| Course | NR 539 Population Health II: Planning, Implementation, and Evaluation |
|---|---|
| Week | 5 |
| Paper type | Stakeholder engagement plan |
| Length | About 1,120 words, 3 pages |
| Format | APA 7 student paper |
| School | Chamberlain University |
| Program | MSN, Population Health |
| Updated | September 2026 |
Free sample paper for NR 539 Week 5
Stakeholder Engagement Plan: Eight Groups Around Up and Steady Sorted by What Each Can Give or Withhold, None of Whom Reports to the Program Lead, With the Ask, the Offer and the Contact Schedule for Each
Student Name
College of Nursing, Chamberlain University
NR 539: Population Health II: Planning, Implementation, and Evaluation
Instructor Name
Month Day, Year
Stakeholder Engagement Plan: Eight Groups Around Up and Steady Sorted by What Each Can Give or Withhold, None of Whom Reports to the Program Lead, With the Ask, the Offer and the Contact Schedule for Each
The Problem the Plan Addresses
Up and Steady, our county's two-year program of home visits and strength and balance classes for older adults after lift-assist falls, depends on people who do not report to me. I lead the program from the health department. The community paramedic works for the ambulance service. The class instructors work for the Area Agency on Aging. The primary care clinics that receive medication lists answer to their own practices. The churches that host classes answer to their congregations. Nobody on the engagement list is obliged to do what the program asks, which is what makes this document hard to write and necessary.
The plan therefore sorts stakeholders not by how important they seem but by what each can give the program or withhold from it. For each group it states what the program will ask, what the program can offer in return, how and how often the program will be in contact, and who on the program side owns the relationship. Guidance on community-engaged work emphasizes that partnerships last when each partner's interests and contributions are recognized and when communication is regular and two-way (Wallerstein et al., 2018).
The Stakeholders
Table 1 sorts eight groups by what they control.
Table 1
Stakeholder Engagement Plan
| Group | What they can give or withhold | Our ask | What we offer | Contact and frequency | Owner |
|---|---|---|---|---|---|
| Ambulance crews | Accurate lift-assist records; telling patients a visit is coming | Complete the disposition field; hand out the program card | Fewer repeat calls to the same homes; feedback on outcomes | Briefing at each shift meeting, quarterly results | Community paramedic |
| Ambulance service leadership | Paramedic time; data access | Protect half of the paramedic's time for visits | Grant pays for that time; data on reduced call burden | Monthly steering group | Program lead |
| Primary care clinics (five) | Acting on medication lists and fall risk | Review sent medication lists within a month | A one-page summary per patient, not a long report | Visit to each clinic at launch, semiannual update | Program lead |
| Area Agency on Aging | Classes, instructors, handyman program | Run classes and home modifications to agreed timelines | Grant funds for instructors; referrals that fill classes | Monthly steering group | Program lead |
| Host churches (two) and senior center | Space for classes | Free room twice weekly for 24 weeks | Recognition; a program for their members | Visit before launch, calls each term | Aging agency program manager |
| Older adults and families | Accepting visits, attending classes | Agree to a visit; attend classes | Practical help at home; a class nearby | Telephone before each visit; class reminders | Community paramedic and instructors |
| Hospital discharge planners | Referring older adults discharged after falls | Refer patients admitted after a fall | A visit within a week of discharge | Meeting at launch, quarterly update | Program lead |
| County commissioners | Funding after the grant ends | Consider funding year three | Evidence of results and cost | Annual briefing | Health director |
The Groups Most Likely to Withhold
Two groups hold the most power to make the program fail quietly. The first is the ambulance crews. If crews code lift-assist calls inconsistently, the paramedic will not know who to visit and the evaluation will lose its main data source. If crews do not mention the visit to patients, many will decline the paramedic's call. Crews have no stake in the program unless they see one. The plan therefore offers them something they value: fewer return calls to the same homes, reported back quarterly. Crews in our county know the addresses they visit repeatedly, and showing that those calls fall is the most persuasive thing the program can offer.
The second is primary care. The program sends a medication list and fall risk summary to each person's clinic. If clinics file the summary without reading it, a key part of the intervention disappears. Federal fall prevention guidance for health care providers was designed to make screening and intervention practical in busy clinics (Stevens & Phelan, 2013), and the program's summaries will use the same format that guidance recommends, so that clinicians recognize it. Each clinic will be visited at launch to agree what a useful summary looks like.
The Groups That Hold the Program's Future
County commissioners cannot affect the program during the grant but decide whether it continues afterward. The RE-AIM framework treats maintenance, whether a program is sustained beyond its initial funding, as one of five dimensions of public health impact (Glasgow et al., 1999). Commissioners will receive an annual briefing with the program's results and costs, beginning at the end of year one, not at the end of year two when funding is about to lapse. Engagement that begins when money is needed is too late.
Older Adults Themselves
Older adults and their families are both the program's beneficiaries and its gatekeepers: nothing happens unless they accept a visit or come to a class. The plan treats them as stakeholders to be asked, not only served. Three older adults who attended the listening session last year have agreed to join the steering group for its quarterly meetings, and the program card handed out by crews was drafted with their help. Their advice changed the card's first line from a statement about fall risk, which one reviewer said would make people feel old, to an offer of help making the home safer.
