| Course | D121 Health Promotion of Patients and Populations Across the Lifespan |
|---|---|
| Task | Task 2 |
| Paper type | Health promotion program plan |
| Length | About 800 words, 3 pages |
| Format | APA 7 |
| School | Western Governors University (WGU) |
| Program | MSN Family Nurse Practitioner |
| Updated | September 2026 |
Free sample paper for D121 Task 2
Health Promotion Plan: Delivering Five Preventive Services to Students Aged 18 to 25 Through a Community College Health Clinic
Student Name
Leavitt School of Health, Western Governors University
D121: Health Promotion of Patients and Populations Across the Lifespan, Task 2
Course Instructor
Month Day, Year
Health Promotion Plan: Delivering Five Preventive Services to Students Aged 18 to 25 Through a Community College Health Clinic
Aim
Within 12 months, the community college's nurse practitioner-led student health clinic will raise the share of eligible students aged 18 to 25 who receive each of five recommended preventive services, as measured from the clinic's electronic health record: chlamydia and gonorrhea screening among sexually active female students from 31% to 55%; a first-ever HIV test with hepatitis C testing from 12% to 35%; HPV catch-up vaccination started among unvaccinated students from 8% to 30%; and depression screening at 90% of all clinic visits, up from 40%. The figures are the clinic's composite baseline for the past academic year.
Services, Eligibility, Interval, Setting and Responsibility
The services and their recommending bodies were set out in the risk and prevention analysis for this age group.
| Service | Eligible students | Interval | Setting | Responsible role |
|---|---|---|---|---|
| Chlamydia and gonorrhea screening, urine or self-collected swab | Sexually active women 24 and younger | Yearly and after a new partner | Clinic visits; self-collection kiosk in clinic restroom | Registered nurse under standing order |
| HIV screening | All students 18 to 25 | Once; repeat yearly if at increased risk | Clinic visits; twice-yearly campus testing days | Nurse practitioner; community HIV partner |
| Hepatitis C screening | All students 18 and older | Once; periodic if ongoing risk | Drawn with HIV test | Nurse practitioner |
| HPV catch-up vaccination | Students 26 and younger not fully vaccinated | Two or three doses by age at series start | Clinic walk-in vaccine hours | Registered nurse; medical assistant for recall texts |
| Depression screening, two-item then nine-item questionnaire | All students at every visit | Every visit | Tablet at check-in | Medical assistant administers; nurse practitioner reviews |
Rationale
Each service is recommended for this age group: testing sexually active women up to age 24 for chlamydia and gonorrhea (US Preventive Services Task Force [USPSTF], 2021), HIV screening for everyone aged 15 to 65 (USPSTF, 2019), hepatitis C screening for adults 18 to 79 (USPSTF, 2020), catch-up HPV doses for anyone 26 or younger (Meites et al., 2019), and routine adult depression screening backed by a follow-up pathway (USPSTF, 2023). Offering all five as standing services, rather than waiting for a student to ask, is what turns recommendations into delivered care. Standing orders let the registered nurse and medical assistant start screening and vaccination without waiting for a provider visit, which matters in a clinic where students often drop in between classes and leave within 20 minutes.
Barriers and Strategies
Cost: many students are uninsured or on a parent's plan they do not want to use for sexual health. Strategy: services are free at the clinic through a partnership with the county health department's STI and HIV program and the federal vaccine program for eligible uninsured adults, and results are not sent to parents' insurers.
Confidentiality and trust: students fear that parents, coaches or instructors will find out. Strategy: the clinic's confidentiality policy is printed on the check-in screen and repeated by staff, and results are released only through the student portal or a private phone call.
Time and hours: students work and commute. Strategy: evening hours two days a week, walk-in vaccine hours, a self-collection kiosk that takes five minutes and results by text.
Awareness: most students do not know the clinic offers these services. Strategy: messages through the college's learning management system at the start of each term, peer health educators at orientation, and posters in restrooms with a QR code for walk-in hours.
Stigma about mental health: students may minimize symptoms. Strategy: depression screening is presented as routine for everyone, and a positive screen leads the same day to a warm handoff to the campus counselor rather than a referral slip.
Partners
County health department STI and HIV program, for free testing supplies and partner services; the state immunization program, for vaccine supply; the college counseling center, for same-day mental health support; the student government association, for outreach; and a community HIV organization, for campus testing days and pre-exposure prophylaxis navigation.
Evaluation
Process measures, reviewed monthly from the electronic record: number of screens and vaccine doses delivered, kiosk use and the share of visits with a completed depression screen. Outcome measures, reviewed at 6 and 12 months against the baseline: the four targets in the aim. Follow-through measures: the share of positive chlamydia or gonorrhea tests treated within seven days, the share of HPV series completed on schedule and the share of positive depression screens seen by a counselor within 48 hours. A student survey at the end of the year will ask about awareness of the services and trust in confidentiality. If a target is not on track at six months, the team will review which barrier strategy is failing and adjust it.
