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HSO5004 Health Promotion Sample: Poster, Leaflet, Survey
For information and reference only – not to be submitted as your own work.
This HSO5004 health promotion sample shows how a strong Health Promotion: Challenges and Opportunities submission can be structured, using type 2 diabetes prevention in adults in an inner-London borough as the worked example. It covers the poster plan and text, the leaflet, the questionnaire and a short evaluation extract for the follow-on report. The original task is on the HSO5004 assessment brief page, and the planning method is explained in our guide to the health promotion event poster, leaflet and questionnaire. Where borough-level data is needed, the extract shows where your own JSNA figures should go.
1. HSO5004 health promotion sample: poster content plan
The poster carries the largest share of the grade, so every block needs a job and a word budget. With roughly 500 words allowed and a large minimum font, you cannot afford filler.
| Section | Word budget | What goes in | Evidence source | LO |
|---|---|---|---|---|
| Introduction and statistics | 100 | Why diabetes prevention, national and local burden, who is at risk | NHS England; borough JSNA; OHID Fingertips | LO4 |
| Impact on health | 90 | Short-term and long-term effects, comorbidities | Peer-reviewed and NHS sources | LO2 |
| Interventions and effectiveness | 110 | Lifestyle programme, evidence of effect, the model used | Knowler et al. (2002); NHS DPP | LO1 |
| Local support services | 80 | Where a resident can go this week | Borough and ICB service pages | LO4 |
| Key message and call to action | 50 | One sentence the audience can repeat | Your own synthesis | LO1 |
| References | 50 | Short Harvard list | As cited | – |
2. Model poster text (bullet style)
Title: Small changes, big protection – preventing type 2 diabetes in our borough
Why it matters
- Around two million people in England are at high risk of type 2 diabetes, and about nine in ten people with diabetes have type 2 (NHS England, no date).
- Treating type 2 diabetes takes roughly 10% of the annual NHS budget (NHS England, no date).
- Local evidence: on your own poster, add your borough’s diabetes prevalence and the proportion at high risk from its JSNA and the OHID Fingertips profiles, with the year of the data.
What it does to health
- Short term: tiredness, thirst, slow healing, higher infection risk.
- Long term: heart disease, kidney disease, sight loss and nerve damage.
- Comorbidities such as hypertension and obesity make each condition harder to manage.
What works
- In a large randomised trial, an intensive lifestyle programme reduced the incidence of type 2 diabetes in high-risk adults compared with placebo (Knowler et al., 2002).
- The NHS Diabetes Prevention Programme offers a nine-month course, face to face or digital, on weight, diet and activity.
- Completing it is linked to a 37% lower chance of developing type 2 diabetes (NHS England, 2025).
Get support
- Ask your GP practice about referral to the Healthier You programme.
- Take the Diabetes UK risk check online.
- Ask about an NHS Health Check if you are aged 40 to 74.
- On your own poster, name two local services, such as a weight management group and a community walking scheme.
Our message: know your risk, talk to your practice, move a little more every day.
3. Leaflet plan
The leaflet is where you say what the poster has no room for, in plain language for the target audience. It carries 15% of the grade, so keep it short and usable.
- Front panel: the same title and key message as the poster, so the two read as one campaign.
- Inside left: a five-line risk checklist (age, family history, waist size, ethnicity, activity) written at a reading age around 11 to 12.
- Inside right: three practical swaps (sugary drinks, evening walk, portion size) and how the NHS programme helps.
- Back panel: local services, contact routes and a one-line reference to the NHS source.
Say in your oral that the leaflet is designed to be taken home, whereas the poster is designed to be read at the event. That distinction shows you understand the setting.
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4. Model questionnaire
Hand this out at the end of the presentation. It measures knowledge, intention and the usefulness of your materials, and the answers become the data for your evaluation report. Keep it to one page.
| No. | Item | Type | Rationale |
|---|---|---|---|
| 1 | Before today, I knew the main risk factors for type 2 diabetes. | Likert 1–5 | Baseline knowledge (retrospective) |
| 2 | I now understand the main risk factors for type 2 diabetes. | Likert 1–5 | Impact on knowledge |
| 3 | I believe I could develop type 2 diabetes if I do not change my habits. | Likert 1–5 | Perceived susceptibility (Health Belief Model) |
| 4 | The consequences of type 2 diabetes would be serious for me. | Likert 1–5 | Perceived severity |
| 5 | I feel confident I could make one change to my daily routine. | Likert 1–5 | Self-efficacy |
| 6 | I plan to check my risk or speak to my practice in the next month. | Yes / Not sure / No | Behavioural intention |
| 7 | The poster was easy to read and understand. | Likert 1–5 | Process evaluation: materials |
| 8 | The leaflet gave me information I can use. | Likert 1–5 | Process evaluation: materials |
| 9 | What would make it easier for you to act on this information? | Open | Barriers, for thematic coding |
| 10 | What one thing would you change about the presentation? | Open | Self-evaluation evidence |
Pilot the wording with two or three classmates first. If a question could be read two ways, a marker will spot it.
