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Running head: HEALTHY LIVING AWARENESS 1

HEALTHY LIVING AWARENESS 9

Healthy Living Awareness

Student Name

Institution Affiliation

Healthy Living Awareness

Problem Statement

Need Statement:

Our project aims to address the need for health literacy within the Ethiopian community. Health literacy is the ability to understand and use health information in order to make informed decisions and take appropriate action to maintain and improve one’s health. It is important to address this need because low health literacy significantly impacts community health. For example, individuals with low health literacy may be less likely to seek medical care when needed, may not understand how to take medications correctly, and may be at higher risk for chronic diseases such as diabetes and hypertension.

Several pieces of evidence support the urgency of addressing this need within the Ethiopian community. One key piece of evidence is the high level of interest in health and wellness within the community (Bernhart et al., 2021). Many members of the Ethiopian community have expressed a desire to learn more about how to maintain and improve their health but may face barriers such as cultural and language differences that make it difficult for them to access reliable health information.

Population and Setting:

The target population for our project is the Ethiopian community, specifically those who attend church regularly. The setting in which the project will be implemented is a church that serves a largely Ethiopian congregation. It is essential to address the identified need and target this population within a church setting because the church is a central gathering place for the community. Many members of the Ethiopian community attend church regularly, which provides an opportunity to reach many people with health education and resources (Bernhart et al., 2021). In addition, the church setting allows for a sense of community and support, which may be necessary for promoting and sustaining healthy behaviors.

Intervention (PICOT):

Purpose:

Our project aims to promote health and create healthy living awareness within the Ethiopian community in a church setting. We aim to do this by providing information and resources to community members on topics such as nutrition, physical activity, stress management, and chronic disease prevention (Lee, 2021).

Intervention:

The intervention we will use to address the identified need is a health education program tailored to the Ethiopian community’s needs and interests. This may include workshops, seminars, and other educational events that are held at the church. We will also use printed materials and online resources to provide information and resources to community members.

Population:

The target population for the intervention is the Ethiopian community in a church setting. We will work closely with church leaders and community members to ensure that the program is relevant and meaningful to this population.

Outcomes:

The anticipated outcomes of our project include increased health literacy and improved health behaviors among Ethiopian community members in a church setting. As community members learn more about how to maintain and improve their health, they will be more likely to adopt healthy behaviors and make positive lifestyle changes.

Timeframe:

The timeframe for implementing our project will be determined based on the availability of resources and the community’s needs. However, we expect the project to be implemented over several months, with ongoing efforts to maintain and expand upon the initial intervention. We will work closely with church leaders and community members to ensure that the program is sustainable and continues to meet the community’s needs.

Comparison of Approaches

One alternative to the health education program outlined in our Intervention Overview is a community-based participatory research (CBPR) approach. CBPR is a collaborative research approach involving community members’ active engagement and participation in all aspects of the research process (Corrigan, 2020). This approach has been shown to effectively promote health literacy and improve health behaviors within underserved populations. Compared to the interventions in our overview, a CBPR approach would encourage interprofessional care by involving multiple stakeholders, including healthcare providers, community leaders, and members of the Ethiopian community. This would allow for a more holistic and collaborative approach to addressing the identified need for health literacy.

In terms of fit with the target population, a CBPR approach is well-suited to the Ethiopian community because it emphasizes community members’ active participation and empowerment. By involving community members in the research process, we can ensure that the intervention is relevant and meaningful to their needs and interests. A CBPR approach would also fit well with the target setting of a church because it emphasizes collaboration and partnership between community members and external organizations, such as the church (Corrigan, 2020). By involving the church in the research process, we can leverage its resources and networks to reach a more significant number of community members and promote sustained change.

Overall, a CBPR approach would likely be effective in addressing the identified need for health literacy within the Ethiopian community and the church setting (Parra‐Cardona et al., 2020). By involving community members in the research process, we can ensure that the intervention is relevant and meaningful to their needs and interests, and by partnering with the church, we can leverage its resources and networks to promote sustained change.

Initial Outcome Draft

One outcome we hope to achieve with our intervention and project is that the Ethiopian community is well aware of health and actively maintains healthy living behaviors. This outcome illustrates the purpose of our intervention and project, which is to promote health and create healthy living awareness within the community (CDC, 2021). This outcome also establishes a framework that can be used to achieve an improvement in the quality, safety, or experience of care within the Ethiopian community. By increasing health literacy and promoting healthy behaviors, we can help to reduce the burden of chronic diseases and improve overall health and well-being within the community.

