diagnosed with diabetes at the network last year, 38% had a first hemoglobin A1c of 9% or higher, a level suggesting that diabetes had gone undetected or untreated for some time. Patients describe reasons that match the framework's early dimensions. Some did not know that symptoms such as fatigue or frequent urination could signal diabetes. Others avoided clinics because of cost or because they did not know the health centers serve people regardless of insurance or immigration status, which is a matter of approachability: the network had never advertised that fact in Spanish-language media.

Acceptability also plays a part. Patients who have had experiences of being rushed or spoken to only in English may not return, and several told front desk staff that they preferred to wait until a trip to Mexicali, where they could see a physician who spoke their language and pay in cash.

What this page is doingEarly access dimensions are analyzed with organizational data and patient accounts, and a specific approachability gap is identified that the organization can fix.
4

Reaching and Obtaining Care

Reaching care requires transportation and hours that fit patients' lives. The network's clinics are open from eight to five on weekdays, which collides with agricultural work that starts before dawn and runs through the afternoon during harvest. Missed appointment rates for patients with diabetes rise from about 14% in winter to 23% in the peak harvest months, according to the network's scheduling data. For the 15.5% of county adults without reliable transportation, a clinic twenty miles away may be unreachable without a ride from family.

Obtaining specialty care is the hardest step. The network refers patients with complicated diabetes to endocrinologists in San Diego, about two hours away, and last year a patient's first endocrinology visit typically came five months after the referral. Many patients never went; of 112 endocrinology referrals, the network could confirm that 51 resulted in a visit. Retinal screening for diabetic eye disease faces a similar gap, since the county has few eye specialists, and the network's records show a retinal exam within twelve months for only about half of its patients with diabetes.

What this page is doingBarriers to reaching and obtaining care are quantified with seasonal and referral data, which shows exactly where the process breaks down.
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Paying for and Engaging With Care

Affordability shapes whether patients can continue care after the first visit. Health centers charge uninsured patients on a sliding fee scale, but costs outside the visit, such as glucose testing supplies, insulin and specialist bills, can be prohibitive. The network's pharmacy staff report that uninsured patients often ration test strips. Many uninsured adults in the county may qualify for Medi-Cal, but eligibility rules for some immigrant adults have changed in recent state budgets, and enrollment requires paperwork that many find confusing or fear. Staff who help with applications need to check the current rules for each case rather than rely on what was true a year ago.

Engagement, the last step, requires care that patients can understand and act on. A treatment plan explained in English to a patient who reads Spanish is available care that the patient cannot use. The network employs bilingual clinicians, but printed education materials are uneven, and diabetes education classes are offered only once a month, in the morning, at one site.

What this page is doingAffordability and engagement are analyzed with attention to costs beyond the visit and to language, and the paper points to a specific policy lever, coverage enrollment, relevant to this population.
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What the Network Can Change

The framework's value is that it directs each response to a specific dimension. For approachability, the network should run a Spanish-language radio and social media campaign stating that its centers serve everyone regardless of insurance or immigration status, and should offer free A1c screening at community events. For availability and accommodation, it should open one clinic on Saturday mornings and until seven in the evening two days a week during harvest months, and schedule diabetes visits outside the hottest hours of the day. For reaching care, it should add a transportation benefit through a rideshare contract for patients with diabetes who have missed two appointments.

For specialty access, the network should introduce electronic consultations, or e-consults, in which a primary care clinician sends a structured question to a specialist through a shared record and receives written advice without a face-to-face visit. Vimalananda et al. (2015), reviewing 27 articles, found that e-consults provide timely access to specialty input, are feasible in a variety of settings and are well received by primary care clinicians, though they noted that more rigorous studies are needed on their effect on costs and clinical outcomes. For the many referrals that seek advice on medication adjustment, an e-consult could replace a five-month wait with a reply in days, reserving in-person visits for patients who truly need them. For affordability, a full-time enrollment specialist should help uninsured patients apply for Medi-Cal. For engagement, diabetes education should be offered in Spanish at two sites, in the evening and on Saturdays.

What this page is doingEach proposed change is matched to a specific access dimension, and the e-consult proposal is supported by a systematic review with its limits stated, which shows evidence-based planning.
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Measuring Access

The network will measure access at each step rather than with a single figure. The measures are the share of new diabetes diagnoses with a first A1c of 9% or higher, as a sign of earlier detection; missed appointment rates by season; the share of specialty questions resolved by e-consult and the median time to specialist advice; the proportion of patients with diabetes whose retinal exam is current; and the number of uninsured patients enrolled in coverage. Each will be reported quarterly and, where the data allow, separately by preferred language, so that improvements for English speakers do not hide gaps for Spanish speakers. A change that shortens the specialist wait but leaves the harvest-season no-show rate untouched would tell the network that its hours, not its referrals, are the next barrier to address.

