| Course | HLTH 4343 Health and Wellness Across Populations |
|---|---|
| Module | Module 5 |
| Paper type | Health service program proposal |
| Length | 1,160 words, about 4 pages plus title and reference pages |
| Format | APA 7 student paper |
| School | American College of Education |
| Program | B.S. in Healthcare Administration |
| Updated | September 2026 |
Free sample paper for HLTH 4343 Module 5
Sixty Patients per Promotora: A Program Proposal for a Community Health Worker-Led Diabetes Self-Management Service for Spanish-Speaking Adults in Imperial County, California
Student Name
American College of Education
HLTH4343: Health and Wellness Across Populations
Module 5 Assignment
Instructor Name
November 2, 2026
Summary of the Proposal
Here the board of a composite four-clinic community health center network in Imperial County, California, is asked to fund a two-year diabetes self-management service led by community health workers, known locally as promotoras. Four promotoras would each support about 60 adults with diabetes, prioritizing Spanish-speaking patients whose hemoglobin A1c is above 9%, and would link them to monthly Spanish-language group medical visits at each clinic. The first-year cost is about $318,000, of which about $95,000 is expected to be recovered through billing for group visits and Medi-Cal reimbursement, with the rest requested from a regional health foundation. The goal is a mean reduction in A1c of at least 0.5 percentage points among enrolled patients after twelve months, together with improvements in coverage, attendance and patient-reported support.
Need
The need is documented in the county's public data. Diagnosed diabetes is estimated at 14.6% of the county's adults, well above San Diego County's 9.4%, and more than a fifth of working-age adults are uninsured (22.2%, compared with San Diego's 8.7%) (Centers for Disease Control and Prevention [CDC], 2025). Food insecurity, transportation barriers, limited English proficiency, extreme summer heat and agricultural work schedules all make diabetes harder to manage, as the earlier analyses in this course showed. Within the network, 38% of adults newly diagnosed with diabetes last year had a first A1c of 9% or higher, and missed appointments rose sharply during harvest months. These patients are the ones least well served by the network's current model of weekday clinic visits and a monthly morning education class.
Program Design
The program follows the 2022 National Standards for Diabetes Self-Management Education and Support, which describe how programs should be structured, staffed and evaluated, and which emphasize person-centered services that address barriers such as cost and access (Davis et al., 2022). The service has four components. First, enrollment and assessment: clinicians refer eligible patients, and the promotora completes a home visit within two weeks to assess self-management needs, social needs such as food and housing, coverage status and goals. Second, ongoing support: the promotora contacts each patient at least every two weeks, in person or by phone, for six months and monthly thereafter, teaching skills such as reading food labels, using a glucose meter, taking medications correctly and staying safe in the heat. Third, navigation: the promotora helps patients enroll in coverage, obtain medications and supplies, arrange transportation and connect with food assistance. Fourth, clinical linkage: patients are invited to their own clinic for a Spanish-language group visit once a month, held in the evening, where a nurse practitioner reviews medications and a dietitian leads discussion; the promotora attends and reports concerns to the care team.
The design draws on the evidence reviewed in Module 4. Community health worker interventions produced a modest reduction in A1c in a meta-analysis of randomized trials, with larger effects when participants began with higher A1c levels (Palmas et al., 2015), which is why the program prioritizes patients above 9%. The group visits add the medication adjustment and extended team time that promotoras cannot provide alone.
Staffing, Training and Supervision
The program requires four full-time promotoras, one per clinic, hired from the communities each clinic serves and fluent in Spanish; a registered nurse program coordinator at half time, who supervises the promotoras, reviews every home visit report weekly and escalates clinical concerns; and existing clinicians for the group visits. Promotoras will complete an 80-hour training program covering diabetes basics, self-management teaching, motivational interviewing, heat safety, coverage enrollment, privacy rules and the limits of their role, followed by a month of shadowing. The promotora's value comes from being part of the community, and the supervisor's job is to add clinical backup without turning that community worker into a junior nurse. Promotoras will not give medical advice beyond their training; any change in symptoms, very high or low glucose readings, or medication questions go to the coordinator the same day.
Budget and Timeline
The first-year budget totals about $318,000: $208,000 for four promotoras, $58,000 for the half-time nurse coordinator, $18,000 for training, $14,000 for mileage and phones, $8,000 for glucose meters and educational materials, and $12,000 for evaluation and data support. Expected revenue of about $95,000 comes from billing group visits as medical visits and from Medi-Cal reimbursement for eligible community health worker services, leaving about $223,000 to be funded by the foundation grant in the first year. In the second year, as the network learns which services can be billed, the grant request should fall.
Implementation has three phases. During the first quarter, the network hires and trains the promotoras and coordinator and sets up referral and documentation in the electronic record. In months four to six, each promotora enrolls up to 30 patients and the first group visits begin. From month seven, caseloads grow to about 60 per promotora, and the program runs at full scale through the end of year two.
Evaluation
The evaluation has five measures, each with a target. The primary outcome is the mean change in A1c among patients enrolled for at least twelve months, with a target reduction of 0.5 percentage points. Process measures include the share of enrolled patients contacted at least twice a month during their first six months, with a target of 85%; group visit attendance by season; and the share of uninsured enrolled patients who complete a coverage application within three months, with a target of 70%. A brief survey in Spanish will ask patients how supported they feel and how confident they are in managing their diabetes day to day. Results will be reported every six months to the board and the funder, broken down by clinic and by baseline A1c. Because the program has no control group, the evaluation will compare enrolled patients' results with those of similar patients at the network before the program began, and the report will be careful not to claim that the program alone caused any change.
