Final - Manuscript (GROUP 1&3)

Republic of the Philippines
CENTRAL MINDANAO UNIVERSITY

COLLEGE OF NURSING
University Town, Musuan, Maramag, Bukidnon
E-mail: nursing@cmu.edu.ph
A Family Case Study of

Lucky Family
A Family Case Study Presented to the Faculty of the College of Nursing, Central
Mindanao University
In Partial Fulfillment of the Requirements in

NCM 63.1: COMMUNITY HEALTH NURSING I (INDIVIDUAL AND FAMILY)
BSN 2 – C
GROUP 1 & 3
Dela Victoria, Vincent Philip

Acosta, Matthew Brewster
Balendres, Janella Andrea
Pacatang, Juliana Louise
Parajes, Jehainah Claire
Masucol, Stella Frances
Majorenos, Nissel Bann
Capuyan, Dann Michel
Calamba, Gwyn Jewel
Opiso, Nadine Abrielle
Macalam, Josha Mae
Tabios, Daffney Ellen
Murillon, Reizia Avril
Arcenal, John Louie
Nob, Princess Mary
Obial, Hearthy Jyra
Arpilleda, Jan Bliss
Bionat, Estiphany
Alcontin, Ayeinne
Monsanto, Gwen
Buhawe, Nicole
Quizada, Daisy
Aquino, Pam
CLINICAL INSTRUCTORS
April May Hazil V. Munday, RN

Lal Joy S. Ruba, MAN, RN
Lee-Ai M. Cantoneros, RN
Dalisay V. Bolinas, RN
November 2023
Acknowledgement
In performing the case study, we had to take the necessary help and guidance of
respected persons who, in one way or another, deserve our gratitude. Their contribution
is sincerely appreciated and enormously acknowledged. Also, this completion would not
have been possible without the participation of the students in this study, who made
great efforts by the will of strength and collaboration.
First and foremost, we would like to thank the Father Almighty, who reigns in
glory and strength. Without whom, the completion of this case study would have been
impossible. For his mercy, provision, sustenance, good health, and favor, we are
extremely grateful.
We would like to express our gratitude to our advisers, Ma’am Dalisay Bolinas and
Ma’am Lal Joy Sanchez-Ruba, as well as to the other 2C clinical instructors, Ma’am
Hanely Luceño, Ma’am Lee-ai Cantoneros, and Ma’am April May Hazil Munday, for their
time and assistance in conducting our family case study. All those effort in guiding us
through the many home visits is not in vain;
To our CHN Lecture Instructor, Ma’am Katreena Ness Olila, for always being
available, even during late night hours, to entertain our concerns; for the never-ending
support and patience, directing us to accomplish what needs to be done. We are
sincerely grateful to you, Ma’am;
To the students’ parents, who have shown their love and support physically,
emotionally, spiritually, and financially. We appreciate their unwavering support since
day
To Family Lucky, the respondents of this study, for being approachable,

cooperative, and willing to give us their time to answer all questions being asked;
To Central Mindanao University - College of Nursing classmates, friends, faculty

and staff, for their moral and social assistance in different ways.
The BSN 2C Group 1, Group 3 and Group 5 Student Nurses
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Table of Contents
Page
PRELIMINARIES
Acknowledgement 1
Table of Contents 2
CHAPTER I: INTRODUCTION
BACKGROUND OF THE STUDY 4
FAMILY PROFILE 6
Location, Boundaries, and Climate 8
Number of Family Members 8
Source of Income of the Family

Power Sources
Communication Services 10
Transportation Services 10
Water Supply 10
Peace and Order in the Community 11
GENOGRAM AND ECOMAP 12
PURPOSE OF THE STUDY 13
Significance of the Study

Scope and Delimitation 13
Objectives
16
CHAPTER II: METHODOLOGY

Data collecting procedure 17
Sampling Design
Research Design 25
CHAPTER III: PRESENTATION, ANALYSIS, 26
AND INTERPRETATION OF DATA

General Data 49
Family Data
Family Characteristics 50
Home and Environment

Health and Health Practices
2
Environment
Awareness of Community Organization
Health Insurance
CHAPTER IV: IDENTIFIED HEALTH PROBLEMS

A. Summary of Identified Health Problems
B. Computing and Justifying Scores of Health Problems
C. Ranking of Health Problems According to Priority
CHAPTER V: FAMILY CARE PLAN
CHAPTER VI: HEALTH EDUCATION PLAN
CHAPTER VII: FINDINGS, CONCLUSION, AND

RECOMMENDATION
REFERENCES
APPENDICES
3
Chapter I- Introduction
BACKGROUND OF THE STUDY

