| Course | PHE 330 Public Health Education and Communication |
|---|---|
| Module | Module 7 |
| Paper type | undergraduate project presenting campaign materials and an evaluation plan |
| Length | About 1,020 words, 6 pages |
| Format | APA 7 student paper |
| School | Southern New Hampshire University |
| Program | BS Public Health |
| Updated | October 2026 |
Free sample paper for PHE 330 Module 7
Project Two: Five Pieces and a Yardstick. Pier Safety Campaign Materials and Their Evaluation
[Student Name]
Southern New Hampshire University
PHE 330: Public Health Education and Communication
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.
Project Two: Five Pieces and a Yardstick. Pier Safety Campaign Materials and Their Evaluation
Project One set out a summer communication plan for drowning prevention beside the town's harbor piers. This project delivers what the plan promised: the finished campaign materials and a design for judging them. Each piece is presented with the audience it serves, the action it asks for and the reason for its wording and design. The evaluation that follows is built so that, by September, the health department and its partners will know whether the campaign reached its audience and changed what visitors know and intend. All five pieces are ready for production.
Piece One: Pay Station Decal
Every visitor who parks at the beach must pay at one of six stations, so the decal reaches nearly everyone. It shows a young man floating calmly on his back beside a pier, with large type reading: The lake is stronger than any swimmer. Below in smaller type: Pulled by a current? Flip. Float. Follow the edge out. A strip at the bottom shows the three flag colors with plain meanings. Audience: all visitors, especially young men. Action: remember the response before swimming. Rationale: the image and wording follow the extended parallel process model of Witte (1992), presenting a credible threat while showing the response as something a capable swimmer does, which pretesting found more acceptable than wording that implied weakness.
Piece Two: Lifeguard Video Script
The video runs fifteen seconds and is built for phone screens. Opening shot: the lifeguard floating beside the pier, calm. Voice: Strong, in a current, looks like this. Cut to the lifeguard on the pier: Fight the current and it wins. Flip onto your back. Float. Then follow the edge out. End card: the beach name, the flag colors and the words Float first. Audience: young men planning trips, reached through ads and the beach's map listing. Action: learn the response before arriving. Rationale: a messenger close in age who does rescues adds credibility and response efficacy, and the short length reflects pretesting, in which a thirty-second version was skipped.
Piece Three: Pier Entrance Sign
Mounted at both pier entrances, the sign has three panels matching the flags. Red: Stay out of the water today. Strong currents along this pier. Yellow: Currents possible. Swim near a lifeguard, never near the pier. Green: Safer conditions. Currents can still form. Each panel shows a small drawing of the correct action, and the response appears beneath all three. Audience: everyone walking onto the pier. Action: decide whether to swim at all. Rationale: survey findings showed that most visitors misread the flags, so the sign links each color to a decision rather than a symbol.
Piece Four: Family Card
A postcard-sized card is handed out at hotels, campgrounds and the visitor center. Front: a parent standing on the beach pointing and calling while another adult throws a ring buoy, with the words: Someone pulled out? Stay on the sand. Back: Call 911, throw something that floats, keep pointing at the swimmer, and the flag meanings. Audience: parents on day trips. Action: help without becoming a second victim. Rationale: local rescue records showed parents entering the water after children, so the card names a safer action and makes it concrete.
The card is printed in English and Spanish, since several hotels report many Spanish-speaking families on summer weekends.
Piece Five: Red-Flag Announcement
On red-flag days, lifeguards read a short announcement every hour from the stand: Attention swimmers. Today the lake has strong currents along both piers. Please stay out of the water near the piers. If the water drags you away, roll onto your back, stay afloat and work sideways out of it. If you see someone in trouble, call for help and throw a ring buoy; do not go in. Audience: people already on the beach. Action: avoid the piers and remember the response. Rationale: repetition at the point of risk reinforces the other pieces, and Maloney et al. (2011) found that pairing threat with efficacy makes messages more persuasive than threat alone.
Evaluation Design
The evaluation answers three questions: Did the campaign reach its audience? Did knowledge and intended action change? Did behavior near the piers change? Snyder (2007) found that campaign effects are typically modest, so the evaluation measures the steps that come before behavior as well as behavior itself. Process measures include ad impressions and video views among people aged 16 to 30 within three hours' drive, map listing views, cards distributed, announcements logged and decals and signs installed on schedule. Outcome measures come from intercept surveys of about 150 beachgoers on a weekend before the campaign starts in late May and two weekends in July and August, asking what the red flag means, how to escape a current and whether they saw any campaign piece. Behavior near the piers will be tracked through lifeguard counts of swimmers within fifty yards of each pier at fixed times on red-flag days, compared with the previous summer's logs. Rescue and drowning counts go in the report, though they are too rare to serve as the test of the campaign.
Analysis and Reporting
Survey results before and after the campaign will be compared as percentages with confidence intervals, separately for visiting young men, families and local residents, and also compared between people who did and did not recall seeing a campaign piece. Because the same people are not surveyed twice, the comparison shows change in the beach population rather than in individuals, and other factors, such as news coverage, could also contribute. Lifeguard counts will be summarized as the average number of swimmers near the piers per red-flag check. A two-page report will go to partners in September with recommendations for the next summer.
