Define the major components of an intervention plan for a health promotion, quality improvement, prevention, education, or management need.

Part 1: Intervention Plan Components
o Define the major components of an intervention plan for a health promotion, quality improvement, prevention, education, or management need.
o Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components.
Part 2: Theoretical Foundations
o Evaluate theoretical nursing models, strategies from other disciplines, and health care technologies relevant to an intervention plan.
o Justify the major components of an intervention by referencing relevant and contemporary evidence from the literature and best practices.
Part 3: Stakeholders, Policy, and Regulations
o Analyze the impact of stakeholder needs, health care policy, regulations, and governing bodies relevant to health care practice and specific components of an intervention plan.
Part 4: Ethical and Legal Implications
o Analyze relevant ethical and legal issues related to health care practice, organizational change, and specific components of an intervention plan.
Address Generally Throughout
o Communicate intervention plan in a professional way that helps the audience to understand the proposed intervention and the implications of the plan that must be taken into account.
Submission Requirements
o Length of submission: 46 pages, double spaced.
o Number of resources: Minimum of 510 resources. (You may use resources previously cited in your literature review to contribute to this number. Your final project will require 1218 unique resources.)
o Written communication: Written communication is free of errors that detract from the overall message.
o APA formatting: Resources and citations are formatted according to current APA style. Header formatting follows current APA levels.
o Font and font size: Times New Roman, 12 point.
Describe one of the components of your intervention plan:
Providing patient-centered care for the Hispanic population with diabetes and on dialysis:
One component of my intervention plan includes patient education that is simple, yet appropriate for a variety of literacy levels. According to Narva, Norton, and Boulware (2016) patient education is connected to better patient results and even though patient education is reinforced by global standards and organizations, there are obstacles that hinder the global application of wide-range education for individuals with chronic kidney disease, particularly in the United States. Within the United States Narva, Norton, and Boulware stated that some barriers can be experienced by those receiving care can range from complexity of the dynamics of kidney disease information, low literacy, unawareness, decreased health literacy and decreased information available on chronic kidney disease and complications including dialysis, and willingness to learn. Along with these factors Lora et al. (2009) stated that cultural influence, language barriers, social assistance, and trust in providers also play a significant part in the care process, education process, and adherence as well. In addition to this, Narva, Norton, and Boulware suggested a couple of the barriers experienced by those providing the care include limited time to spend with patients, and educational precedence. Determining what can be done effectively (education delivery) in a culturally competent manner that will improve patient knowledge, self-management, adherence, and quality of life, is my ultimate goal. According to Lora, Gordon, Sharp, Fischer, Gerber, and Lash, (2011) communication interventions that are successfully used in patients with decreased literacy and illnesses include illustrative aids, informational meetings, group meetings, pharmacy sessions, forms of media (textual and non-textual), automated calls, and internet options improve knowledge, self-efficiency, self-management, and adherence.