PHE 425 is SNHU’s Programming Planning in Public Health course. It centers on program planning in public health: planning models such as PRECEDE-PROCEED, problem definition and priority populations, needs assessment with primary and secondary data, goals and SMART objectives, theory selection, intervention strategies across levels of influence, implementation plans, budgets, partners, evaluation planning and presenting a plan to decision makers. Every module below opens a full sample paper or takes a free request for one; searches like "phe 425 module 3", "PHE425 sample paper" and "PHE 425 milestone example" land on this page.
What PHE 425 is really about
PHE 425 asks SNHU's BS in Public Health students to plan as a health department would, and instructors reward plans whose every activity can be traced back to evidence about the problem and the people. Strong work defines the problem with local and national data, asks the community what stands in the way, picks a theory that explains the behavior that matters, writes measurable objectives and shows a realistic budget, timeline and plan for judging success.
The samples are set in a composite county of about 24,000 people on the Cumberland Plateau, where six elementary schools serve roughly 2,100 children and most qualify for free or reduced-price meals. One dentist in the county accepts Medicaid, a school screening found untreated decay in about a quarter of third graders, and a one-school pilot the year before saw fewer than four in ten consent forms returned. The county, schools and children are illustrative.
What PHE 425’s modules ask for
Across eight modules, PHE 425 typically asks for discussions on why planning matters and on choosing a theory, a worksheet on the phases of a planning model, three final project milestones on the problem and population, the needs assessment and the theory and implementation plan, and a final program plan presentation.
Where students lose points in PHE 425
The most common PHE 425 deduction is a plan that jumps to an activity, such as a poster campaign, before showing what causes the problem in this population. The second is objectives that cannot be measured, written as hopes rather than as who will change, by how much and by when. Graders also mark down theories named but never used to shape the strategies, needs assessments built only on national figures and presentations with no budget or evaluation. The fix is to let each milestone feed the next.
The PHE 425 drawers
PHE 425 Module 1 Discussion example
A discussion in which a composite student answers a Tennessee county commissioner who wants to buy toothbrush kits for every elementary child, arguing that a planning model should come first because the county's tooth decay has causes a kit cannot reach, such as missing sealants, scarce dentists and consent forms that never come back, drawing on Green and Kreuter, Griffin and colleagues and the ecological model of McLeroy and colleagues. Full sample paper, read it free.
PHE 425 Module 2 PRECEDE Worksheet example
A worksheet in which a composite student walks a rural Tennessee county's childhood tooth decay problem through each phase of PRECEDE-PROCEED: what parents and teachers say matters, decay and sealant rates among third graders, the behaviors and conditions behind them, predisposing, enabling and reinforcing factors such as consent forms and a single Medicaid dentist, the administrative and policy picture, and the process, impact and outcome measures to come, drawing on Green and Kreuter, Griffin and colleagues, Gooch and colleagues and a Cochrane review. Full sample paper, read it free.
PHE 425 Module 3 Milestone One example
A first milestone in which a composite student defines untreated tooth decay among elementary children in a rural Tennessee county as the program's health issue, shows its size with county screening, hospital and school data set against national figures, describes second and sixth graders in six schools as the priority population and why, traces the consequences for pain, school and family budgets and closes with a program goal, drawing on Griffin and colleagues, Crall and Vujicic, Gooch and colleagues and a Cochrane review. Full sample paper, read it free.
PHE 425 Module 4 Discussion example
A discussion in which a composite student chooses a theory for a rural Tennessee county's school sealant program by first naming whose behavior must change, parents signing a consent form, then weighing the health belief model, social cognitive theory and the ecological model and choosing the health belief model, because barriers and cues to action match what parents said, while borrowing self-efficacy from Bandura and keeping the ecological view for the program's design. Full sample paper, read it free.
PHE 425 Module 5 Milestone Two example
A second milestone in which a composite student reports a needs assessment for a rural Tennessee county's school sealant program: secondary data, a parent survey returned by 247 families, six key informant interviews and an inventory of assets, then ranks the needs, with the consent form first and follow-up care second, and turns them into SMART process, impact and outcome objectives, drawing on Green and Kreuter, Griffin and colleagues, Gooch and colleagues and the health belief model. Full sample paper, read it free.
PHE 425 Module 6 Milestone Three example
A third milestone in which a composite student turns a rural Tennessee county's needs assessment into a working plan for a school sealant program: the health belief model for parents' consent inside an ecological frame, strategies mapped to each construct and level, staffing and capacity, a school-by-school schedule, partners and their roles, a $98,000 first-year budget, likely obstacles with fallback steps and how each objective will be measured, drawing on Janz and Becker, McLeroy and colleagues, Gooch and colleagues and Green and Kreuter. Full sample paper, read it free.
PHE 425 Module 7 Final Project Presentation example
A final project presentation in which a composite student presents a school dental sealant program to a rural Tennessee county's commission and school board in eleven slides with speaker notes: the problem in local numbers, the children chosen first, what parents said, the theory behind the consent process, strategies, schedule, partners, a $98,000 first-year budget, objectives and evaluation and a closing request, drawing on Griffin and colleagues, a Cochrane review, Gooch and colleagues, the health belief model and PRECEDE-PROCEED. Full sample paper, read it free.
PHE 425 Module 8 Discussion example
A final-week post where a composite student weighs what it took to plan a school sealant program for a rural Tennessee county: how the plan moved from toothbrush kits to a consent form, why sustainability had to be planned from the first milestone, which partners and payment rules will decide whether the program lasts past its grant and what the student will do first when planning a program at work, drawing on Green and Kreuter, McLeroy and colleagues and Gooch and colleagues. Full sample paper, read it free.
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Southern New Hampshire University revises courses; module counts and deliverables shift between terms. Send what your classroom shows and the desk matches it exactly.
Using a PHE 425 sample the right way
Read a PHE 425 sample by checking whether the problem is defined with local data, whether each strategy traces back to a cause or a theory construct, whether objectives can be measured and whether the plan shows its budget, partners and evaluation. For PHE 425, bring the prompt, your chosen health issue and the rubric; a first custom sample is returned free in 24-48h.
PHE 425 questions, answered
What does PHE 425 cover?
Planning models, needs assessment, priority populations, goals and objectives, theory, intervention strategies, implementation, budgets and evaluation planning.
Which planning model does PHE 425 use?
PRECEDE-PROCEED is common in the course, alongside other models, and students apply its phases to their own health issue.
What makes a strong PHE 425 program plan?
Local data, a clear priority population, measurable objectives, theory that shapes the strategies, a realistic budget and timeline and a plan for evaluation.