PHE 101 Module 7 Project Two Example

Reviewed by Delia Ravenscroft, MSN, RN

This PHE 101 Module 7 Project Two sample proposes a public health intervention for the problem analyzed in Project One. It was written for SNHU PHE 101 (PHE-101), where the second project asks BS Public Health students to design a response with goals, objectives, partners, a timeline, resources and an evaluation plan. The composite student works with a small county health department in north central Kansas on grain bin entrapment. The plan has four layers matched to the determinants: a harvest lending program for tools that loosen crusted grain from the bin roof, paired with a two-person pledge through the grain cooperative; a shared rescue tube and training for every volunteer fire district; a simple near-miss reporting line; and a short safety module for young workers through FFA and 4-H. It closes with a budget, an ethics check and evaluation measures.

CoursePHE 101 Fundamentals of Public Health
ModuleModule 7
Paper typeundergraduate project proposing a public health intervention
LengthAbout 1,010 words, 6 pages
FormatAPA 7 student paper
SchoolSouthern New Hampshire University
ProgramBS Public Health
UpdatedOctober 2026

Free sample paper for PHE 101 Module 7

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Project Two: Stay Out, Stay Together, Get Out. A Layered Grain Bin Safety Plan for Prairie Bend County

[Student Name]

Southern New Hampshire University

PHE 101: Fundamentals of Public Health

Project Two

[Instructor Name]

[Date]

The organization, setting and figures below are a composite written as a model document. No real employer, client, colleague or patient is described.

What this page is doingThe title names the plan's three aims as a slogan.
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Project Two: Stay Out, Stay Together, Get Out. A Layered Grain Bin Safety Plan for Prairie Bend County

Project One showed that grain bin entrapment in Prairie Bend County is rare in any single year but predictable across a decade: eleven incidents in ten years, most during harvest, most involving someone alone and several with an auger running. The determinants analysis in Module Six showed that the strongest levers sit with institutions such as the grain cooperative and fire districts rather than with individual knowledge. This project proposes a plan built on those findings. Its three aims are simple enough to fit on a cooperative sign: stay out of bins when possible, never go in alone and get people out quickly when something goes wrong. Every component below traces to one of those findings.

What this page is doingThe plan's logic is tied to earlier findings.
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Goal and Objectives

The goal is to eliminate deaths from grain bin entrapment in Prairie Bend County. Four objectives make the goal measurable within one year. First, by the end of next harvest, at least 60 farms will have borrowed bin-clearing tools through the cooperative's lending program. Second, by the same date, 150 farms will have signed the cooperative's two-person entry pledge. Third, within twelve months, all four volunteer fire districts will have access to a grain rescue tube and at least four trained members each. Fourth, within twelve months, a near-miss reporting line will be operating and every FFA and 4-H member aged 12 to 18 in the county will have completed a one-hour bin safety session.

What this page is doingObjectives are specific, measurable and time-bound.
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Layer One: Make Entry Less Necessary

The first layer changes the conditions that send people into bins. The cooperative will buy six sets of tools that let a worker break up crusted grain from the roof hatch while tied off, and lend them free during harvest. A tool that removes the reason to enter belongs to the context-changing tier that Frieden (2010) ranks above education. The cooperative will also promote a two-person pledge: farms that sign agree that nobody enters a bin without a second person outside and the unloading auger locked out. Signers receive a decal and a free lockout kit, which makes the pledge visible and practical.

What this page is doingThe first layer targets the environment and norms.
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Layer Two: Rescue Capacity

The second layer prepares for failures. Currently one fire district owns a rescue tube. The plan will buy two more, placed so that every district can reach one within twenty minutes, and will fund four members from each district to attend grain rescue training. Evaluations of the national course showed better test results among trained responders and some changes in department practice, along with lasting gaps (Cheng et al., 2024) in understanding certain hazards, so refresher drills each August will be part of the plan.

What this page is doingRescue capacity is grounded in training evidence.
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Layer Three: Learning From Near Misses

The third layer builds information. A short form, available at the cooperative office, fire stations and online, will let anyone report a near miss or rescue without names. The health department will review reports monthly with partners and share lessons in the cooperative newsletter. Cheng et al. (2018) noted that national surveillance depends on public sources, so local near-miss reports will also be shared with the national database with reporters' permission.

