| Course | HLTH 6443 Systems, Policy, and Leadership in Health Informatics |
|---|---|
| Module | Module 3 |
| Paper type | Training plan |
| Length | 1,280 words, about 5 pages plus title and reference pages |
| Format | APA 7 student paper |
| School | American College of Education |
| Program | Ed.S. in Public Health Education |
| Updated | September 2026 |
Free sample paper for HLTH 6443 Module 3
Closing the Loop Starts With the Pantry Volunteer: A Staff Training Plan for a County Community Referral Platform
Student Name
American College of Education
HLTH6443: Systems, Policy, and Leadership in Health Informatics
Module 3 Assignment
Instructor Name
June 15, 2026
Introduction
Module 1 showed that referrals are easy to send in the county's platform but that only 41% reach a recorded outcome, largely because staff at receiving agencies do not update referral status. Module 2 set one consent process and minimum security rules that every user must follow. Both findings point to training. This paper sets out a training plan for the platform's users: who needs to learn what, how the training will be designed and delivered, when it will happen, what it will cost and how its effects will be measured.
Assessing Training Needs
The plan began with a short survey of all 412 registered users, completed by 238, and interviews with staff at eight agencies of different sizes. Three groups emerged. Referring staff, 164 clinic nurses, community health workers, school nurses and health department staff, use the platform often and are comfortable sending referrals but uneven on the new consent rules. Receiving staff, 219 case managers, intake workers and volunteers at agencies, log in less often, and many said they did not know how to update a referral, why it mattered or how to find referrals that had been waiting. Administrators, 29 agency directors and supervisors, want reports but rarely use them. Turnover was high: a third of receiving staff had joined their agency within the past year.
Why Staff Do Not Use the Platform
According to the technology acceptance model, adoption follows from two beliefs, that a system helps with one's work and that it is easy to use, with ease also shaping how helpful it seems (Davis, 1989). Receiving staff described the platform as neither. Updating a status felt like reporting to someone else rather than helping the family in front of them, and logging into a second system on top of their own case management tools felt cumbersome. Training that only teaches clicks will fail if it does not also show agency staff what the update does for them and for the families they serve. The plan therefore pairs skills with purpose: every session shows how status updates reduce duplicate calls, bring families back for follow-up and generate the data agencies use in their own grant reports.
Learning Objectives by Role
After training, referring staff will be able to obtain and record consent correctly in the three consent situations, adults, parents of students and families who decline; send a referral with only the information the agency needs; and explain to a family what will happen next. Receiving staff will be able to find new and waiting referrals, accept or decline within three business days, record contact attempts and outcomes and close a referral correctly, and they will be able to explain why each status matters. Administrators will be able to run and interpret their agency's monthly report and set up alerts for referrals waiting more than three days. All users will be able to apply the security baseline, including multifactor login and safe handling of family information.
Design Principles
Adult learners, as Knowles et al. (2015) describe them, need to understand the reason for what they are asked to learn, draw on their own experience, prefer learning that solves real problems and are motivated by what matters in their own work. The plan follows those principles. Sessions start from situations staff face, such as a family who never answers the phone, rather than from a tour of menus. Staff practice on a training copy of the platform with realistic fictional referrals, so mistakes cost nothing. Sessions are short, because agency staff cannot leave clients for long, and they are offered at different times, including evenings for volunteers.
Delivery Methods
The plan uses five methods. First, a 45-minute live virtual session for each role, recorded for later use. Second, six short videos of two to four minutes each, one per task, such as closing a referral or recording a declined consent. Third, one-page job aids for each role, laminated for front desks and available in the platform. Fourth, a super-user network: one trained staff member at each agency with more than five users, who answers questions, trains new hires and meets monthly with the platform coordinator. Fifth, open office hours twice a week during the first two months. New employees will complete the videos and a practice exercise before receiving live access.
Tailoring for Small Agencies and Language
One plan will not fit every agency. Small pantries run by volunteers may have one shared computer and staff who work two mornings a week; for them, the coordinator will offer an in-person session at the agency, a printed job aid and a phone number for help rather than expecting attendance at virtual sessions. Agencies serving refugee families often employ staff whose first language is Arabic or Swahili, and some prefer to learn in that language, so two sessions will be delivered with interpreters and the job aids will be translated. Larger agencies with their own case management systems will receive a session on managing two systems at once, including setting a daily time to check the platform inbox. Tailoring in this way costs more per person trained, but these are the agencies where waiting referrals accumulate, so the return is highest there.
Schedule and Resources
Training will roll out over twelve weeks. Weeks 1 to 2: recruit and train 22 super users in two half-day workshops. Weeks 3 to 6: live sessions by role, eight in total, with super users co-leading. Weeks 7 to 12: office hours, agency visits to the eight agencies with the most waiting referrals and a refresher session on consent. Costs total $14,200: 240 hours of a training coordinator at $32 an hour, $7,680; video production using the health department's communications staff and a contractor, $3,000; printing job aids, $600; a stipend of $100 for each of 22 super users, $2,200; and a training site license from the vendor, $720. The health department's informatics lead and privacy officer contribute time in kind.
