| Course | HLTH 5463 Foundations of Health and Wellness Education |
|---|---|
| Module | Module 2 |
| Paper type | Theory-based lesson design |
| Length | 1,220 words, about 4 pages plus title and reference pages |
| Format | APA 7 student paper |
| School | American College of Education |
| Program | M.Ed. in Health and Wellness Education |
| Updated | September 2026 |
Free sample paper for HLTH 5463 Module 2
Building Confident Rescuers: A Hands-Only CPR Lesson for Ninth Graders Designed Around Bandura's Four Sources of Self-Efficacy
Student Name
American College of Education
HLTH5463: Foundations of Health and Wellness Education
Module 2 Assignment
Instructor Name
October 12, 2026
Why Social Learning Theory
The comparison in Module 1 found that each major learning theory explains part of how students learn hands-only CPR, but that social learning theory addresses the step most likely to fail in a real emergency: the decision to act. Many bystanders who know what CPR is still do nothing, often because they doubt they can do it correctly or fear causing harm. Bandura (1977) argued that people's beliefs about their own capability, which he called self-efficacy, decide whether they try a behavior at all, how hard they work at it and whether they keep going once it gets hard. Those are exactly the qualities a bystander needs. This paper designs a 50-minute ninth-grade health lesson around Bandura's four sources of self-efficacy, while borrowing practice and feedback methods that other theories and resuscitation research support.
The Four Sources of Self-Efficacy
Bandura (1977) identified four sources from which people build expectations of their own effectiveness. Performance accomplishments, succeeding at the task oneself, are the most powerful because they provide direct evidence. Vicarious experience, seeing people similar to oneself succeed, raises expectations that one can do the same. Verbal persuasion, being told by credible others that one is capable, has a weaker but real effect, especially when combined with experience. Emotional arousal matters because people read high anxiety as a sign of vulnerability, so reducing fear can raise confidence. The lesson assigns each part of the class period to one or more of these sources.
Learning Objectives
When the bell rings, every student should be able to: recognize the signs of sudden cardiac arrest, an adult who collapses and is unresponsive and not breathing normally; state the three actions of hands-only CPR, check, call 911 and compress; perform 2 minutes of continuous chest compressions on an adult manikin at a rate of 100 to 120 per minute and a depth of about 2 inches, with full chest recoil, meeting the feedback device's standard for at least 80% of compressions; and rate their confidence that they would perform CPR in a real emergency at 7 or higher on a 10-point scale. The objectives include a skill standard and a confidence target because the lesson aims at both competence and willingness.
Lesson Sequence
Opening, 8 minutes, emotional state. The teacher asks students to write anonymously what worries them about helping someone who collapses. Common answers, such as hurting the person, being sued or doing it wrong, are read aloud and addressed directly: the teacher explains that a person in cardiac arrest will die without help, that good-faith rescuers are generally protected by law and that any compressions are better than none. Naming and addressing fears lowers anxiety before practice begins.
Demonstration, 7 minutes, vicarious experience. Rather than an adult expert, the model is a junior from the school who learned CPR last year, supported by a local firefighter. Seeing a peer perform correctly signals that students like them can do it. The student model narrates the three actions, then performs compressions while the class counts aloud, and the firefighter briefly describes a call where a bystander's compressions made a difference.
Guided practice, 20 minutes, performance accomplishments. Students work in pairs at manikins with feedback devices that signal correct rate and depth. Each student completes several short rounds, receiving immediate feedback from the device and the teacher, and continues until meeting the standard for a full 2-minute cycle. This approach reflects mastery learning with deliberate practice and feedback, which the American Heart Association's scientific statement on resuscitation education recommends for building CPR skills (Cheng et al., 2018). Because success is defined by a clear standard, every student leaves with a genuine accomplishment rather than a rushed attempt.
Scenario and encouragement, 10 minutes, verbal persuasion and performance. Groups of four receive a short scenario, such as a woman collapsing in a grocery store, and act it out, with one student checking, one calling 911 on speaker and one compressing. Peers and the teacher give specific encouragement, naming what each student did well. Closing, 5 minutes. Students complete the confidence rating and a one-sentence reflection on what changed for them.
Addressing Hesitation to Help Women
The scenario deliberately features a woman because evidence shows a gap in who receives help. In an analysis of nearly 20,000 out-of-hospital cardiac arrests, Blewer et al. (2018) found that in public locations 39% of women received bystander CPR compared with 45% of men, and that bystander CPR was associated with higher survival to hospital discharge. Possible reasons include fear of touching a woman's chest or of being accused of inappropriate contact. The lesson addresses this openly: the teacher explains that compressions go on the center of the chest regardless of the person's sex, that clothing does not need to be removed for hands-only CPR and that hesitation costs lives. Practicing a scenario with a female victim builds a specific mastery experience and makes the behavior feel normal.
Assessment
Assessment aligns with the objectives. The feedback device records the percentage of compressions meeting rate and depth standards during each student's final 2-minute cycle, and the teacher uses a short checklist for the check, call and compress sequence during the scenario. Confidence is measured with a brief self-efficacy item before and after the lesson, allowing the teacher to see whether the lesson moved students' beliefs as well as their skills. Students who do not meet the skill standard receive additional practice during a later class or lunch session. Results are reviewed by class to identify patterns, such as students who meet the skill standard but report low confidence, who may benefit from further scenario practice.