Sustainability and Risks
Three risks could undermine the program. Promotoras may leave for better-paid jobs, so the network will offer a wage at the upper end of the local range, a career ladder toward medical assistant or health educator roles and paid continuing education. Reimbursement may be lower than expected, so the coordinator will track billable services from the first month and report gaps to the board early. Patients may enroll but drop out during harvest, so contact schedules will flex around the seasons, with more phone contact and fewer home visits in peak months. If the program meets its A1c and coverage targets in year one, the network will seek to fund it permanently through a mix of billing, managed care contracts and its operating budget, making it part of standard diabetes care rather than a grant-funded project that ends when the grant does.
References
Centers for Disease Control and Prevention. (2025). PLACES: Local data for better health, county data 2025 release [Data set]. https://data.cdc.gov/
Davis, J., Fischl, A. H., Beck, J., Browning, L., Carter, A., Condon, J. E., Dennison, M., Francis, T., Hughes, P. J., Jaime, S., Lau, K. H. K., McArthur, T., McAvoy, K., Magee, M., Newby, O., Ponder, S. W., Quraishi, U., Rawlings, K., Socke, J., ... Villalobos, S. (2022). 2022 National standards for diabetes self-management education and support. The Science of Diabetes Self-Management and Care, 48(1), 44-59. https://doi.org/10.1177/26350106211072203
Palmas, W., March, D., Darakjy, S., Findley, S. E., Teresi, J., Carrasquillo, O., & Luchsinger, J. A. (2015). Community health worker interventions to improve glycemic control in people with diabetes: A systematic review and meta-analysis. Journal of General Internal Medicine, 30(7), 1004-1012. https://doi.org/10.1007/s11606-015-3247-0
HLTH 4343 Module 5 instructions, in plain terms
HLTH 4343 Module 5 frequently finishes the course with a proposal for a service or program aimed at one population, often the population studied in earlier modules. The prompt typically asks for a statement of need supported by data, a description of the service and how it works, the staff and resources required, a budget or cost estimate, a timeline and an evaluation plan with measurable outcomes. Some sections want the proposal written for a specific audience, such as a board or a grant funder. Expect four to five pages in APA 7, sometimes with a table for the budget. Look at the Canvas instructions for any required proposal headings, which some instructors specify exactly.
Inside the HLTH 4343 Module 5 example
The sample is built like a real funding request. It opens with a one-paragraph summary a board member could read alone, then documents need with county data and the network's own figures. The design section anchors the service in national standards and prior evidence and describes four components in operational detail. Staffing covers hiring, an 80-hour training plan, nurse supervision and strict limits on the promotoras' role. The budget lists each line and the expected revenue, and the timeline runs in three phases. Evaluation sets five measures with targets and admits the limits of a design without a control group. A final section names three risks, pairs each with a response and outlines permanent funding.
Reading the HLTH 4343 Module 5 rubric
Proposal rubrics usually reward completeness and coherence: every required part present and each part consistent with the others. The need criterion wants current data tied to the proposed service. The design criterion rewards specific, evidence-based components, and graders look for how the service reaches the population's barriers. Resource and budget criteria check that costs are itemized and plausible and that funding sources are named. Evaluation typically carries real weight; measurable targets and honest limits score well. Many rubrics also credit sustainability planning and cultural fit. Formatting as a professional proposal, clear headings and APA 7 citation make up the final points.
HLTH 4343 Module 5 help: mistakes that cost points
Proposals often lose points because the need is described well but the program is vague, for example offering diabetes education without saying who delivers it, how often or where. Another common gap is a budget with only a total figure or no revenue side. Evaluation plans lose points when outcomes lack targets or when the writer claims the program will prove causation. Some students forget the population's barriers once they reach the design, so check that each barrier from your analysis is answered. Watch the scope; a program too large for the organization reads as unrealistic. The desk can write a custom Module 5 proposal around your population and service.
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 1: Population Health Profile
- HLTH 4343 Module 2: Social Determinants Analysis
- HLTH 4343 Module 3: Access to Care Analysis
- HLTH 4343 Module 4: Service Model Comparison
- RES 4353 Module 4: Statistical Results Interpretation
- HLTH 4383 Module 5: Investment Recommendation
- HLTH 4203 Module 1: Health System Overview
- HLTH 4363 Module 2: Market Segmentation and Targeting
HLTH 4343 Module 5 questions, answered
What does HLTH4343 Module 5 usually ask for?
The closing module of HLTH4343 frequently calls for a proposal: a new service or program for one population, with its need, design, resources, timeline and evaluation. Your classroom's instructions decide the population and service.
What should a health program proposal include?
A summary, the need with data, the program design, staffing, a budget with revenue sources, a timeline, an evaluation plan with measurable targets, and a plan for sustainability and risks.
What are the national standards for diabetes self-management education?
Standards published in 2022 that describe how diabetes self-management education and support programs should be structured, staffed, delivered and evaluated, with an emphasis on person-centered services.
Where can I find a free HLTH 4343 Module 5 sample paper?
This page carries the complete Module 5 proposal for a promotora-led diabetes self-management service, from its summary and budget to its evaluation, with margin notes and three references, all openly readable.
How do I evaluate a program without a control group?
Compare participants with similar patients before the program began or with a matched group, report results by subgroup, and avoid claiming that the program alone caused the changes.