| Course | MPH 507 Public Health Program Planning and Evaluation |
|---|---|
| Week | 6 |
| Paper type | Evaluation design paper |
| Length | About 1,170 words, 5 pages |
| Format | APA 7 student paper |
| School | Chamberlain University |
| Program | Master of Public Health (MPH) |
| Updated | October 2026 |
Free sample paper for MPH 507 Week 6
Evaluation Design: Was Screen at Home Delivered as Planned, Did Overdue Women Get Screened, and Was the Program the Reason?
Student Name
Chamberlain University
MPH 507: Public Health Program Planning and Evaluation
Instructor Name
Month Day, Year
Evaluation Design: Was Screen at Home Delivered as Planned, Did Overdue Women Get Screened, and Was the Program the Reason?
Three Questions, Kept Apart
This paper designs the evaluation of Screen at Home, the self-collection outreach described in weeks 3 to 5. Three different questions need three different answers.
The process question is whether the program was delivered as planned: whether community health workers reached the women on the list, offered kits, followed up unreturned kits and called women with positive results on time.
The outcome question is whether the women changed: whether overdue women got screened, whether women with positive results completed follow-up and whether women learned the screening interval.
The attribution question is whether the program caused the change, rather than some outside change in the same months, a new state reminder mailing, say, or shifts in insurance.
An evaluation that answers only the first, with counts of kits given and satisfaction ratings, and then concludes that the program worked would be measuring delivery and claiming effect.
Framework
Glasgow et al. (1999) proposed judging a program on five dimensions at once, from the share of intended people it reaches to whether it lasts, and their RE-AIM model organizes this design. RE-AIM fits a program delivered in an ordinary health center by existing staff, because it treats delivery in the real world as part of the result rather than as background.
Process Evaluation, Taken Seriously
Process measures are tied to the program's process objectives. Reach is the share of the 1,180 women on the list with at least one completed contact and the share offered a kit, broken down by district, age group and insurance, to show who the program is missing. Implementation is the share of unreturned kits followed by a reminder call and second visit on schedule, the share of positive results called within three working days, laboratory turnaround and the number of invalid samples. Adoption is the share of community health workers' scheduled hours actually spent on the program, since competing programs could crowd it out.
Process findings will be reviewed every quarter, not only at the end, so that a delivery problem can be fixed while there is time.
Outcome Evaluation, Tied to the Objectives
Outcomes are those already defined in the objectives: the share of the 1,180 women with a valid screening result by June 30, 2028; the panel up-to-date rate; the share of women with a positive kit who complete recommended follow-up within 90 days; and the share of kit recipients who can state the screening interval. Each uses the measure specified in the objectives, so that the evaluation tests the program against the promises made for it.
Design, Justified From the Question
The attribution question needs a comparison: what would have happened without the program. A randomized design, assigning women to receive the program or usual care, is not acceptable to the health center, which wants to serve every overdue woman. A stepped-wedge design fits the program's real constraints. The three districts will start at different times, four months apart, in an order set by lot before the program begins. Until a district starts, its overdue women receive usual care, which is a reminder letter. Comparing screening among women in districts that have started with women in districts not yet started, month by month, gives a fair comparison, because the order was chosen by chance and every district is eventually served.
The design was chosen because of the question and the setting, not because it was the most recent design covered in class. A simple before-and-after comparison of the panel rate would be cheaper but could not separate the program from other changes over two years. A comparison with a neighboring county was considered and rejected, because no neighboring county has comparable records.
Table 1
Evaluation Questions, Measures, Design and Timing
| Question | Type | Measure | Design | Timing |
|---|---|---|---|---|
| Were women reached and offered kits? | Process | Contact and distribution logs | Descriptive, by district and group | Quarterly |
| Were kits followed up and results called on time? | Process | Navigator and lab logs | Descriptive | Quarterly |
| Did overdue women get screened? | Outcome | Electronic record | Stepped-wedge comparison | Monthly, final at 24 months |
| Did positive women complete follow-up? | Outcome | Navigator log, hospital reports | Descriptive, compared with 2025 log | Quarterly |
| Did the program cause the change? | Attribution | Screening in started vs. not-yet-started districts | Stepped-wedge, randomized order | Final analysis |
Note. Note. District start order set by lot before launch.
The Comparison, Handled Honestly
The stepped-wedge design has weaknesses that must be stated. With only three districts, chance differences between districts can be large, so the analysis will adjust for age, insurance and prior screening history. Screening is counted within six months of first contact, the window used in the U.S. mailed-kit trial, so results can be set beside that trial's 26% and 17% (Winer et al., 2019). Usual care may change during the program, for example if the state adds new reminders; the evaluator will log any such change with its date so it can be lined up against the district start dates. Women in later districts may hear about the kits from relatives in earlier ones and ask for them, which would make usual care look better than it is and understate the program's effect. The follow-up outcome has no concurrent comparison, because every positive woman will be navigated, so it will be compared only with the 2025 referral log, and that comparison will be described as descriptive, not causal.
Limits Stated in Advance
Four limits are stated before the evaluation begins, so that results are not reinterpreted afterward. The evaluation can measure screening and follow-up but not cancer outcomes, because cases are too few. It covers health center patients and the women met at food distributions, not all county women. It cannot separate the effect of self-collection from the effect of in-person delivery, because the program combines them. And costs will be tracked but not compared with a full economic model, though published analyses suggest mailed kits can be cost-effective in U.S. settings (Meenan et al., 2023).
