| Course | DNP 740 Clinical Prevention and Population Health (DNP/740) |
|---|---|
| Week | 7 |
| Paper type | Program plan with logic model |
| Length | about 1,077 words, 4 double-spaced pages plus title page and references |
| Format | APA 7 student paper |
| School | University of Phoenix |
| Program | DNP |
| Updated | September 2026 |
Free sample paper for DNP 740 Week 7
Strong and Steady Township Program: A Two-Year Program Plan and Logic Model Linking Classes, Home Visits and Rail Installations to Fewer Fall Injuries Among Older Adults
[Student Name]
University of Phoenix
DNP/740: Clinical Prevention and Population Health
Week 7 Assignment
[Instructor Name]
[Date]
The county, partners and figures are composites written for a model paper.
The previous paper selected three evidence-based interventions for our county's older adults: the Otago home exercise program delivered by a nurse, Tai Ji Quan: Moving for Better Balance classes and free home modifications, with a pharmacist's medication review attached to every positive screen. This plan organizes them into one program, called Strong and Steady after the framing chosen in Week 5. It is written for the county health board and the state injury prevention grant, and it focuses first on the two remote townships, home to about a quarter of older residents yet the source of 41% of fall-related ambulance calls originate.
Goal and Objectives
Strong and Steady aims to reduce injurious falls among community-dwelling adults 65 and older in the county and to close the gap in fall-related ambulance calls between the remote townships and the rest of the county. Four objectives support it. By the end of month 12, 240 township residents aged 65 and older, about 12% of that group, will have attended at least eight Tai Ji Quan sessions, measured by attendance logs. By month 12, 90 residents who screen positive and cannot travel will have completed at least four Otago home visits, measured by nurse visit records. By month 18, the fire department will have installed rails, grab bars or lighting in 150 township homes, measured by work orders. By month 24, the township rate of fall-related ambulance calls will fall from 127 to 104 per 1,000 older residents, a reduction of about 18%, measured through county emergency medical services data.
The Logic Model
Inputs are the resources the program uses:
Two Tai Ji Quan instructors trained through the state aging network, a home health nurse and the clinic nurse who leads fall prevention, both trained in Otago, and the clinic pharmacist for four hours a week.
Church halls in both townships and the senior center, fire department volunteers, a hardware store discount on materials, a state injury prevention grant of $148,000 over two years and in-kind staff time from the health department.
Activities are what the program does with those resources:
Twice-weekly tai chi classes at three sites, Otago visits at home with a printed booklet and follow-up calls, home safety visits and repairs, medication reviews after positive screens, and promotion through pastors, radio spots and meal drivers.
Outputs count what is delivered: classes held and attendance, home visits completed, homes repaired, medication reviews completed and residents reached by messages.
Short-term outcomes, within six months of taking part, are better balance and gait scores on the timed up and go test, less fear of falling and fewer hazards in repaired homes. Medium-term outcomes, within a year, are continued home practice, fewer sedative prescriptions among reviewed patients and fewer falls reported by participants. The long-term outcome, by the end of year two, is a lower rate of fall-related ambulance calls and emergency visits in the townships and a narrower gap between townships and the county seat.
Assumptions Behind the Arrows
Kaplan and Garrett (2005), drawing on the experience of community-based initiatives, reported that building a logic model helped partners make their assumptions explicit and reach agreement, while noting that the work took time and needed revisiting as programs changed. This plan therefore lists its assumptions so they can be checked and revised. Residents will attend classes if they are held after church and at the food pantry. Balance gains from tai chi and Otago will reduce falls in our residents as they did in trial populations (Li et al., 2005; Robertson et al., 2001). Residents will accept repair visits from firefighters they know. Ambulance call rates will reflect injurious falls rather than changes in crew practice. If any assumption fails, the chain breaks at that point, and the evaluation will show where.
Planning for Reach and Adoption
Glasgow et al. (1999) argued that a program's public health impact depends on its reach, effectiveness, adoption, implementation and maintenance, not on efficacy alone. Reach matters most in our townships, where past programs reached the residents who drive to town. Li et al. (2008) showed that an evidence-based tai chi program could be adopted by all six community centers approached and reach 87% of its target population when delivered through trusted local sites. We will recruit through pastors, meal drivers and the fire department, count reach against the census denominator for each township and report it separately for men, adults 85 and older and people living alone.
Stakeholders and Roles
The health department holds the grant and the evaluation. The clinic runs screening, Otago visits and medication review. The two churches and the senior center host classes. The volunteer fire department leads home repairs, and the area agency on aging handles meal-driver referrals and check-in calls. A steering group with one representative from each partner and two township residents will meet monthly.
Timeline
Quarter 1 covers instructor training, nurse Otago training, the data-sharing agreement with emergency medical services and baseline measures. Quarter 2 opens classes at the senior center and one township church and begins home repairs. Quarter 3 adds the second township site and Otago home visits. Quarters 4 through 8 continue all activities, with a six-month review in quarter 4 and a full evaluation report in quarter 8.
Budget
The main costs over two years are instructor training and pay at $38,000, nursing time for Otago visits at $52,000, repair materials at $30,000, a part-time data coordinator at $18,000, and printing, radio time and mileage at $10,000, for $148,000 in total. Church space, fire department labor and pharmacist time are contributed.
Risks and Mitigation
Attendance may fall in winter, when fall risk is highest; Otago home visits can bridge the gap. Instructor turnover could halt classes, so a third instructor will be trained in year one. Residents may refuse repair visits out of pride or distrust, which is why firefighters they know will make the first contact.