Conclusion
The five pieces carry one core response to three audiences at the moments they plan, arrive and swim. The evaluation is sized to what a summer campaign can show: who saw it, what they learned and whether fewer people swam near the piers on dangerous days. Next summer's version will start from what this evaluation finds.
References
Maloney, E. K., Lapinski, M. K., & Witte, K. (2011). Fear appeals and persuasion: A review and update of the extended parallel process model. Social and Personality Psychology Compass, 5(4), 206-219. https://doi.org/10.1111/j.1751-9004.2011.00341.x
Snyder, L. B. (2007). Health communication campaigns and their impact on behavior. Journal of Nutrition Education and Behavior, 39(2, Suppl.), S32-S40. https://doi.org/10.1016/j.jneb.2006.09.004
Witte, K. (1992). Putting the fear back into fear appeals: The extended parallel process model. Communication Monographs, 59(4), 329-349. https://doi.org/10.1080/03637759209376276
What the PHE 330 Module 7 instructions ask for
The second PHE 330 project, in Module Seven, asks for your finished campaign materials and an evaluation plan, usually five to seven pages in APA 7. Present each piece as it would appear, with exact wording, a description of images or scripts, its audience, the action it asks for and the reasoning behind it, including what pretesting changed. Make sure the pieces share a core message while fitting their channels. Then design an evaluation with process measures of reach, outcome measures of knowledge and intention and, where possible, observable behavior. Describe the survey or observation design, the analysis and its limits and how results will be reported to partners and used to improve the next round. Show draft and final wording where testing changed it.
How this PHE 330 Module 7 project two example is built
Lake Michigan's campaign delivers five pieces: a pay-station decal of a calm floater under The lake is stronger than any swimmer, a fifteen-second lifeguard script beginning This is what strong looks like in a current, a three-panel flag sign tying colors to decisions, a family card saying If someone is pulled out, don't go in and an hourly red-flag announcement. Witte's model and Maloney and colleagues' review explain the threat-plus-efficacy wording. Snyder's modest effects shape an evaluation measuring reach, intercept survey knowledge before and after with about 150 people per wave and lifeguard counts near the piers. The PHE 330 project reports to partners in September. Every piece names its action.
Where the PHE 330 Module 7 rubric puts the points
Graders of the PHE 330 materials and evaluation project typically reward finished, specific materials with exact wording, a consistent core message adapted to each channel, a clear statement of audience and action for each piece, rationale tied to theory and pretesting, an evaluation covering reach, knowledge and behavior, a sound design with stated limits and a reporting plan. Projects that score highest present materials ready to print or film and choose evaluation measures the team can actually collect. Graders value honesty about what a before-and-after design can show. Professional presentation and correct APA 7 citations complete stronger submissions. Print-ready wording is the standard.
PHE 330 Module 7 help: the mistakes that cost points
Materials projects in this course lose credit by describing materials vaguely instead of showing them, using different messages in different pieces, forgetting the action each piece asks for, leaving out pretesting or proposing evaluations that count only rare outcomes. Some also skip the limits of before-and-after comparisons. If your campaign is on another topic, send your communication plan and any drafts, and the project will finish the materials and design the evaluation around them. Sketches or rough drafts are enough to start from. Our PHE 330 projects show every piece word for word and measure what a single campaign season can realistically reveal. Bring your plan.
Get PHE 330 Module 7 written to your instructions
Send the PHE 330 Project Two directions with your communication plan and any draft materials. The project will finish each piece with exact wording, audience, action and rationale and add an evaluation with reach, knowledge and behavior measures, a design with limits and a reporting plan, completed in 24 to 48 hours, at no cost 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 330 papers and related BS Public Health samples
- PHE 330 Module 1 Discussion: Why the Warning Flags Are Ignored
- PHE 330 Module 2 Audience Short Paper: Who Is in the Water and How to Reach Them
- PHE 330 Module 3 Message Design Short Paper: Pairing Danger With a Way Out
- PHE 330 Module 4 Discussion: Escape Advice, Rumors and the Comment Section
- PHE 330 Module 5 Project One: A Communication Plan for Pier Currents
- PHE 330 Module 6 Media Effects Short Paper: What a Campaign Can and Cannot Change
- PHE 330 Module 8 Discussion: Closing Reflection on Communicating Risk
- PHE 101 Module 4 Discussion: Rules, Liberty and the Family Farm
- PHE 321 Module 6 Prevention Biology Short Paper: What the Biology Says About Stopping Transmission
- PHE 327 Module 4 Discussion: Reaching Older Adults Who Rarely Answer Surveys
PHE 330 Module 7 questions, answered
Where can I find a free PHE 330 Module 7 Project Two sample?
This page carries the complete PHE 330 Project Two with five finished pier safety campaign pieces and a before-and-after evaluation plan.
What should campaign materials in PHE 330 include?
Exact wording and a description of images or scripts for each piece, with its audience, intended action and rationale, all carrying one core message.
How do you evaluate a health communication campaign?
Measure reach through process data, knowledge and intentions through surveys before and after and, where possible, observable behavior.
What are the limits of a before-and-after campaign survey?
Different people may be surveyed each time and other influences may change in between, so results show population change, not proof of cause.
Why use lifeguard counts in a drowning prevention evaluation?
Because drownings are too rare to judge in one season, while counts of swimmers near dangerous areas show whether behavior is shifting.