| Course | MPH 590 Public Health and Health Education Capstone |
|---|---|
| Module | Module 7 |
| Paper type | Capstone recommendations |
| Length | About 1,034 words, 6 pages |
| Format | APA 7 student paper |
| School | Aspen University |
| Program | Master of Public Health |
| Updated | September 2026 |
Free sample paper for MPH 590 Module 7
Next Steps: Recommendations for Sustaining and Strengthening Community Falls Prevention
Student Name
Master of Public Health Program, Aspen University
MPH 590: Public Health and Health Education Capstone
Instructor Name
Month Day, Year
Next Steps: Recommendations for Sustaining and Strengthening Community Falls Prevention
A capstone should end with recommendations that follow from its findings. This section translates the falls prevention project's results and limitations into specific recommendations for the partners who will carry the work forward and for policymakers, and considers what the project implies for public health practice beyond the county.
Principles Behind the Recommendations
Recommendations rest on three principles: build on what worked, fix what limited reach and impact, and strengthen evaluation so future decisions rest on firmer evidence. They also follow evidence-based public health practice, which calls for disseminating results to decision makers and adapting programs using local data (Brownson et al., 2009).
Expand Reach Equitably
Enrollment in the first cycle skewed toward white women, whereas the county's older residents are more diverse. The Area Agency on Aging should add classes at sites in neighborhoods with more Black and Hispanic older adults, partner with churches and cultural organizations serving those communities, offer a class taught in Spanish and actively recruit men through veterans' groups and barbershops. Materials should use large print and plain language, and outreach should include caregivers who help older adults decide.
Solve Transportation
Transportation was the main barrier at rural sites. Options include partnering with the county's senior transportation service, scheduling classes to align with existing routes, recruiting volunteer drivers and offering classes at rural churches closer to participants' homes. Tracking how many participants use each transport option will show which approach works best in rural areas.
Strengthen Clinic Referral
Clinic referral reached higher-risk adults. The health department should expand screening and referral to more clinics, add an electronic referral option and send clinics quarterly reports on patients who enrolled and completed. The national screening toolkit provides materials that make this practical for busy clinicians (Stevens & Phelan, 2013). Adding one more clinic serving a largely Hispanic population would also support the equity goal.
Build Instructor Capacity
Two instructors agreed to serve as lead instructors. The program should train at least six more instructors, especially from communities not yet reached, and establish a mentoring system and annual refresher training. Continued fidelity checks will protect program quality as it grows. Recruiting instructors who share participants' languages and backgrounds will support the equity goal.
Strengthen Evaluation
Future cycles should add a comparison group, such as adults on a waiting list, extend follow-up to 12 months and consider verifying falls through clinic or emergency records where consent allows. The randomized evidence for the program is strong (Li et al., 2018), but local evaluation with a comparison will show how much of that effect carries into community delivery.
Secure Sustainable Funding
Aging services funds for evidence-based health promotion covered the second year. For long-term stability, partners should seek contributions from local hospitals, which benefit from fewer fall injuries, from health plans serving older adults and from community foundations. A cost-per-participant figure of about $180 supports these conversations.
Recommendations Summary
The table lists recommendations with owners and timelines.
| Recommendation | Owner | Timeline |
|---|---|---|
| Add classes in diverse neighborhoods and a Spanish-language class | Area Agency on Aging | Next 12 months |
| Transportation partnership for rural sites | Area Agency on Aging with county transit | Next 6 months |
| Expand clinic screening and electronic referral | County health department | Next 12 months |
| Train six new instructors; mentoring system | Area Agency on Aging | Next 9 months |
| Comparison group and 12-month follow-up | Health department with university partner | Next cycle |
| Hospital and health plan funding | Partners jointly | Next 18 months |
Policy Recommendations
At the state level, policymakers could fund evidence-based falls prevention through aging services and public health budgets, encourage health plans to cover community programs for at-risk members and support data systems that link clinic screening to community referral. Such policies would allow counties to scale proven programs.
Implications for Practice Elsewhere
Other counties can adapt the model: pair clinic screening with community classes, use existing aging services networks and facilities, train local instructors and evaluate with RE-AIM (Glasgow et al., 1999). The project shows that a small team can launch an evidence-based program within an internship term when partners share the goal.
Communicating Results
Results should be shared in formats that suit each audience: a two-page brief for county officials and funders, a one-page summary for clinics, a newsletter story for participants and the public and a presentation for the state aging network. Sharing results builds support and allows others to learn from the project.
Monitoring Progress on Recommendations
Partners should review progress on the recommendations quarterly, using a simple tracking table with each recommendation's status, next steps and barriers. The agency's health promotion lead has agreed to run these reviews.
Risks to Sustainability
Risks include loss of trained instructors, reduced aging services funding, changes in clinic leadership and declining participant interest after the initial enthusiasm. Mitigation strategies include training more instructors than needed, diversifying funding, embedding referral in clinic workflows and refreshing outreach each cycle.
Integrating With Other Services
The program could be linked with home safety assessments, medication reviews by pharmacists and vision screening, creating a more complete fall prevention approach. Partners should explore these links in the next year.