What this page is doingA reporting line fills the data gap identified earlier.
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Layer Four: Young Workers

The fourth layer addresses the group most overrepresented nationally. FFA advisors and 4-H leaders will deliver a one-hour session before harvest, using a demonstration of how quickly grain flows and practicing how to say no to an unsafe request. Education sits at the top of Frieden's pyramid and is weaker on its own, which is why it comes last and builds on the other three layers rather than replacing them.

What this page is doingEducation is placed deliberately after structural layers.
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Who Does What

Coordination, data and evaluation fall to the health department. The grain cooperative will run the lending program and pledge. The four fire districts will host training and drills. The county extension office will provide materials and help reach farms that sell elsewhere. FFA and 4-H will deliver youth sessions. Castrucci (2021) describes the essential public health services as a shared language for explaining public health work, and here they help each partner see its part: the department assesses and convenes, while partners deliver services the department cannot.

What this page is doingEach partner has a defined role.
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Timeline and Budget

The plan runs for one year. Months one to three: partner agreements, purchase of tools and tubes and design of the reporting form. Months four to six: rescue training and youth sessions. Months seven to nine, the harvest: lending, pledges and drills. Months ten to twelve: evaluation and planning for year two. Table 1 shows the budget.

Table 1. First-Year Budget

ItemCost
Two grain rescue tubes$14,000
Rescue training for 16 firefighters, including travel$9,600
Six sets of bin-clearing tools$6,000
Lockout kits and decals for pledge farms$4,500
Youth session materials and demonstration unit$2,400
Reporting form and printing$1,500
Total$38,000

Note. Proposed funding: state farm safety grant, cooperative contribution and county emergency management funds.

What this page is doingThe budget is itemized with funding sources.
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Ethics Check

The plan avoids mandates on private farms. Childress et al. (2002) suggest that public health should choose the least restrictive effective means, and a voluntary pledge backed by equipment and rescue capacity infringes on no one's liberty. The youth layer respects family decision making by teaching young workers how to raise concerns rather than instructing them to defy parents.

What this page is doingThe plan is tested against ethical conditions.
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Evaluation

Process measures will count tools borrowed, pledges signed, firefighters trained, youth sessions held and near-miss reports received. Outcome measures will track entrapment incidents and deaths, though with such small numbers, change will take years to judge. A short survey of pledge farms after harvest will ask whether the tools and pledge changed how bins were handled. The health department will report results to partners and the county commission each year.

What this page is doingEvaluation is realistic about small numbers.
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Conclusion

The plan answers each layer of risk with a practical response: tools and a pledge to reduce entries, rescue capacity for when prevention fails, a reporting line to learn from near misses and education for the youngest workers. It costs about as much as one used pickup truck and relies on institutions the county already trusts. Its success will be judged first by whether farmers use the tools and sign the pledge, and over time by whether the county goes a decade without another harvest funeral.

What this page is doingThe close summarizes the plan in plain terms.
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References

Castrucci, B. C. (2021). The "10 Essential Public Health Services" is the common framework needed to communicate about public health. American Journal of Public Health, 111(4), 598-599. https://doi.org/10.2105/AJPH.2021.306189

Cheng, Y.-H., Field, W. E., Issa, S. F., French, B. F., Ehlers, S. G., & Sheldon, E. J. (2024). Documenting baseline efficacy of grain rescue training for emergency first responders through pre- and post-testing, and follow-up survey. Journal of Agricultural Safety and Health, 30(3), 123-138. https://doi.org/10.13031/jash.16012

Cheng, Y.-H., Field, W. E., Issa, S. F., Kelley, K., Heber, M., & Turner, R. (2018). Summary of U.S. injuries and fatalities involving entrapment and suffocation in grain transport vehicles. Journal of Agricultural Safety and Health, 24(2), 73-88. https://doi.org/10.13031/jash.12479

