MPH 590 Module 5 Capstone Project Results Example

Reviewed by Douglas Renshaw, MBA Aspen University Updated September 2026

This MPH 590 Module 5 sample paper reports the results of a capstone falls prevention project by RE-AIM dimension. Public Health and Health Education Capstone, part of Aspen University's MPH program, asks students to present what their applied project found. The first cycle enrolled 212 older adults at seven sites, 45% through clinic referral, and 151 attended at least 18 of 24 sessions. Timed Up and Go times fell from 13.8 to 11.9 seconds, with a 95% interval for the gain of 1.48 to 2.32 seconds. Worry about falling dropped from 64% to 41%, and recalled falls per person from 0.31 to 0.17. Fidelity reached 80% in 13 of 14 classes, costs came to about $180 per participant and second-year funding followed.

CourseMPH 590 Public Health and Health Education Capstone
ModuleModule 5
Paper typeCapstone results section
LengthAbout 1,033 words, 6 pages
FormatAPA 7 student paper
SchoolAspen University
ProgramMaster of Public Health
UpdatedSeptember 2026

Free sample paper for MPH 590 Module 5

1

What Happened: Reach, Outcomes and Delivery of a Community Balance Program

Student Name

Master of Public Health Program, Aspen University

MPH 590: Public Health and Health Education Capstone

Instructor Name

Month Day, Year

What this page is doingThe title signals that results are reported across reach, outcomes and delivery, not effect alone. APA 7 student title page.
2

What Happened: Reach, Outcomes and Delivery of a Community Balance Program

This section reports the results of the falls prevention project, organized by the RE-AIM dimensions of reach, effectiveness, adoption, implementation and maintenance (Glasgow et al., 1999). Results are presented without interpretation, which follows in the discussion. All figures refer to the first 12-week program cycle.

Reach

In all, 212 older adults enrolled in 14 classes across seven sites. Clinic referrals accounted for 96 participants, or 45%, and community outreach for 116, or 55%. Participants' mean age was 76.4 years; 78% were women; 81% were white, 11% Black, 6% Hispanic and 2% of other backgrounds. About 60% lived alone. Nearly half of participants had never attended a senior center program before.

What this page is doingReporting who enrolled, not just how many, lets the grader judge whether the program reached those most at risk.
3

Attendance

Participants attended a mean of 18.6 of 24 sessions. In total, 151 participants, or 71%, attended at least 18 sessions and were classified as completers. The most common reasons for dropping out were illness, transportation problems and family obligations. Reminder calls before the first two weeks of classes appeared to help, as early absences dropped after they began.

Balance and Mobility

Among completers, mean Timed Up and Go time improved from 13.8 seconds, with a standard deviation of 4.1, at enrollment to 11.9 seconds, with a standard deviation of 3.6, at week 12. The mean improvement of 1.9 seconds had a standard deviation of 2.6, giving a paired t of about 8.98 with 150 degrees of freedom, P below .001, and a 95% confidence interval for the improvement of 1.48 to 2.32 seconds.

Fear of Falling

At enrollment, 97 of the 151 completers, 64%, said they were worried about falling; at week 12, 62, or 41%, did. Forty-four participants moved from worried to not worried and nine from not worried to worried, a McNemar chi-square of about 23.1, P below .001. Falls efficacy scores improved in parallel.

Self-Reported Falls

Of the 151 completers, 138 were reached for the three-month follow-up. They reported 43 falls in the three months before the program, 0.31 falls per person, and 23 in the three months after, 0.17 per person. The share reporting at least one fall declined from 24% to 14%. These figures are descriptive and based on recall.

Results Summary

The table summarizes key results.