5. Evaluation report extract (Assessment 002)
Theory. The Health Belief Model proposes that people act on health advice when they feel personally susceptible, see the condition as serious, believe the benefits outweigh the costs and feel able to act (Janz and Becker, 1984). It fitted this event because the questionnaire could measure each construct directly. The Transtheoretical Model (Prochaska and DiClemente, 1983) was considered, but the audience was mixed in readiness to change and one short event is unlikely to move anyone more than one stage, so it was used only to interpret the intention item.
Policy. The NHS Diabetes Prevention Programme, known as Healthier You, is the national policy response for adults with non-diabetic hyperglycaemia. The event supported it by raising awareness of risk checks and referral, but the policy only helps people who are identified and referred, so a poster cannot replace a clinical pathway. This is a limitation worth stating plainly.
Evaluation approach. Process evaluation looked at reach and delivery: how many people attended, whether the poster was readable and whether the talk finished within ten minutes. Impact evaluation used items 1 to 6 to look at short-term change in knowledge, beliefs and intention. Outcome evaluation, meaning actual diagnoses or weight change, was not possible within the module timeframe and is acknowledged as a limit. RE-AIM (Glasgow, Vogt and Boles, 1999) offers a useful structure for a larger project, covering reach, effectiveness, adoption, implementation and maintenance, though only reach and a proxy for effectiveness could be assessed here.
Illustrative results (hypothetical). Suppose 24 people completed the form. If 19 agreed or strongly agreed with item 2 against 9 for item 1, that would suggest a gain in self-reported knowledge, but with a small, self-selected group and retrospective wording you would not claim it as proof. Say so, and then say what you would change: a pre-event baseline, a follow-up message after four weeks and a larger audience.
Conclusion. The event delivered its main message, that risk can be checked and reduced with support, to those present. Whether anyone acted on it remains unknown, and the report should end on that honest point, avoiding a reflective model as the brief instructs.
If you want an expert to build or check your own poster, leaflet, questionnaire and evaluation, see our health and social care assignment help and public health assignment help pages.
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About the expert
This extract was prepared by Aila Gomes, who holds a nursing degree from the University of London. She has written assignments in nursing, midwifery and many other areas, including essays, case studies and reports on health-related subjects. She is a full-time lecturer in a nursing school, writes part time, and has worked with Students Assignment Help UK for 7 years.
References
- Glasgow, R.E., Vogt, T.M. and Boles, S.M. (1999) ‘Evaluating the public health impact of health promotion interventions: the RE-AIM framework’, American Journal of Public Health, 89(9), pp. 1322–1327. Available at: https://pubmed.ncbi.nlm.nih.gov/10474547/ (Accessed: 23 October 2026).
- Janz, N.K. and Becker, M.H. (1984) ‘The Health Belief Model: a decade later’, Health Education Quarterly, 11(1), pp. 1–47. Available at: https://pubmed.ncbi.nlm.nih.gov/6392204/ (Accessed: 23 October 2026).
- Knowler, W.C. et al. (2002) ‘Reduction in the incidence of type 2 diabetes with lifestyle intervention or metformin’, New England Journal of Medicine, 346(6), pp. 393–403. Available at: https://pubmed.ncbi.nlm.nih.gov/11832527/ (Accessed: 23 October 2026).
- NHS England (no date) NHS Diabetes Prevention Programme (NHS DPP). Available at: https://www.england.nhs.uk/diabetes/diabetes-prevention/ (Accessed: 23 October 2026).
- NHS England (2025) NHS diabetes prevention scheme helps one million people. Available at: https://www.england.nhs.uk/2025/12/nhs-diabetes-prevention-scheme-helps-one-million-people/ (Accessed: 23 October 2026).
- Prochaska, J.O. and DiClemente, C.C. (1983) ‘Stages and processes of self-change of smoking: toward an integrative model of change’, Journal of Consulting and Clinical Psychology, 51(3), pp. 390–395. doi:10.1037/0022-006X.51.3.390.
- Wills, J. (2022) Foundations for health promotion. 5th edn. London: Elsevier. Available at: https://www.uk.elsevierhealth.com/foundations-for-health-promotion-9780702085062.html (Accessed: 23 October 2026).
- World Health Organization (1986) Ottawa Charter for Health Promotion. Geneva: WHO. Available at: https://www.who.int/publications/i/item/WH-1987 (Accessed: 23 October 2026).
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