| Course | DPH 801 Health Determinants, Disparities, Behavior and Promotion |
|---|---|
| Module | Module 6 |
| Paper type | Doctoral intervention design |
| Length | About 1,032 words, 6 pages |
| Format | APA 7 student paper |
| School | Aspen University |
| Program | Doctor of Public Health |
| Updated | September 2026 |
Free sample paper for DPH 801 Module 6
Designing for Every Level: A Theory-Based Multilevel Intervention for Hypertension Control Among Black Men
Student Name
Doctor of Public Health Program, Aspen University
DPH 801: Health Determinants, Disparities, Behavior and Promotion
Instructor Name
Month Day, Year
Designing for Every Level: A Theory-Based Multilevel Intervention for Hypertension Control Among Black Men
With the determinants traced and a framework chosen, the next task is design. A theory-based intervention names each component, shows which construct it targets and explains why it should work for the population. This paper presents a multilevel intervention, provisionally called Strong Hearts, Strong Families, for Black men in midlife whose blood pressure is not yet under control.
Goal and Objectives
The overarching aim is to narrow the city's blood pressure control gap separating Black men from other adults. Objectives over two years are to enroll 1,200 men with uncontrolled hypertension through 30 barbershops and 20 churches; to bring at least 50% of enrolled men below 140/90; to increase participants' self-efficacy for blood pressure management; and to secure city funding and a state policy change supporting pharmacist-led care.
Design Principles
The design follows the ecological perspective, acting on several levels so that each reinforces the others (McLeroy et al., 1988). Within it, individual and interpersonal components draw on social cognitive theory, especially building self-efficacy through mastery and peer modeling (Bandura, 2004). Expansion across sites follows diffusion principles.
Components by Level
The table maps components to levels and constructs.
| Level | Component | Construct targeted |
|---|---|---|
| Individual | Free home monitor, simple log and text feedback | Self-efficacy through mastery; outcome expectations |
| Interpersonal | Peer champions with controlled pressure; family sessions | Observational learning; social support |
| Organizational | Blood pressure stations in barbershops and churches with monthly pharmacist visits | Facilitators; reduced barriers |
| Community | Steering committee; results shared across sites; workplace outreach | Diffusion through opinion leaders; norms |
| Policy | Advocacy for pharmacist prescribing under protocol and city funding | Structural access |
The Core Model
At each site, trained barbers or church health ministers check blood pressure, encourage participation and schedule monthly visits with clinical pharmacists who can start or adjust medication under a collaborative agreement with physicians. This core draws directly on the barbershop trial, in which barber-promoted pharmacist care brought pressure down far more than usual advice did (Victor et al., 2018).
Peer Champions and Families
Peer champions, men from the community who have controlled their own blood pressure, share their experience at sites and through short videos. Family sessions invite spouses and adult children to learn about lower-sodium cooking and medication support. These components use observational learning and social support to build confidence and reinforce new routines.
Removing Structural Barriers
To address cost and access, the program provides free home monitors, covers medication copays through a partnership with a community health center and arranges pharmacy delivery. Evening and weekend visits accommodate hourly workers. These changes address the downstream effects of the structural determinants identified in the first module.
Workplace Outreach
At the advisory group's suggestion, the program partners with two large employers to offer on-site screening and enrollment during shifts, reaching men who rarely visit barbershops or churches during business hours. Employers benefit through healthier workers and fewer absences, which helps secure their cooperation.
Diffusion Plan
The program begins at eight early-adopter sites, documents results and uses opinion leaders among barbers and pastors to recruit additional sites in waves, prioritizing neighborhoods with the highest rates of uncontrolled hypertension so that spread narrows rather than widens gaps (Greenhalgh et al., 2004).
Staffing and Budget
Staffing includes a program manager, four clinical pharmacists, two community health workers and stipends for site partners and peer champions. The estimated two-year budget is $1.9 million, about $1,580 per enrolled participant, to be sought from a foundation grant, city funds and health plan contributions.
Equity Safeguards
Safeguards include tracking enrollment and control rates by neighborhood and age, ensuring sites in the highest-need areas join early, using data to adjust outreach and protecting participants' privacy in public settings through private screening spaces. Quarterly equity reports will go to the steering committee, which can redirect resources if gaps appear.
Pharmacist Collaboration
Clinical pharmacists will work under collaborative practice agreements with physicians at a community health center, allowing them to start, adjust and monitor medications. They will send visit summaries to participants' primary care providers when available, ensuring coordination. Where state law limits pharmacist prescribing, pharmacists will recommend changes for physician approval within 48 hours.
Training Site Partners
Barbers and church health ministers will complete four hours of training on blood pressure measurement with validated devices, privacy, referral criteria and encouraging follow-up without giving medical advice. Refresher sessions will occur every six months.
Communication Strategy
Messages will emphasize strength, family and community, reflecting advisory group input. Materials will feature local men and be distributed through shops, churches, radio and social media. Stories from peer champions will be central.
Risks and Mitigation
Risks include site turnover, pharmacist shortages and funding gaps. Mitigation includes recruiting backup sites, contracting with a pharmacy school for clinical faculty and pursuing multiple funding sources, including health plan contracts that pay for improved blood pressure control.
Timeline
Months one to six: hire staff, sign agreements, train partners and launch eight pilot sites. Months seven to twelve: refine based on pilot data and add the first expansion wave. Months thirteen to twenty-four: expand to 50 sites and pursue policy advocacy. Evaluation runs throughout.
Community Governance
The steering committee of barbers, pastors, residents and clinicians will meet monthly to review data, approve adaptations and set expansion priorities. Its members will receive stipends, and residents will hold a majority of seats.