Childress, J. F., Faden, R. R., Gaare, R. D., Gostin, L. O., Kahn, J., Bonnie, R. J., Kass, N. E., Mastroianni, A. C., Moreno, J. D., & Nieburg, P. (2002). Public health ethics: Mapping the terrain. Journal of Law, Medicine & Ethics, 30(2), 170-178. https://doi.org/10.1111/j.1748-720X.2002.tb00384.x

Frieden, T. R. (2010). A framework for public health action: The health impact pyramid. American Journal of Public Health, 100(4), 590-595. https://doi.org/10.2105/AJPH.2009.185652

What the PHE 101 Module 7 instructions ask for

PHE 101's second project, in Module Seven, asks you to propose an intervention for the problem you analyzed. Most versions run five to seven pages in APA 7. Restate the key findings that the plan responds to. Set a goal and several SMART objectives. Describe each component, explaining which determinant it targets and why, with evidence. Name partners and their roles, lay out a timeline and provide a simple budget with funding sources. Check the plan against ethical principles, especially if it limits anyone's choices. Finish with an evaluation plan that includes process and outcome measures, and be realistic about how long it will take to see change when numbers are small. Tie every component back to a finding.

How this PHE 101 Module 7 project two example is built

Prairie Bend County's plan, Stay Out, Stay Together, Get Out, answers Project One's eleven incidents with four layers. Bin-clearing tools lent through the cooperative and a two-person pledge with lockout kits sit low on Frieden's pyramid. Two more rescue tubes and training for sixteen firefighters draw on Cheng and colleagues' rescue course findings. A near-miss form fills the data gap noted in national surveillance. A one-hour FFA and 4-H session comes last by design. Castrucci's essential services language assigns partner roles, Table 1 totals $38,000, Childress and colleagues' least restrictive principle checks ethics and the PHE 101 evaluation counts process measures while admitting outcomes will take years. Each layer answers one determinant.

Where the PHE 101 Module 7 rubric puts the points

Graders of the PHE 101 intervention project typically reward objectives that are specific, measurable and dated, components that clearly target identified determinants, use of evidence and frameworks to justify choices, realistic partners and roles, a timeline and budget with funding sources, an ethics check and an evaluation plan with process and outcome measures. Projects that excel build directly on Project One and justify the order of their components. Graders value realism about small numbers and about what a health department can do. Professional organization, a clear table and correct APA 7 citations round out the higher scores. Budgets that name funding sources are rewarded. Honest limits help too.

PHE 101 Module 7 help: the mistakes that cost points

Intervention projects in this course lose points with objectives that cannot be measured, plans built only on education, components disconnected from the problem analysis, budgets with no sources or evaluations that promise outcomes too quickly. Some also ignore ethical concerns about mandates. When your issue or town differs, pass along your Project One paper and the directions, and the proposal will grow out of that analysis. Local partner names and grant programs strengthen feasibility. Our PHE 101 projects layer components by impact, give each partner a role and keep evaluation honest about how long change takes. Real grant names help. So do partner names.

Get PHE 101 Module 7 written to your instructions

Send the PHE 101 Project Two guidelines with your Project One analysis. The plan will set SMART objectives, design components aimed at the determinants you found, assign partners, lay out a timeline and budget, check ethics and build an evaluation, returned in 24 to 48 hours with no charge for a first order. The paper above is an original model document written by our desk, not a submitted student paper and not an official Southern New Hampshire University document.

More PHE 101 papers and related BS Public Health samples

PHE 101 Module 7 questions, answered

Where can I find a free PHE 101 Module 7 Project Two sample?

This page has the complete PHE 101 Project Two plan, a layered grain bin safety program for a Kansas county with objectives, partners, budget, ethics check and evaluation.

What should a public health intervention plan include?

A goal, SMART objectives, components tied to determinants, partners and roles, a timeline, a budget with funding sources, an ethics check and an evaluation plan.

What are SMART objectives?

Objectives that are specific, measurable, achievable, relevant and time-bound, such as training four members of each fire district within twelve months.

Why not rely on education alone?

Education reaches people one at a time and depends on their effort, while changes to equipment, norms and institutions make safe choices easier for everyone.

How do you evaluate a program when events are rare?

Track process measures such as participation and equipment use, survey behavior change and judge outcomes over several years rather than one.