RE-AIM dimensionMeasureResult
ReachEnrolled212 at 7 sites; 45% clinic-referred
EffectivenessTimed Up and Go13.8 to 11.9 seconds (P below .001)
EffectivenessWorried about falling64% to 41% (P below .001)
EffectivenessFalls per person, 3 months0.31 to 0.17 (descriptive)
AdoptionSites and instructors7 of 9 sites approached; 9 of 10 trained instructors taught
ImplementationFidelity and attendance13 of 14 classes at 80% or more; 71% completed
MaintenanceFunding and classesSecond-year funding for 10 classes

Adoption

Of nine organizations approached to host classes, seven agreed. Two declined because of space limits. Of ten trained instructors, nine taught at least one class. All four clinics that agreed to screen continued referring throughout the cycle.

Implementation

Fidelity observations found that 13 of 14 classes delivered at least 80% of core elements, with a mean of 89%. The class below the threshold had a new instructor who skipped the progression of forms; coaching corrected this. Delivery costs totaled about $38,500, or roughly $180 per enrolled participant.

Maintenance

Before the internship ended, the Area Agency on Aging committed aging services funds for ten classes in the following year, and three sites asked to continue hosting. Two instructors agreed to become lead instructors to mentor new ones. The second cycle's classes were scheduled to begin within two months, limiting the gap in service for new referrals.

Unexpected Findings

Participants referred by clinics were older and more likely to have fallen in the past year than self-referred participants, suggesting that clinic screening reached higher-risk adults. Transportation was the leading barrier at the two rural sites.

Comparison With Published Results

The balance improvement and reduction in fear are consistent with gains reported in trials of balance-focused exercise, which on average reduce the rate of falls (Sherrington et al., 2019), and with the direction of results for the tai ji quan program in its original trial (Li et al., 2018). The project's fall data, however, come from a short, uncontrolled follow-up and cannot be compared directly with trial effect sizes.

Participant Feedback

At the final session, participants completed a short satisfaction survey. Of 151 completers, 94% rated the program good or excellent and 89% said they would recommend it to a friend. Common comments praised instructors' patience and the social connection of the group; suggestions included longer programs and more convenient times.

Differences by Site

Attendance varied by site, from 62% completion at one rural church to 82% at a senior center with a dedicated coordinator. Improvements in Timed Up and Go times were similar across sites, suggesting that the program worked comparably where participants attended.

Missing Data

Timed Up and Go data were complete for all 151 completers. Falls follow-up was missing for 13 completers who could not be reached. Enrollment characteristics of those lost to follow-up were similar to those reached, though they were slightly older.

Comparison of Referral Groups

Clinic-referred participants had a mean age of 78.1 years compared with 75.0 for self-referred participants, and 61% of clinic-referred participants reported a fall in the past year compared with 38% of self-referred participants. Completion rates were similar in both groups.

Costs

Total delivery costs of about $38,500 included $12,000 for instructor certification training, $16,000 for instructor stipends, $4,200 for materials and printing, $3,800 for evaluation support and $2,500 for site supplies and refreshments. In-kind space and staff time from partners were not included in this figure.

Summary of Results

Across RE-AIM dimensions, the first cycle met its reach target, retained most participants, delivered the program faithfully, showed improvements in mobility and confidence and secured continued funding, with transportation and diversity of reach as the main shortfalls.

Conclusion

The first program cycle reached 212 older adults, most of whom completed the program, with improvements in mobility and confidence and fewer self-reported falls. Delivery was largely faithful to the program design, partners adopted it and funding for a second year was secured. The discussion interprets these results and their limits.

