INTERVENTION PLAN

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HOLISTIC INTERVENTION PLAN DESIGN

Intervention Plan Components

The major components of an intervention plan for health promotion, quality improvement, prevention, education, or management need include the following:

Purpose: an intervention plan should have clearly defined goals and objectives outlining the specific problem or need to be addressed by the intervention.

Intervention: The specific strategies or actions that will be taken to address the identified need, such as educational programs, health screenings, or policy changes (Aljassim & Ostini, 2020).

Population: The specific group or community that the intervention is targeted towards. Outcomes: The expected results or impacts of the intervention on the target population, such as improved health behaviors or increased access to care.

Timeframe: The duration of the intervention and any specific milestones or timelines for implementation.

There is a substantial effect of cultural requirements and features of a target population and location on the creation of intervention plan components. If you want your intervention to impact the community, you need to consider the demographics of the people you’re trying to help and the context in which it will be delivered (Aljassim & Ostini, 2020).). For instance, the intervention in the above PICOT is designed with the Ethiopian community at the church and its specific needs and interests in mind. This implies that the Ethiopian community’s cultural beliefs and practices and the church’s position in the community will inform the intervention’s design and implementation. Considerations such as the population’s language and literacy level, cultural beliefs and practices around health and sickness, and cultural values and practices connected to health behavior are also essential.

To maximize the program’s effectiveness, it must be adapted to the unique requirements of the Ethiopian community, taking into account the distinctive cultural demands and features of the target population and context. It may include integrating community leaders and members in the program’s conception and execution and embracing traditional health practices. Consideration must also be given to the part the church plays in the neighborhood since it is often a vital lifeline for locals.

Theoretical Foundations

Some possible theoretical underpinnings for our project include the Health Belief Model, the Transtheoretical Model, and the Social Cognitive Theory (Medlock & Wyatt, 2019). Individuals’ perceptions of their vulnerability to health issues, the perceived advantages and obstacles to taking action to enhance their health, and the role of social and environmental variables in influencing health behaviors may all be better understood with the help of these models.

Using the Health Belief Model, researchers may learn about these people’s perspectives on their health risks and the advantages and disadvantages of adopting preventative measures. Perceived vulnerability to a health condition and perceived advantages of taking action to enhance health are two examples of how this model may shed light on the elements that may impact an individual’s desire to adopt healthy habits (Medlock & Wyatt, 2019). Individuals go through several trajectories of change, which may be mapped out using the Transtheoretical Model while deciding to engage in a healthy behavior change. This model may determine a person’s current stage and the best way to assist them in progressing through the phases. To comprehend how people pick up new habits, the Social Cognitive Theory might be used. Key social and environmental elements, such as role models and social support, may be identified using this theory as they relate to influencing health-related behaviors.

Furthermore, it is essential to consider using health education methods and tools that are effective via empirical research. To boost participation and the program’s overall efficacy, we may use culturally relevant, interactive workshops and seminars, instructional films, and internet resources and account for the community’s language and literacy skills. In addition, recent and applicable research findings and industry standards should be cited. It is possible to get insight into what has worked in the past by doing a literature study on health promotion interventions within the Ethiopian community or a religious environment, for instance, and using that knowledge to shape the intervention strategy. Health promotion and education best practices may also help shape the program’s structure and implementation.

Stakeholders, Policy, and Regulations

Those vested in our project include the church’s leadership, the Ethiopian congregation, and the medical staff. Involving community members in the intervention’s design and execution helps guarantee that it will serve their interests (Volkmer et al., 2019). Healthcare policies and regulations, as well as any governing bodies with jurisdiction over the program, should be considered when designing the intervention. It is also crucial that the program follows all applicable ethical guidelines and standards and any healthcare and health promotion laws and regulations.

The involvement of community people in the preparation and execution of the intervention is vital because it ensures that the program is customized to their unique requirements and answers their concerns. This may be accomplished by including community people in focus groups, questionnaires, and other types of feedback to acquire information about their health needs and priorities (Volkmer et al., 2019). Additionally, integrating community people in the conception and delivery of the intervention may raise their feeling of ownership and interest in the program, which can lead to higher engagement and involvement.

It is also crucial to examine the influence of applicable healthcare rules and regulations on the intervention. This may involve compliance with any rules or regulations linked to healthcare, such as the Affordable Care Act or HIPAA, as well as any policies or recommendations released by regulating agencies, such as the Centers for Disease Control and Prevention or the World Health Organization. Additionally, it is necessary to verify that the program conforms to any ethical rules and standards, such as those given by professional organizations or accrediting authorities. By examining the effects of healthcare policies and regulations and assuring compliance with laws, rules, and ethical norms, the program may be conducted in an effective and responsible way. This may assist in ensuring the program is sustainable and that it continues to satisfy the requirements of the community over time.

Ethical and Legal Implications

It is vital to assess the ethical and legal ramifications of the intervention. This involves ensuring that the program is in conformity with any laws and regulations connected to healthcare and health promotion and that it follows any ethical principles and standards (Berwick, 2020). For example, the program should guarantee that informed permission is received from participants and that their personal and health information is kept secure. Additionally, the program should verify that any treatments are evidence-based and that the benefits exceed any possible dangers. It’s also necessary to examine concerns associated with cultural sensitivity, such as respecting and honoring the community’s traditional values and customs (Jumreornvong et al., 2021). Overall, it’s necessary to assess and handle any ethical and legal considerations that may emerge throughout the development and execution of the intervention.

Refrences

Aljassim, N., & Ostini, R. (2020). Health literacy in rural and urban populations: A systematic review.  Patient Education and Counseling,  103(10), 2142-2154.

Berwick, D. M. (2020). The moral determinants of health.  Jama,  324(3), 225-226.

Jumreornvong, O., Yang, E., Race, J., & Appel, J. (2020). Telemedicine and medical education in the age of COVID-19.  Academic Medicine.

Medlock, S., & Wyatt, J. C. (2019). Health behaviour theory in health informatics: support for positive change.  Stud Health Technol Inform,  263, 146-158.

Volkmer, A., Spector, A., Swinburn, K., Warren, J. D., & Beeke, S. (2021). Using the Medical Research Council framework and public involvement in the development of a communication partner training intervention for people with primary progressive aphasia (PPA): Better Conversations with PPA.  BMC geriatrics,  21, 1-17.