Evaluation
The plan measures training at each of the four levels Kirkpatrick and Kirkpatrick (2006) set out: how participants react, what they learn, how their behavior changes and what results follow. Reaction will be measured by a short survey after each session. Learning will be checked through a practice exercise in which users must correctly process three fictional referrals, including one with a consent problem. Behavior will be measured through platform data: the share of receiving staff who log in weekly and the median time to accept or decline. Results will be measured by the share of referrals reaching a final status, with a target of rising from 41% to 65% within six months after training, and by the share of referrals with a valid consent record, with a target of 100%.
Sustaining the Training
Because turnover is high, training must be continuous rather than an event. The super-user network, the recorded sessions and the new-hire requirement provide a standing structure. The coordinator will review platform data monthly, identify agencies whose waiting referrals are rising and offer a visit. The consent and security refresher will be required annually, tied to account renewal. When the platform changes, the videos and job aids will be updated within two weeks.
Conclusion
The platform's broken loop is mostly a training and motivation problem among receiving staff, not a technical failure. This plan focuses its effort there, teaches both the skills and the reasons behind them, fits sessions to busy agency schedules, builds local expertise through super users and measures success by whether the loop actually closes. Module 4 will write the data use and security protocols that the training teaches.
References
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3rd ed.). Berrett-Koehler.
Knowles, M. S., Holton, E. F., III, & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
The HLTH 6443 Module 3 assignment instructions
HLTH 6443 usually uses Module 3 for a training plan. Expect a prompt asking you to design training for the people who use a health information system: assess their needs, set learning objectives, choose methods suited to adult learners, plan a schedule and resources and evaluate the training's effects. Some instructors want training tied to a new system rollout, others to a problem in an existing system. Build the plan around the users and tasks where problems actually occur, and connect it to the policies and protocols from earlier and later modules. Realistic costs and a measurable goal strengthen the plan, and so does tailoring for users with less time, fewer computers or a different first language.
How the HLTH 6443 Module 3 example is put together
The plan opens by linking training to the broken referral loop and the consent rules. A needs assessment divides users into three groups with numbers and concerns. A section applies the technology acceptance model to explain low use among agency staff. Learning objectives are written for each role, design principles draw on adult learning theory and five delivery methods are described, from recorded sessions to a network of super users. A twelve-week schedule and itemized budget follow, then a four-level evaluation with targets drawn from platform data. A section on tailoring adapts the plan for small, multilingual and larger agencies, and a section on sustaining training addresses turnover before the conclusion.
Where the points sit in the HLTH 6443 Module 3 rubric
Training plans are usually graded on the fit between needs and design, the quality of objectives and the strength of evaluation. Rubrics tend to reward plans grounded in a needs assessment, with measurable objectives by role, methods suited to adults and the work setting and an evaluation that reaches beyond satisfaction to behavior and results. Attention to motivation and acceptance, not only skills, shows insight into why systems go unused. Realistic schedules, budgets and plans for turnover signal practicality. APA 7 citations for adult learning, technology acceptance and evaluation frameworks complete the plan. Adapting delivery for different kinds of users shows that the plan was written for real people.
Common HLTH 6443 Module 3 mistakes, and how to avoid them
Training plans often describe a single all-staff webinar and a satisfaction survey. If you need help assessing your users' needs, writing role-based objectives or designing an evaluation that shows whether behavior changed, a writer can help. Describe your system, its users and where problems occur, attach the prompt, and the Module 3 plan that results will focus effort where it matters and measure whether it worked. If your organization has a training budget or schedule limit, the plan will fit within it and say what it leaves for later. We can also help you write job aids or practice scenarios for your users and plan refreshers for new hires.
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 6443 and Ed.S. in Public Health Education sample papers
- HLTH 6443 Module 1: Information System Analysis
- HLTH 6443 Module 2: Policy and Compliance Analysis
- HLTH 6443 Module 4: Data Use and Security Protocols
- HLTH 6443 Module 5: Interoperability Evaluation
- HLTH 6443 Module 6: Technology Leadership Plan
- HLTH 6433 Module 3: Relational Skills and Trust
- HLTH 6413 Module 5: Competencies and Roles Paper
- HLTH 6483 Module 5: Community Program Evaluation
- HLTH 6413 Module 3: Intervention Evaluation Paper
HLTH 6443 Module 3 questions, answered
What does HLTH6443 Module 3 usually ask for?
HLTH6443's third module usually asks you to develop a plan to train staff in using a health information technology, including needs, objectives, methods, schedule and evaluation.
What is the technology acceptance model?
A model holding that people adopt a technology when they believe it is useful for their work and easy to use, with ease of use also shaping perceived usefulness.
What are Kirkpatrick's four levels of training evaluation?
Reaction, learning, behavior and results, moving from how participants felt about training to whether it changed outcomes for the organization.
Where can I find a free HLTH 6443 Module 3 sample paper?
This page carries the complete Module 3 plan for training 412 users of a county referral platform, from super users and short videos to a $14,200 budget and a four-level evaluation.
What is a super-user network?
A group of staff given extra training who support colleagues at their own sites, answer questions and train new hires, reducing reliance on a central trainer.