Conclusion
Strong and Steady links three evidence-based interventions to measurable objectives through a logic model whose assumptions are stated and testable. Its resources are modest, its partners are already in place and its reach plan is aimed at the townships where falls concentrate. The Week 8 paper will describe how each objective and assumption will be evaluated, with attention to whether the gap between townships and the county seat closes.
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
Kaplan, S. A., & Garrett, K. E. (2005). The use of logic models by community-based initiatives. Evaluation and Program Planning, 28(2), 167-172. https://doi.org/10.1016/j.evalprogplan.2004.09.002
Li, F., Harmer, P., Fisher, K. J., McAuley, E., Chaumeton, N., Eckstrom, E., & Wilson, N. L. (2005). Tai chi and fall reductions in older adults: A randomized controlled trial. The Journals of Gerontology: Series A, 60(2), 187-194. https://doi.org/10.1093/gerona/60.2.187
Li, F., Harmer, P., Glasgow, R., Mack, K. A., Sleet, D., Fisher, K. J., Kohn, M. A., Millet, L. M., Mead, J., Xu, J., Lin, M., Yang, T., Sutton, B., & Tompkins, Y. (2008). Translation of an effective tai chi intervention into a community-based falls-prevention program. American Journal of Public Health, 98(7), 1195-1198. https://doi.org/10.2105/AJPH.2007.120402
Robertson, M. C., Devlin, N., Gardner, M. M., & Campbell, A. J. (2001). Effectiveness and economic evaluation of a nurse delivered home exercise programme to prevent falls. 1: Randomised controlled trial. BMJ, 322(7288), 697-701. https://doi.org/10.1136/bmj.322.7288.697
What the DNP 740 Week 7 instructions ask
DNP 740 Week 7 usually asks students to develop a program plan for the interventions selected in Week 6, with a logic model at its center. The prompt tends to list the parts: goals and objectives written in measurable terms, resources or inputs, activities, outputs, and outcomes across short, intermediate and long-term horizons, along with a timeline, stakeholders and a budget or resource estimate. Some sections also ask for the theory or framework that guides implementation, and for anticipated barriers. The deliverable is often a paper of five to seven pages with the logic model as a table or figure, although the exact length varies by instructor. Faculty expect the outcomes here to be the ones measured in the Week 8 evaluation plan.
How this DNP 740 Week 7 example is built
The plan opens with one goal and four SMART objectives, each with a number, a date and a data source. The logic model follows as a sequence of short labeled lists, moving from inputs such as two trained tai chi instructors and a state grant through activities and outputs to outcomes. A separate section states the assumptions behind each arrow, for example that residents who attend classes will keep practicing at home. The timeline runs in quarters over two years, and the budget lists the main costs. RE-AIM shapes the reach and adoption plans, drawing on the Oregon tai chi translation, and a discussion of what logic models do well and poorly draws on research with community initiatives. Risks and mitigation close the plan.
DNP 740 Week 7 grading rubric: where the points go
Faculty grading the program plan look first at internal logic: whether each activity leads plausibly to an output and each output to an outcome, with no gaps or leaps. Measurable objectives earn a large share of the points, since vague goals cannot be evaluated. Rubrics also reward realistic resources, a timeline and budget that match the activities, and clear roles for stakeholders. Use of an implementation framework and evidence from the literature adds points, as does honest treatment of assumptions and barriers. Organization, the clarity of the logic model itself and APA format account for the rest. A plan with modest, well-supported objectives usually scores higher than an ambitious plan whose long-term outcomes cannot be traced back to anything the program actually does.
DNP 740 Week 7 help: mistakes to avoid
The most frequent Week 7 mistake is confusing outputs with outcomes: the number of classes held is an output, while better balance scores are an outcome. Keep them in separate columns. Another is writing objectives with no baseline, target or date, which leaves nothing for the evaluation week to measure. Students also draw logic models with arrows that assume too much, such as linking one pamphlet directly to fewer deaths; state your assumptions so a reader can test them. Budgets are often missing or unrealistic; even a rough estimate shows you understand the resources required. Name who does each activity, because a plan with no owners reads as a wish list. Finally, keep the logic model readable; one page is better than a crowded diagram.
Related DNP 740 sample papers
Other DNP 740 week samples
- DNP 740 Week 1: Defining a Population
- DNP 740 Week 2: Assessing Health Status With Data
- DNP 740 Week 3: Social Determinants and Disparities
- DNP 740 Week 4: Screening and Surveillance Programs
- DNP 740 Week 5: Levels of Prevention
- DNP 740 Week 6: Evidence-Based Interventions
- DNP 740 Week 8: Equity-Focused Evaluation Plan
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DNP 740 Week 7 questions, answered
What does DNP/740 Week 7 usually ask for?
Many sections ask students to write a program plan for their chosen interventions with a logic model showing inputs, activities, outputs and outcomes, plus objectives, a timeline and resources.
What is the difference between an output and an outcome?
An output counts what the program delivers, such as classes held or homes repaired, while an outcome is a change in the people served, such as better balance or fewer injurious falls.
Where can I find a free DNP 740 Week 7 sample paper?
You are on it: the Strong and Steady plan above is a full Week 7 sample with its logic model and sources. A custom plan for your program is free for the first order and usually ready in one to two days.
What is RE-AIM?
RE-AIM is a planning and evaluation framework that looks at a program's reach, effectiveness, adoption by settings, implementation and maintenance over time, so public health impact is judged beyond efficacy alone.
How detailed should a DNP logic model be?
It should fit on one page, show every step from resources to long-term outcomes, and use measures that can actually be collected; detail belongs in the narrative and objectives rather than in the diagram.
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