D621 gives Master of Public Health students at Western Governors University an overview of social and behavioral determinants and how they relate to health behaviors, outcomes and disparities.
Learners examine strategies to reduce social barriers and apply public health theories and models to bring about behavior change. The difficulty is choosing a model that fits the population and showing how its parts become actions.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University |
| Course code | D621 |
| Level | Graduate, competency-based |
| Program | Master of Public Health (MPH) |
| Credit | 3 competency units |
| Prerequisite | None, per WGU's program guide |
What D621 Covers
| Competency (summarized) | In practice |
|---|---|
| Analyze how social determinants of health affect health behaviors | Income, education, neighborhood, access |
| Apply a public health model or theory for positive behavior change | Use a model to design supports |
| Explain how to mitigate barriers created by social determinants | Policy, community and service solutions |
Key Concepts Explained
Social Determinants of Health
These are the conditions in which people are born, live, learn, work and age, such as housing, income, education, food access and neighborhood safety. They help explain why health differs between groups.
Example: A neighborhood without a grocery store or safe walking routes makes healthy eating and exercise harder. Telling residents to eat better ignores the barrier, while a market, a transport link or a safe park addresses it.
Behavior Change Models
The Health Belief Model looks at perceived risk, benefits and barriers. The Transtheoretical Model describes stages of change. The Social Ecological Model shows influences from individual to policy levels. Choose the one that fits.
Reducing Barriers
Barriers include cost, transport, language, trust and time. Interventions work best when they remove barriers as well as teach.
Applying a Model Step by Step
| Model | Use when | Example application |
|---|---|---|
| Health Belief Model | Perception and cues drive the behavior | Reminder messages that raise awareness of screening benefits |
| Transtheoretical Model | People are at different readiness stages | Different resources for contemplating versus ready-to-act smokers |
| Social Ecological Model | Many levels influence the behavior | Combine counseling, community programs and local policy |
State the target population and behavior, show how each model component maps to an action, and add a way to evaluate change.
From Determinants to Interventions
Strong answers connect three layers: the determinant, the behavior it shapes and the intervention that addresses it. Moving from the first to the last in a clear line is what shows applied understanding.
| Determinant | Behavior affected | Possible intervention |
|---|---|---|
| Limited transport | Missed screening appointments | Mobile screening or transport vouchers |
| Low health literacy | Incorrect medication use | Plain-language materials and teach-back |
| Food insecurity | Poor diet quality | Produce prescriptions or community markets |
| Unstable housing | Delayed care | Co-locating services with shelters |
Example: Using the Transtheoretical Model for tobacco cessation, a clinic offers information to people not yet thinking of quitting, planning support for those preparing, and medication and follow-up for those ready to act. It also adds free quit-line access to remove a cost barrier.
Disparities
Describe disparities with data, such as differences between groups in outcomes, then explain which determinants help explain them. Avoid implying that differences are due to individual choices alone.
Planning the Assessment
Choose one health behavior and one population, and keep them fixed across the task. A narrow focus lets you show depth in all three competencies.
- Describe the behavior and the disparity with data.
- Analyze the determinants that shape it, with evidence.
- Apply one model, mapping each construct to an action.
- Explain how to reduce barriers, including those outside the health system.
- Describe how you would assess change.
Where Students Get Stuck
- Describing the model, not applying it. Map each element to a concrete step.
- Blaming individuals. Show the structural barriers too.
- Unclear target group. Define who the intervention is for.
- No measures. Name how you would detect change.
Study Tips for D621
- Make a one-page summary of the three models above.
- Practice spotting determinants in a news story about a health issue.
- Use data from credible sources to describe disparities.
- Check your answer against each competency.
How We Help with D621
Send the task, rubric and your draft. We can explain models, review your application and sources, or prepare a custom answer. Your submission must be your own work.
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Make Your Model Application Convincing
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Frequently Asked Questions
WGU's guide says there are none.
Conditions where people live and work, such as income, housing, education and access to care, that influence health.
The one that best fits your population and behavior. Justify the choice.
Mitigating barriers can involve policy, programs and community action.
The undergraduate health equity course covers similar ideas at a more introductory level.
No. We offer tutoring and feedback only.