What this page is doingMeasures are chosen for each step of the access process and reported by language to reveal disparities, which completes the analysis with accountability.
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References

Centers for Disease Control and Prevention. (2025). PLACES: Local data for better health, county data 2025 release [Data set]. https://data.cdc.gov/

Levesque, J.-F., Harris, M. F., & Russell, G. (2013). Patient-centred access to health care: Conceptualising access at the interface of health systems and populations. International Journal for Equity in Health, 12, Article 18. https://doi.org/10.1186/1475-9276-12-18

Vimalananda, V. G., Gupte, G., Seraj, S. M., Orlander, J., Berlowitz, D., Fincke, B. G., & Simon, S. R. (2015). Electronic consultations (e-consults) to improve access to specialty care: A systematic review and narrative synthesis. Journal of Telemedicine and Telecare, 21(6), 323-330. https://doi.org/10.1177/1357633X15582108

HLTH 4343 Module 3 instructions, in plain terms

HLTH 4343 Module 3 usually moves from a population's needs to the obstacles between that population and care. Prompts typically ask you to identify access barriers for a defined group, explain why they exist, and propose changes a health care organization could make, sometimes using a framework such as Levesque's five dimensions or the Aday and Andersen model. Some versions focus on one kind of barrier, such as cost or transportation; others want a complete picture. Plan on three or four pages in APA 7, with local data and at least one scholarly source, and name the framework you use in the introduction so the grader can follow it. Check Canvas for whether you must continue with the population from earlier modules.

How the HLTH 4343 Module 3 example is put together

The example uses one framework from start to finish so that nothing is left out. It opens by explaining that access is a process, then sets the county's public data beside the network's own figures. Each of the next three sections covers two of the framework's steps, from perceiving and seeking care to paying for and engaging with it, and each uses a specific figure, such as late diagnoses, seasonal no-show rates or completed specialty referrals. The recommendations section then assigns a change to each barrier, with the e-consult idea supported by a systematic review and its limits. The final section measures access step by step and by language, so progress for one group cannot hide a gap for another.

Where the points sit in the HLTH 4343 Module 3 rubric

Rubrics for access papers usually weigh identification of barriers, analysis of causes and quality of recommendations. Top ratings need barriers described specifically for the population, supported by data, rather than a general list of access problems. The analysis criterion rewards explanation of why each barrier exists, which a framework makes easier to show. Recommendations score well when each targets a named barrier and is within the organization's power, with evidence where possible. Many rubrics include a measurement criterion and a cultural responsiveness criterion, both addressed in the example. The final share of points goes to organization, writing quality and accurate APA 7 citations.

HLTH 4343 Module 3 help: mistakes that cost points

A frequent mistake on this assignment is equating access with insurance and stopping there. Another is naming barriers without numbers, which leaves the grader unable to judge their size. Students also propose changes that belong to government, such as building a new hospital, instead of steps a clinic could take. When using organizational figures, label them as composite or approximate if they are. Recommendations should each match a barrier; a list of good ideas unconnected to the analysis scores poorly. For a Module 3 access analysis built around your own organization and population, the desk can prepare a custom paper.

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 American College of Education 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 HLTH 4343 and B.S. in Healthcare Administration sample papers

HLTH 4343 Module 3 questions, answered

What does HLTH4343 Module 3 usually ask for?

HLTH4343 Module 3 usually asks you to analyze barriers to accessing health care for a population and propose changes an organization could make. Your classroom's instructions decide the population, setting and any framework.

What is the Levesque access framework?

A model that treats access as a process with five service dimensions, approachability, acceptability, availability and accommodation, affordability and appropriateness, matched to five abilities of patients to perceive, seek, reach, pay and engage.

What is an e-consult?

An asynchronous consultation in which a primary care clinician asks a specialist a question through a shared record or platform and receives written advice, often avoiding a long wait for an in-person visit.

Where can I find a free HLTH 4343 Module 3 sample paper?

You will find it here. This page presents the complete Module 3 access analysis for adults with diabetes at a border health center network, with the title page, six sections, annotations and three references.

How should access to care be measured?

At each step of the process, such as detection, missed appointments, specialist wait times and coverage enrollment, and separately for groups such as language preference, rather than with a single insurance figure.