References
Meites, E., Szilagyi, P. G., Chesson, H. W., Unger, E. R., Romero, J. R., & Markowitz, L. E. (2019). Human papillomavirus vaccination for adults: Updated recommendations of the Advisory Committee on Immunization Practices. MMWR: Morbidity and Mortality Weekly Report, 68(32), 698-702. https://doi.org/10.15585/mmwr.mm6832a3
US Preventive Services Task Force. (2019). Screening for HIV infection: US Preventive Services Task Force recommendation statement. JAMA, 321(23), 2326-2336. https://doi.org/10.1001/jama.2019.6587
US Preventive Services Task Force. (2020). Screening for hepatitis C virus infection in adolescents and adults: US Preventive Services Task Force recommendation statement. JAMA, 323(10), 970-975. https://doi.org/10.1001/jama.2020.1123
US Preventive Services Task Force. (2021). Screening for chlamydia and gonorrhea: US Preventive Services Task Force recommendation statement. JAMA, 326(10), 949-956. https://doi.org/10.1001/jama.2021.14081
US Preventive Services Task Force. (2023). Screening for depression and suicide risk in adults: US Preventive Services Task Force recommendation statement. JAMA, 329(23), 2057-2067. https://doi.org/10.1001/jama.2023.9297
What the D121 Task 2 instructions ask
The second D121 task asks you to plan how preventive services will reach the population you analyzed. Most versions ask for an aim, the services with eligibility and intervals, a rationale from recommending bodies, barriers with strategies, partners and an evaluation plan. The plan should fit a real setting, such as a clinic, school or workplace, and name who does what. Evaluators look for services that match the risks identified in Task 1, eligibility and intervals stated exactly as the recommendations define them, strategies that address the barriers this population actually faces, and measures that can be pulled from a record. A list of good intentions without a setting or owner will not meet the plan aspects.
How this D121 Task 2 example is built
The plan opens with a measurable aim and a deadline. A table lists each service with eligibility, interval, setting and the role responsible, which makes the program easy to run. The rationale cites the recommending body for each service with its conditions. Barriers are grouped, cost, privacy, awareness and scheduling, and each has a strategy suited to students, such as walk-in hours and a self-collection kiosk. Partners are named with what they contribute, from the county health department to the college counseling center. Evaluation separates process measures reviewed monthly from outcome measures reviewed at twelve months, all drawn from the clinic's record. Every service in the table can be traced to a risk named in the Task 1 analysis.
Where the D121 Task 2 rubric puts the marks
D121 Task 2 aspects are scored competent, approaching competence or not evident. An aim aspect checks for a measurable goal with a time frame. A services aspect looks for each service described with eligibility, interval and setting. A rationale aspect rewards accurate citation of recommending bodies and their conditions. A barriers aspect wants obstacles specific to the population with realistic strategies. A partners aspect asks who contributes what. An evaluation aspect looks for process and outcome measures with sources and timing. Evaluators check eligibility details closely, since age ranges and conditions are easy to misstate, and they favor plans that assign responsibility to named roles. A program that a clinic manager could begin running next term reads as stronger than an idealized one.
D121 Task 2 help: what sends it back
Health promotion plans come back most often when services are listed without eligibility or intervals. Copy the exact conditions from the current recommendation. Second, barriers are generic, such as lack of awareness. Name the barriers students report, such as cost and privacy on a parent's insurance, and answer each. Third, evaluation counts activity only. Add outcome measures, such as the share of eligible students screened. Fourth, responsibility is unassigned. Name the role that delivers each service. Finally, check that the plan follows from your Task 1 analysis. Services that did not appear in the risk analysis, or risks that disappear from the plan, weaken the connection evaluators expect between the two tasks.
Get a D121 Task 2 example written to your instructions
Send the D121 Task 2 instructions and the rubric aspects as your course of study words them, plus the population, the setting and any aim already assigned to you. We write a custom example to those aspects, with services, barriers, partners and measurement all specified, and return it in 24-48h. The first custom sample is free.
More D121 papers
Other NP track sample papers
- D120 Task 1 Population Risk Analysis
- D344 Task 2 Diagnostic Formulation
- D344 Task 1 Psychiatric Evaluation Write-up
- D345 Task 2 Documented Prescribing Rationale
D121 Task 2 questions, answered
How is the promotion plan different from the risk analysis?
The analysis establishes what threatens a group and what is recommended for it. The plan takes those recommendations and works out delivery: who does what, where, how often, funded how and measured against which baseline. Evidence gathering shrinks to a compact section here, and the length goes to operations and evaluation instead.
How many services should the plan include?
Follow your instructions where a number is set, and otherwise plan two or three properly rather than eight thinly. Each service needs an eligible population, an interval, a delivery role, a barrier strategy and a measure to earn anything, and a short set lets you sequence delivery honestly and say which one comes first.
Does the plan need a budget?
Check your instructions, since many versions ask for resources rather than costed figures. Where a budget is expected, work in categories such as staff time, materials, space and interpretation, state the assumption behind each and cite any published figure you use. Community hours and preceptor confirmation forms are not something we produce, at any stage.
How many services should a D121 plan include?
Match the number to the risks your analysis found. The sample delivers five services for students aged 18 to 25, each with eligibility, interval, setting and a responsible role.
Where can I find a free D121 Task 2 sample paper?
The five-service campus plan, table included, is reproduced above with commentary. Send your D121 instructions and describe your setting, and the first tailored promotion plan the desk writes for you is free.