References

Glasgow, R. E., Vogt, T. M., & Boles, S. M. (1999). Evaluating the public health impact of health promotion interventions: The RE-AIM framework. American Journal of Public Health, 89(9), 1322-1327. https://doi.org/10.2105/ajph.89.9.1322

Li, F., Harmer, P., Fitzgerald, K., Eckstrom, E., Akers, L., Chou, L.-S., Pidgeon, D., Voit, J., & Winters-Stone, K. (2018). Effectiveness of a therapeutic Tai Ji Quan intervention vs a multimodal exercise intervention to prevent falls among older adults at high risk of falling: A randomized clinical trial. JAMA Internal Medicine, 178(10), 1301-1310. https://doi.org/10.1001/jamainternmed.2018.3915

Sherrington, C., Fairhall, N. J., Wallbank, G. K., Tiedemann, A., Michaleff, Z. A., Howard, K., Clemson, L., Hopewell, S., & Lamb, S. E. (2019). Exercise for preventing falls in older people living in the community. Cochrane Database of Systematic Reviews, 2019(1), Article CD012424. https://doi.org/10.1002/14651858.CD012424.pub2

MPH 590 Module 5 instructions, in plain terms

Aspen's catalog asks MPH 590 students to present and defend their project, and with the fifth module's text reserved for the classroom, this sample writes the results chapter. Results chapters report what happened, organized to match the aims and framework, with tables and statistics but little interpretation. Organize by aim or framework dimension. Report reach and attendance before outcomes. Give statistics with intervals. Present a summary table. Note missing data. Keep interpretation for the discussion. Report unexpected findings honestly. Use the same order of aims as in your introduction and methods. State the number of participants behind every percentage so readers can judge precision.

How the MPH 590 Module 5 example is put together

Seventeen headings organize this results chapter, and its three-column summary table reports findings by RE-AIM dimension. It reports reach, attendance, balance, fear of falling and self-reported falls before the table, then adoption, implementation, maintenance, unexpected findings and a comparison with published results. Participant feedback, site differences, missing data, referral group comparisons, costs and a summary complete it. A margin note explains why reporting who enrolled matters. The conclusion restates the main results without interpretation. Figures in the summary table match the text exactly. Site-level differences are reported briefly so readers can see where attendance was strongest and weakest, and why that might matter.

Where the marks sit in the MPH 590 Module 5 rubric

Results chapters are graded on clear organization, accurate statistics, appropriate tables, honest reporting of missing data and restraint in interpretation. The RE-AIM commentary, the Cochrane exercise review and the tai ji quan trial are cited, all in APA format. Statistics include tests, degrees of freedom and intervals. The summary table maps results to each dimension. Unexpected findings, such as transportation barriers, are reported rather than hidden. Committees look for results that answer each stated aim. Reporting who enrolled, who dropped out and why shows transparency. Comparing referral groups adds useful detail without overinterpreting. Presenting costs alongside outcomes helps readers judge value, which funders care about. Careful rounding and consistent units add polish. Graders also check that every aim from the introduction receives an answer.

MPH 590 Module 5 help from the desk

Students often mix interpretation into results or report only positive findings. Others give P values without effect sizes. Report every aim's result, favorable or not. Give numbers with units and intervals. Use one clear summary table. Describe missing data. If your statistics need checking, a tutor can review your calculations and tables before submission. End with a short paragraph listing the main results in plain words. Present each result once, in the clearest place, rather than repeating it. Use tables for numbers and text for what the tables show. Keep causal language out of the results. If a result surprised you, report it plainly and explain later. Label every table clearly.

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 MPH 590 and Master of Public Health sample papers

MPH 590 Module 5 questions, answered

What does MPH 590 Module 5 usually ask for?

Aspen's MPH 590 asks students to explain their project's results, so a results section is a typical assignment. Check the prompt in your classroom.

Why report results by RE-AIM dimension?

It shows reach, adoption, implementation and maintenance as well as effectiveness, which together determine a program's public health impact.

Should the results section interpret findings?

Results should be reported clearly; interpretation, comparison and limitations belong mainly in the discussion.

Where can I find a free MPH 590 Module 5 sample paper?

Read the capstone results chapter here, with its summary table of findings by RE-AIM dimension.

How should capstone results be organized in MPH 590 Module 5?

By aim or framework dimension, reporting reach and delivery as well as outcomes, with statistics, tables and missing data noted.