Adapting for Different Sites
Barbershops, churches and workplaces differ in space, schedules and culture. Core elements, trained measurement, pharmacist visits, peer encouragement and follow-up, stay fixed, while scheduling, messaging and privacy arrangements adapt to each setting. A site guide documents allowed adaptations.
Sustainability
Long-term sustainability depends on health plan payments for pharmacist services, city funding for community health workers and embedding stations in site routines. The steering committee will lead advocacy for these commitments from the first year.
Conclusion
The Strong Hearts, Strong Families design acts on every ecological level: individual monitoring and feedback, peer and family support, barbershop and church care with pharmacists, community ownership and spread and policy advocacy for sustainable access. Each component targets a construct from the chosen framework and builds on trial evidence, giving the design a clear rationale that the next module will translate into a logic model and evaluation.
References
Bandura, A. (2004). Health promotion by social cognitive means. Health Education & Behavior, 31(2), 143-164. https://doi.org/10.1177/1090198104263660
Greenhalgh, T., Robert, G., Macfarlane, F., Bate, P., & Kyriakidou, O. (2004). Diffusion of innovations in service organizations: Systematic review and recommendations. The Milbank Quarterly, 82(4), 581-629. https://doi.org/10.1111/j.0887-378X.2004.00325.x
McLeroy, K. R., Bibeau, D., Steckler, A., & Glanz, K. (1988). An ecological perspective on health promotion programs. Health Education Quarterly, 15(4), 351-377. https://doi.org/10.1177/109019818801500401
Victor, R. G., Lynch, K., Li, N., Blyler, C., Muhammad, E., Handler, J., Brettler, J., Rashid, M., Hsu, B., Foxx-Drew, D., Moy, N., Reid, A. E., & Elashoff, R. M. (2018). A cluster-randomized trial of blood-pressure reduction in Black barbershops. New England Journal of Medicine, 378(14), 1291-1301. https://doi.org/10.1056/NEJMoa1717250
Reading the DPH 801 Module 6 assignment instructions
The DPH 801 catalog description centers on appropriate application of theory, and with the sixth module's prompt not published outside the course, this example turns a chosen framework into a program. Design assignments typically ask for goals and objectives, components tied to theory constructs, a plan for delivery and attention to equity and resources. Write measurable objectives first. Present components by level with the construct each targets. Build on trial evidence where it exists. Address structural barriers, not only beliefs. Include staffing, budget and timeline. Plan community governance and equity monitoring. Explain how community members shaped the design. Make sure each component has a clear owner.
How this DPH 801 Module 6 example is built
Roughly 1,050 words and eighteen headed parts surround a three-column table linking each of five levels to components and constructs. It sets goal and objectives, states design principles and presents the table, then details the core pharmacist model, peers and families, structural supports, workplace outreach, diffusion, staffing and budget and equity safeguards. Pharmacist collaboration, partner training, communication, risks, a timeline, community governance, site adaptation and sustainability follow. A margin note explains that objectives come first because every component must serve them. The conclusion ties each component to the framework. Components in the table are each tied to a construct and a level. Staffing and budget figures are specific.
DPH 801 Module 6 rubric: what earns full marks
Intervention designs at the doctoral level are graded on alignment with theory, strength of evidence, completeness of the plan and attention to equity and sustainability. Four sources, the ecological model paper, Bandura's article, Greenhalgh's review and the Los Angeles barbershop trial, support the design and are formatted in APA. The components table makes theory visible. Budget and staffing show feasibility. Governance gives residents real power. Graders value designs that could be funded and launched with modest revision. A timeline, training plan and risk section show feasibility. Community governance with a resident majority shows equity in decision-making, not only in outcomes. Realistic costs add credibility. So does a staged launch that starts with pilot sites.
DPH 801 Module 6 help from the desk
A common problem is listing activities without linking them to constructs or objectives. Another is ignoring cost barriers for participants. Map each component to a construct. Include structural supports such as free devices or delivery. Show a realistic budget. Plan how sites differ and what must stay fixed. If budgeting is new to you, a tutor can walk through cost categories typical of community programs. End with the component you would pilot first. Keep objectives specific and dated. Show which parts of the design must stay fixed and which can adapt. Name funding sources realistically. Describe how participant privacy will be protected at public sites. Plan how you will learn from the pilot. Short tables help.
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 Aspen 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.
More DPH 801 and Doctor of Public Health sample papers
- DPH 801 Module 1: Determinants and Roots of Disparities
- DPH 801 Module 2: Individual-Level Theories Compared
- DPH 801 Module 3: Interpersonal Theories and Influence
- DPH 801 Module 4: Community Models and Diffusion
- DPH 801 Module 5: Choosing a Theory for a Population
- DPH 801 Module 7: Logic Model and Evaluation Outline
- DPH 801 Module 8: Practical Immersion Reflection
- DPH 870 Module 5: Critical Appraisal of Key Studies
- DPH 830 Module 7: International Organizations and Governance
- DPH 810 Module 5: Designing a Community Survey
- DPH 860 Module 3: Hypothesis Testing for Group Comparisons
DPH 801 Module 6 questions, answered
What does DPH 801 Module 6 usually ask for?
Aspen's DPH 801 asks students to apply theory appropriately, so a theory-based intervention design is a typical assignment. Check your classroom prompt.
What makes an intervention theory-based?
Each component targets a named construct from the chosen theory, with a rationale for why changing that construct should change behavior.
Why design at multiple levels?
Components at different levels reinforce one another and address structural as well as individual causes.
Where can I find a free DPH 801 Module 6 sample paper?
The multilevel intervention design is here in full, with a table mapping components to levels and constructs.
What makes an intervention design theory-based in DPH 801 Module 6?
Each component targets a named construct from the chosen framework, with a rationale and evidence for why it should change behavior.