Who Uses the Findings, and When
Quarterly process findings go to the program manager and the health center's quality committee, which can change delivery, such as adding evening visits, while the program runs. The final outcome and attribution findings go to the health center's board in September 2028, when it must decide whether to keep the program after the grant ends, and to the state cancer program, which funds similar work elsewhere. Planning for these users now shapes what is reported: the board needs cost per woman screened and a clear answer on attribution, while the quality committee needs reach by district and group. An evaluation designed without its users in mind tends to produce a report no one acts on.
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
Meenan, R. T., Troja, C., Buist, D. S. M., Tiro, J. A., Lin, J., Anderson, M. L., Gao, H., Green, B. B., & Winer, R. L. (2023). Economic evaluation of mailed home-based human papillomavirus self-sampling kits for cervical cancer screening. JAMA Network Open, 6(3), e234052. https://doi.org/10.1001/jamanetworkopen.2023.4052
Winer, R. L., Lin, J., Tiro, J. A., Miglioretti, D. L., Beatty, T., Gao, H., Kimbel, K., Thayer, C., & Buist, D. S. M. (2019). Effect of mailed human papillomavirus test kits vs usual care reminders on cervical cancer screening uptake, precancer detection, and treatment: A randomized clinical trial. JAMA Network Open, 2(11), e1914729. https://doi.org/10.1001/jamanetworkopen.2019.14729
What the MPH 507 Week 6 assignment asks for
In the sixth week you design an evaluation for your program. Start from the questions, not the design. Separate whether the program was delivered as intended, whether participants changed and whether the program caused the change, since each needs a different answer. Plan a process evaluation that would explain a disappointing result. Tie outcome measures to the objectives you already set. Choose a design that answers the attribution question in your setting, and justify it against alternatives you rejected. Discuss the weaknesses of your comparison honestly. State the evaluation's limits in advance, before any results exist, and say who will use each finding and for what decision.
Inside the MPH 507 Week 6 example
The design paper opens with three questions kept apart and adopts RE-AIM because the program runs in an ordinary health center. Process measures cover reach by district and group, follow-up of unreturned kits, timely result calls and staff hours, reviewed quarterly. Outcomes repeat the objectives' measures. A stepped-wedge design, with three districts starting four months apart in an order drawn by lot, answers the attribution question; a before-and-after design and a neighboring-county comparison are rejected with reasons. A table maps each question to a measure, design and timing. The comparison section addresses chance differences, changing usual care and spillover, and four limits are stated before any data arrive.
Reading the MPH 507 Week 6 grading rubric
The heaviest loss in an evaluation design comes from measuring process and claiming outcome: attendance, satisfaction and sessions delivered, followed by a conclusion that the program worked. Choosing a design before stating the question, often whichever design was covered last, is the second common weakness. Process evaluation treated as an afterthought, outcome measures that do not match the objectives and comparisons presented without their flaws also cost points. Strong papers separate question types, give process evaluation real weight, tie outcomes to existing objectives, justify the design from the question and setting, handle the comparison honestly and state limits in advance.
Common MPH 507 Week 6 mistakes, and how to avoid them
Evaluation design is where many students feel least confident, especially about comparison groups. If you share your program, objectives and setting, we can help you separate your questions, choose a design that fits what your organization will allow and write an honest account of its weaknesses. We can also help you plan a process evaluation that would explain a disappointing result. The program and your design choices stay yours. If a comparison group is impossible in your setting, we can help you choose the strongest design that remains and explain its limits plainly. A section on who will use each finding is another place we can help, which reviewers increasingly expect and many drafts leave out. Bring the objectives you wrote last week so the outcome measures match them word for word.
Get a MPH-507 Week 6 example written to your instructions
Send the Week 6 instructions with the evaluation framework your section uses and your objectives, and a custom example is written to that framework and returned inside 24 to 48 hours. The first one is free. What the evaluation should try to establish stays yours to decide.
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MPH 507 Week 6 questions, answered
What if a comparison group is impossible?
Say so and describe what you would do instead, such as a pre and post design with a stated account of what it cannot rule out. Most student program evaluations have no comparison group, and faculty know it. What loses marks is proceeding without one and then writing conclusions that only a comparison could support.
Why does process evaluation matter if the outcome moved?
Because without it you cannot say what produced the movement. If the program was delivered at half the intended dose to a third of the intended population, an outcome change probably came from somewhere else. Process evaluation is what makes an outcome finding interpretable rather than merely encouraging.
Which framework should I use?
The one your section names, applied in its own terms. Several are in wide use and the rubric will be written around the one taught. Swapping in a different one usually costs marks even where the evaluation itself is sound, and blending two produces a paper satisfying neither set of expected components.
Where can I find a free MPH 507 Week 6 sample paper?
This page holds the complete MPH 507 Week 6 evaluation design for an HPV self-collection program, using RE-AIM and a stepped-wedge comparison.
Why does the MPH 507 Week 6 sample choose a stepped-wedge design?
Because the health center would not withhold the program from anyone, and starting districts in a drawn order still gives a fair comparison.