Time Estimate

We propose a rough time frame of 10 days for developing our intervention. This time frame is realistic because it allows for sufficient time to engage with community members and stakeholders, conduct needs assessments, and create a detailed plan for the intervention. However, potential challenges could impact this time frame, such as a lack of motivation among community members or limited availability of resources. We also propose a rough time frame of 3-4 months for implementing our intervention (Ross et al., 2017). This time frame is realistic because it allows sufficient time to roll out the intervention, monitor progress, and make necessary adjustments. However, potential challenges could impact this time frame, such as a lack of motivation among team members or unexpected barriers to implementation.

Literature Review

There is strong evidence to validate the identified need for health literacy within the Ethiopian community and the appropriateness of addressing this need within a church setting. Health literacy, which is defined as the ability to understand and use health information to make informed decisions and take appropriate action to maintain and improve one’s health, is a critical factor in promoting and maintaining good health. Studies have shown that individuals with low health literacy are more likely to have poor health outcomes, including higher rates of chronic disease and hospitalization, and are less likely to seek preventive care or follow treatment recommendations. Improving health literacy is a key strategy for addressing health disparities and promoting overall health and well-being.

The Ethiopian community is a significant population to target for health literacy efforts due to the unique challenges they may face in accessing reliable health information. Cultural and language differences can create barriers to understanding health information and seeking care, which may be particularly pronounced within the Ethiopian community (Janssen et al., 2012). By targeting our health education efforts within a church setting, we can reach a large number of community members in a familiar and supportive environment. Faith-based organizations effectively promote health behaviors and support individuals with chronic diseases, making the church an ideal setting for our health education program.

Regarding existing health policy, the Affordable Care Act (ACA) includes several relevant provisions to our identified needs and could impact the approach taken to address them. The ACA emphasizes the importance of promoting health literacy and increasing access to preventive care services, which aligns with our goals of improving health knowledge and behaviors within the Ethiopian community (Sanchez, 2015). The ACA also aims to reduce health disparities among underserved populations, which is relevant to the Ethiopian community. By aligning our project with the ACA’s provisions, we can ensure that our efforts are consistent with national priorities and have the potential to be more sustainable in the long term.

Additionally, the ACA promotes patient-centered care and encourages the use of patient education and self-management strategies to improve health outcomes. This emphasis on empowering patients to take an active role in their own health care is consistent with our approach to health education within the Ethiopian community. By providing information and resources that enable community members to understand their health better and make informed decisions, we can help to improve health literacy and promote healthy behaviors.

Overall, the evidence supports the importance of addressing the identified need for health literacy within the Ethiopian community and the church setting. By targeting this population and setting, we can reach many individuals and provide them with the information and resources they need to maintain and improve their health (Mavreles Ogrodnick et al., 2021). By aligning our project with relevant health policy, we can ensure that our efforts are consistent with national priorities and have the potential to be more sustainable in the long term.

References

Bernhart, J. A., Wilcox, S., Saunders, R. P., Hutto, B., & Stucker, J. (2021). Program implementation and church members’ Health Behaviors in a countywide study of the faith, activity, and Nutrition Program.
Preventing Chronic Disease,
18. https://doi.org/10.5888/pcd18.200224

CDC. (2021).
NCCDPHP: Community Health. Centers for Disease Control and Prevention. Retrieved January 6, 2023, from https://www.cdc.gov/nccdphp/dch/programs/healthycommunitiesprogram/tools/index.htm

Corrigan, P. W. (2020). Community-based Participatory Research (CBPR), stigma, and health.
Stigma and Health,
5(2), 123–124. https://doi.org/10.1037/sah0000175

Janssen, B. M., Van Regenmortel, T., & Abma, T. A. (2012). Balancing risk prevention and health promotion: Towards a harmonizing approach in care for older people in the community.
Health Care Analysis,
22(1), 82–102. https://doi.org/10.1007/s10728-011-0200-1

Lee, M.-ryung. (2021). The effect of online health-promoting education program on e-health literacy, affect, and wellness in pre-service childcare teachers.
Journal of the Korean Society for Wellness,
16(1), 48–54. https://doi.org/10.21097/ksw.2021.02.16.1.48