Research Recommendations
Researchers could partner with the county to study how community delivery compares with trial conditions, test strategies to improve attendance among men and people of color and examine whether combining tai ji quan with home safety assessments adds benefit. Such studies would strengthen evidence for community practice.
Priorities if Resources Are Limited
If partners can act on only some recommendations, the priorities should be sustaining current classes, fixing transportation for rural participants and expanding clinic referral, since these protect gains already made and reach higher-risk adults. Stronger evaluation should follow as soon as resources allow.
Engaging Participants as Advocates
Participants who benefited can be powerful advocates. Inviting graduates to speak at funding meetings, recruit friends and serve as class assistants would strengthen both sustainability and outreach.
Conclusion
The recommendations build on the project's success in delivering a proven program and address its gaps in reach, transportation and evaluation. With clear owners and timelines, expanded referral, more instructors, stronger evaluation and diversified funding, the county can sustain and grow falls prevention for its older residents, and other communities can adapt the model.
References
Brownson, R. C., Fielding, J. E., & Maylahn, C. M. (2009). Evidence-based public health: A fundamental concept for public health practice. Annual Review of Public Health, 30, 175-201. https://doi.org/10.1146/annurev.publhealth.031308.100134
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
Stevens, J. A., & Phelan, E. A. (2013). Development of STEADI: A fall prevention resource for health care providers. Health Promotion Practice, 14(5), 706-714. https://doi.org/10.1177/1524839912463576
Reading the MPH 590 Module 7 assignment instructions
The MPH 590 catalog description asks students to defend a substantial applied project, and because the seventh module's instructions sit behind the course login, this sample writes the recommendations chapter. Recommendations chapters usually translate findings and limitations into specific actions for partners and policymakers, and consider wider implications. Tie each recommendation to a finding. Name who should act and when. Prioritize if resources are limited. Include evaluation improvements. Address sustainability and risks. Explain how other communities could use your model. Make sure each recommendation could be started within a year. Consider the view of each partner who would carry out a recommendation.
How this MPH 590 Module 7 example is built
A three-column recommendations table, listing owners and timelines, anchors this chapter of roughly 1,050 words. It states principles, then recommends steps on reach, transportation, referral, instructors, evaluation and funding before the table, followed by policy recommendations and implications elsewhere. Communicating results, monitoring progress, sustainability risks, service integration, research needs, priorities under limited resources and participants as advocates follow. A margin comment explains that stated principles show each recommendation follows from findings. The conclusion describes a path to sustain and grow the program. Owners named in the table are real partner roles from the project. Each recommendation in the table can be traced back to a specific finding or limitation in earlier chapters.
Where the marks sit in the MPH 590 Module 7 rubric
Recommendations are judged on their link to findings, specificity, feasibility, clear ownership and attention to sustainability and equity. Brownson's review of evidence-based practice, the RE-AIM commentary, the tai ji quan trial and the STEADI development paper are cited, each formatted in APA. The table gives owners and timelines. Priorities for limited resources show judgment. Policy recommendations extend beyond the county. Graders value recommendations partners could act on immediately. Recommendations that include measurable next steps, such as tracking transport use or enrollment by group, show accountability. A priority list for limited resources shows realistic judgment. Linking recommendations to state policy shows broader thinking. Timelines matched to funding cycles add realism.
MPH 590 Module 7 help from the desk
Students often write general recommendations, such as more funding is needed, without saying who, how or when. Others recommend actions unrelated to their findings. Link each recommendation to a result. Name an owner and timeline. Keep the list focused. Include one evaluation improvement. If you are unsure which recommendations partners will accept, a tutor can help you frame them in terms of partners' goals. End with the single most important next step. Avoid recommending that partners do everything at once. Keep each recommendation short and specific. Consider costs and who would pay. Include one recommendation aimed at evaluation so future decisions rest on better evidence. Say what success would look like in a year, and how partners would know.
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 1: Capstone Introduction
- MPH 590 Module 2: Capstone Literature Review
- MPH 590 Module 3: Theory and Planning Framework
- MPH 590 Module 4: Capstone Project Methods
- MPH 590 Module 5: Capstone Project Results
- MPH 590 Module 6: Capstone Discussion
- MPH 590 Module 8: Capstone Conclusion and Defense
- MPH 540 Module 2: Accountability and Accreditation
- MPH 530 Module 5: Climate, Weather and Health
- MPH 510 Module 6: Bias and Confounding
- MPH 560 Module 3: Sampling and Confidence Intervals
MPH 590 Module 7 questions, answered
What does MPH 590 Module 7 usually ask for?
Aspen's MPH 590 asks students to defend their project and its implications, so recommendations for practice and policy are a typical section. Check your classroom prompt.
What makes a good capstone recommendation?
It follows from the findings, names who should act, sets a timeline and is realistic for the partners involved.
Why strengthen evaluation in future cycles?
A comparison group and longer follow-up would show more reliably how much the program reduces falls in community delivery.
Where can I find a free MPH 590 Module 7 sample paper?
The recommendations chapter is published above, with a table of actions, owners and timelines.
What makes capstone recommendations strong in MPH 590 Module 7?
They follow from findings, name who should act and when, are realistic for partners and address equity, evaluation and sustainability.