Monitoring Engagement
Engagement will be monitored with simple measures: the share of lift-assist records with a completed disposition field, the share of people who accept a visit, the share of medication summaries acknowledged by clinics and attendance at steering group meetings. If any measure falls, the owner of that relationship will contact the group within two weeks to find out why. The plan will be revised after six months, since some stakeholders will turn out to matter more or less than expected. Two are already under watch. The hospital's discharge planners may become a larger source of referrals than expected, which would add visits the paramedic's time does not yet cover. And the county's emergency management office, not on the list, may matter if winter storms again pull the paramedic back to emergency duty, as they did in a trial month last year. Adding a stakeholder is cheap; discovering one after a problem is not.
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
Stevens, J. A., & Phelan, E. A. (2013). Development of STEADI: A fall prevention resource for health care providers. Health Promotion Practice, 14(5), 706-714. https://doi.org/10.1177/1524839912463576
Wallerstein, N., Duran, B., Oetzel, J. G., & Minkler, M. (Eds.). (2018). Community-based participatory research for health: Advancing social and health equity (3rd ed.). Jossey-Bass.
Reading the NR 539 Week 5 instructions
Engaging stakeholders is the focus of Week 5. Prompts ask you to identify stakeholders, analyze their interests and influence, and plan strategies to involve them throughout the program. Sort stakeholders by what they can give or withhold rather than by title. For each, state a specific ask, something the program can offer in return, how often you will be in contact and who owns the relationship. Identify the groups that could quietly undermine the program. Start engaging those who decide the program's future well before funding ends. Include the people the program serves. Set simple measures to monitor engagement. Cite community engagement and implementation sources in APA 7, and present the plan in a table.
How this NR 539 Week 5 example is built
The plan opens by listing the organizations the program depends on and the fact that none reports to the writer, citing guidance on community partnerships. Table 1 sets out eight groups with their power, ask, offer, contact and owner. A section focuses on ambulance crews, whose coding and word to patients decide whether visits happen, and primary care clinics, whose attention decides whether summaries matter. A section on county commissioners links early engagement to the maintenance dimension of RE-AIM. A section describes older adults on the steering group changing the program card's wording. Monitoring measures and a six-month review close the plan, with two groups flagged for possible addition.
Where the points sit in the NR 539 Week 5 rubric
Stakeholder plan rubrics typically reward comprehensive identification of stakeholders, analysis of their interests and influence, tailored engagement strategies, clear responsibilities and a plan for monitoring. Graders favor plans that pair each ask with an offer, since that reflects how engagement works with people outside the writer's authority. Identifying which groups could quietly undermine the program shows insight. Early engagement of funders for sustainability demonstrates foresight. Including the people served as partners, with an example of their influence, reflects community engagement principles. Measurable indicators of engagement show accountability. A clear table and citations complete the grade. A plan that will be revised after a set period, with the reason for revision, is usually rewarded.
NR 539 Week 5 help: mistakes that cost points
The most frequent weakness is a list of stakeholders labeled high or low influence without saying what each controls. Name what they can give or withhold. Another is engagement strategies that consist only of meetings and emails. Offer each group something it values. Students also overlook frontline staff, such as crews or receptionists, whose daily actions decide whether a program works. Include them. Avoid engaging funders only when money runs out. Do not treat the people served as recipients only; ask for their advice and show how it was used. Set a way to notice when engagement slips. Finally, revise the plan as you learn who matters most.
Get a NR 539 Week 5 example written to your instructions
Send the instructions, the rubric and the population or setting your section assigned, and a custom NR 539 engagement plan example is written to them and returned inside 24 to 48 hours, the first one free. If a partner organization in your own workplace is involved, we build the example on a comparable type of site instead.
More NR 539 papers and MSN samples
- NR 539 Week 1: Discussion on Program Commitments
- NR 539 Week 2: Logic Model Draft
- NR 539 Week 3: Intervention Selection Memo
- NR 539 Week 4: Implementation Timeline
- NR 539 Week 6: Process Evaluation Write-up
- NR 539 Week 7: Outcome Evaluation Plan
- NR 539 Week 8: Program Report
- NR 538 Week 5: Benchmark Comparison Brief
- NR 530 Week 5: Defined Population Brief
NR 539 Week 5 questions, answered
Is an interest and influence grid required?
Rubrics differ, and plenty of finished examples use a plain table instead. Where a grid is used it earns its place only if the commentary defends two or three placements a reader might query, since the grid takes a minute to draw and proves nothing by itself. Check what your section names as required.
How does this differ from a communication plan?
A communication plan decides what gets said and through which channel. An engagement plan decides who has to agree, who can obstruct and what each party gets out of taking part. Messages are part of it, but a document that is only messages will lose the points allocated to influence and permission.
Should the plan name real organizations?
Function and type are enough. A finished example works just as well with the county health department, the largest employer in the service area and the two churches with evening halls, and it keeps a real organization's willingness to cooperate out of a graded document that is not theirs to promise.
Where can I find a free NR 539 Week 5 sample paper?
The eight-group engagement plan above is the whole NR 539 Week 5 sample, which is free to read in full. If your program depends on different partners, list them for us and a plan pairing each ask with an offer can be prepared.
How should NR 539 stakeholders be sorted?
By what each can give the program or withhold from it. The sample sorts eight groups this way and pairs every request with something the program can offer in return.