Adapting for Different Learners
The lesson includes adaptations. Students with physical limitations that prevent kneeling or sustained compressions can practice at a table-height manikin or take the role of the caller and coach, which is still a valuable bystander role. English learners receive a picture card of the three actions and may partner with a bilingual peer. Students with anxiety or past trauma related to a family member's death are informed in advance and may participate as observers first. Students who already hold CPR certification serve as peer coaches, which reinforces their own skills and adds more peer models to the room.
Why This Design Should Work
The lesson aligns each activity with a source of self-efficacy while keeping the skill standard high. Students face their fears before practice, watch a peer succeed, succeed themselves against a clear standard, rehearse a realistic scenario and hear specific encouragement. The design also reflects evidence beyond social learning theory, notably mastery learning with feedback. Its limitation is time; 50 minutes allows only one practice cycle to mastery for most students, and skills fade without repetition. Later modules will examine how brain science informs retention and how culture and individual differences shape learning. To extend the lesson's effect, the teacher will schedule a five-minute refresher at manikins in the spring and invite students to join the school's annual community CPR day as helpers, which gives them a second mastery experience and a chance to model the skill for younger students and family members. Each of these follow-ups costs little class time and keeps both the skill and the belief in one's ability from fading.
References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
Blewer, A. L., McGovern, S. K., Schmicker, R. H., May, S., Morrison, L. J., Aufderheide, T. P., Daya, M., Idris, A. H., Callaway, C. W., Kudenchuk, P. J., Vilke, G. M., & Abella, B. S. (2018). Gender disparities among adult recipients of bystander cardiopulmonary resuscitation in the public. Circulation: Cardiovascular Quality and Outcomes, 11(8), e004710. https://doi.org/10.1161/CIRCOUTCOMES.118.004710
Cheng, A., Nadkarni, V. M., Mancini, M. B., Hunt, E. A., Sinz, E. H., Merchant, R. M., Donoghue, A., Duff, J. P., Eppich, W., Auerbach, M., Bigham, B. L., Blewer, A. L., Chan, P. S., & Bhanji, F. (2018). Resuscitation education science: Educational strategies to improve outcomes from cardiac arrest: A scientific statement from the American Heart Association. Circulation, 138(6), e82-e122. https://doi.org/10.1161/CIR.0000000000000583
Reading the HLTH 5463 Module 2 instructions
Module 2 of HLTH 5463 typically asks you to take one learning theory and use it to design a health or wellness lesson. Prompts usually expect the theory to be explained briefly and then visibly shape every part of the lesson: objectives, sequence, activities, assessment and adaptations for different learners. A lesson plan format with timings is often welcome, as long as the paper explains how each element reflects the theory. Choose a topic and audience you know, and set objectives that are measurable. If your Module 1 compared theories, justify why you chose this one. Check Canvas for whether a lesson plan template must be used and whether materials should be attached.
How the HLTH 5463 Module 2 example is put together
The example explains why social learning theory fits the hardest part of CPR, the decision to act, and summarizes Bandura's four sources of self-efficacy. It sets measurable skill and confidence objectives, then presents a timed lesson sequence in which each segment targets one source, from naming fears to peer modeling, mastery practice with feedback devices and a scenario with encouragement. Sections address hesitation to help women, assessment of skill and confidence, adaptations for different learners and the design's limits. Timings are given for each segment so the lesson could be taught as written, and the rationale for each activity is tied to a named source of self-efficacy rather than to general good practice.
Reading the HLTH 5463 Module 2 rubric
Graders generally reward lessons in which the chosen theory drives design rather than being mentioned in an introduction. Objectives should be specific and measurable, and assessment should match them. Evidence supporting key activities strengthens the plan. Attention to diverse learners and to equity issues relevant to the topic shows thoughtful practice. A realistic timeline and honest discussion of limits demonstrate professional judgment. Clear formatting of the lesson sequence and APA 7 citations for the theory and supporting research complete the paper. When the theory emphasizes beliefs such as confidence, measuring them before and after the lesson shows that the design was tested against its own purpose, which instructors notice.
Common HLTH 5463 Module 2 mistakes, and how to avoid them
Lesson design papers sometimes list activities that could fit any theory. If you need help choosing a theory, aligning activities with its concepts or writing measurable objectives and assessments, we can help. Describe the topic and the learners and include the assignment directions; you will receive a Module 2 lesson in which every activity has a theoretical reason, every objective is measured and adaptations reflect the students you actually teach. If your instructor prefers a different theory, such as constructivism or behaviorism, we build the lesson around that theory instead and explain the choice. Materials such as a skill checklist or confidence scale can be included on request.
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.
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HLTH 5463 Module 2 questions, answered
What does HLTH5463 Module 2 usually ask for?
The second HLTH5463 module commonly asks you to apply one learning theory to design a health lesson, showing how the theory shapes objectives, activities and assessment.
How can a lesson build self-efficacy?
By giving learners successful practice, showing similar people succeeding, offering credible encouragement and reducing anxiety, the four sources Bandura described.
Why use a peer as the CPR model?
Seeing someone similar succeed raises confidence more than watching an expert, because learners conclude that people like them can do it.
Where can I find a free HLTH 5463 Module 2 sample paper?
A complete Module 2 lesson design sits on this page: a 50-minute hands-only CPR lesson for ninth graders built on Bandura's four sources of self-efficacy, with objectives, assessment and adaptations.
Should a lesson plan measure confidence?
When the theory emphasizes self-efficacy, yes; a brief before-and-after rating shows whether the lesson changed beliefs as well as skills.