Mavreles Ogrodnick, M., O’Connor, M. H., & Feinberg, I. (2021). Health Literacy and Intercultural Competence Training.
HLRP: Health Literacy Research and Practice,
5(4). https://doi.org/10.3928/24748307-20210908-02

Parra‐Cardona, R., Beverly, H. K., & López‐Zerón, G. (2020). Community‐based Participatory Research (CBPR) for underserved populations.
The Handbook of Systemic Family Therapy, 491–511. https://doi.org/10.1002/9781119438519.ch21

Ross, A., Bevans, M., Brooks, A. T., Gibbons, S., & Wallen, G. R. (2017). Nurses and health‐promoting behaviors: Knowledge may not translate into self‐care.
AORN Journal,
105(3), 267–275. https://doi.org/10.1016/j.aorn.2016.12.018

Rüegg, R., & Abel, T. (2021). Challenging the association between Health Literacy and Health: The role of Conversion Factors.
Health Promotion International,
37(1). https://doi.org/10.1093/heapro/daab054

Sanchez, E. (2015). Leveraging the affordable care act for population health.
The Practical Playbook, 185–194. https://doi.org/10.1093/med/9780190222147.003.0016

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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.

Develop a 4-page plan that will allow your intervention to be implemented in your target population and setting.

Introduction

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

Even the best intervention plan will not be effective without a sound and reasonable approach to implementing it. The implementation of the same intervention plan can vary drastically between different care settings, based on the culture of the care setting, the resources available, and the stakeholders involved in the project, as well as the specific policies already in place. A successful implementation plan blends contemporary and emerging best practices and technology with an understanding of the on-the-ground realities of a specific care setting and the target population for intervention. By synthesizing these various considerations, it is possible to increase the likely success of the implementation and continued sustainability of an intervention plan.

Preparations

· . Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

. What are the needs of your stakeholders that are relevant to your target population and need?

. What applicable healthcare policy and regulations are relevant to your target population and need?

. How will these considerations impact the development of your Intervention Plan Design assessment?

. How can you work these considerations into the development of your Implementation Plan Design assessment?

Instructions

Note: 

The goal for this is to design a plan that will allow your intervention to be theoretically implemented in your target population and setting. You should be able to preserve the quality improvement outcomes that you designed for your target population and setting while also ensuring that the intervention does not put undue stress on the healthcare setting’s resources or violate any policies or regulations. Provide enough detail so that the faculty member assessing your implementation plan design will be able to provide substantive feedback that you will be able to incorporate into the final draft of your project.

At a minimum, be sure to address the bullet points below, as they correspond to the grading criteria. In addition to the bullet points below, provide a brief introduction that refreshes the reader’s memory about your problem statement, as well as the setting and context for which this intervention plan was designed before launching into your implementation plan.

Reminder: these instructions are an outline. You’re heading for this section should be Management and Leadership and 
not 

Part 1: Management and Leadership

.

Part 1: Management and Leadership

· Propose strategies for leading, managing, and implementing professional nursing practices to ensure interprofessional collaboration during the implementation of an intervention plan.

· Analyze the implications of change associated with proposed strategies for improving the quality and experience of care while controlling costs.

Part 2: Delivery and Technology

· Propose appropriate delivery methods to implement an intervention which will improve the quality of the project.

· Evaluate the current and emerging technological options related to the proposed delivery methods.

Part 3: Stakeholders, Policy, and Regulations

· Analyze stakeholders, regulatory implications, and potential support that could impact the implementation of an intervention plan.

· Propose existing or new policy considerations that would support the implementation of an intervention plan.

Part 4: Timeline

· Propose a timeline to implement an intervention plan with reference to specific factors that influence the timing of implementation.

Address Generally Throughout

· Integrate resources from diverse sources that illustrate support for all aspects of an implementation plan for a planned intervention.

· Communicate the implementation plan in a way that clearly illustrates the importance of interprofessional collaboration to create buy-in from the audience.

Additional Requirements

· Length of submission: 4 double-spaced pages.

· The number of resources: 3–6 resources. (Your final project will require 12–18 unique resources.)

· Written communication: Written communication is free of errors that detract from the overall message.

· APA formatting: Resources and citations are formatted according to the current APA style. Header formatting follows current APA levels.

· Font and font size: Times New Roman, 12 points.