The World Health Organization (WHO, 1958) defined health as “ a state of
complete physical, mental, and social well-being and not merely the absence of disease
or infirmity.” In community health nursing, different levels of clientele are considered:
individual, family, and community (Nies & McEwen, 2020). As such, it is a complex,
multidimensional system that covers a wide scope, ranging from the individual to the
whole population. Communities and populations consist of families, which in turn,
consists of individuals, who together affect the health of the community (Barnes et al.,
2020). Because of its dynamic relationship, health determination starts from an
individual’s perspective on health, which contributes to the overall community health.
Thus, contextual factors such as socioeconomic determinants and other health
determinants of how and where they were born, raised, and shaped by their
environment, must be considered especially given the prevalence of exposure to
population health over the lifetime (Arah, 2009).
In the individual setting, health is known as a primary right–that is, having access
to health regardless of race, religion, political belief, and economic or social condition. An
individual’s well being is determined by biological and behavioral characteristics, physical
and social environment, and health policies and interventions (Nies & McEwen, 2020). At
the basis of physical, mental, and social well-being which is equivalent to human health,
is respect for human dignity (Muntean et al., 2013). For nurses to be able to conduct an
individual health assessment, they must consider respect for dignity, which dictates how
we treat our patients. In addition to that, we must provide holistic care and see to it that
the client’s health needs and health problems will be identified. The results of the
assessment reflects the condition of a person’s body, mind, and spirit—that is, the
person’s capability to do activities of daily living (ADLs) without any difficulty. Moreover,
this reflects the person’s mental and emotional capabilities to adjust to stress that might
come in life. As a student nurse, it is vital that we consider these individual aspects
which make up the basic unit of society—the family.
A family is an integrated, socially engaged, and mutually dependent collection of

individuals. The family interacts with one another, and one member's health problems
affect the entire family. The family takes care of each other's health and carries out
various duties to ensure the family to maintain their functioning at the optimal level.
When a nurse attends to two or more people living in the same home, they are treating
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the family as the patient. The family is regarded as the fundamental unit of care in
community health nursing since the majority of people are part of a family and their
home environment has a significant impact on their health. On the other hand, a
community is referred to as a collection of families that share common values, beliefs,
interest, goals, and objectives within their system. This social system includes the health,
family, economic, educational, religious, welfare, political, recreational, legal, and
communication system. There is a pattern of interaction wherein it is adapted by the
families within the community that shape their relationships, interest, and
interdependence (Nies & McEwen, 2020).
Community health nursing plays a crucial role in providing healthcare services to

individuals and families within local communities. This specialized field is dedicated to
promoting and preserving community health through a range of preventive and
therapeutic interventions, one of which is conducting home visits. (American Nurses
Association, 2013). The practice of home visits is integral to community health nursing,
involving healthcare professionals delivering services in the familiar setting of patients'
homes. This approach is grounded in the philosophy that health is shaped by various
factors, encompassing social, economic, and environmental conditions (Stanhope &
Lancaster, 2016).
The significance of home visits in community health nursing lies in their capacity
to provide personalized and holistic care. By conducting assessments and interventions
within the patient's home environment, we acquire valuable insights into the social
determinants of health, allowing them to customize care plans accordingly (Kaakinen,
Coehlo, Steele, Robinson, & Tabacco, 2018). Furthermore, home visits contribute to the
establishment of trust and rapport, fostering improved communication and collaboration.
This patient-centered approach enhances individuals' engagement in their healthcare,
leading to more favorable health outcomes (Stanhope & Lancaster, 2016).
FAMILY PROFILE
The Lucky family, originally from Dologon, has established residence in Purok 11 for the
past three years. They are a nuclear family of three and they adhere to the Baptist faith.
The wife, LS. L., is 31 years old. Despite being a college graduate, she has chosen
to dedicate her time as a housewife. LS.L. plays a crucial role as the financial manager
and decision-maker of the family, prioritizing the care of their child. The husband, JS. L.,
5
is 28 years old and holds a high school education. Primarily employed as a laborer, JS. L
engages in various tasks like cleaning and carrying heavy equipment wherever
opportunities arise. His work is diverse, occurring in different locations without a stable
workplace. As the family's primary breadwinner, JS. L provides essential financial support
to his family despite facing a lot of challenges and difficulties. Their only daughter, SS.
L., is an 8-year-old student at Dologon Elementary School, currently advancing through
Grade 3. Her education reflects the family's commitment to securing a promising future
for their daughter.
Despite facing uncertainties, the Lucky family maintains a resilient stance within
their community. LS. L’s role as the family's financial manager and JS. L.’s versatile
employment exemplifies their dedication to securing financial stability. SS. L., the
youngest member, adds a hopeful dimension as she progresses in her education.
LOCATION, BOUNDARIES, AND CLIMATE
Purok 11, Dologon is found in the Municipality of Maramag, province of Bukidnon,

(Region X) Northern Mindanao, Philippines. It is situated at approximately 7.830289,
125.058370, on the island of Mindanao. Elevation at these coordinates is estimated at
309.2 meters or 1,014.4 feet above mean sea level (Solis, 2023). Dologon experiences a
tropical climate characterized by consistent temperatures throughout the year. This
climate, common in tropical regions, is conducive to agriculture. The area is known for its
fertile soil, making it suitable for cultivating crops. Notably, corn cultivation is a
predominant agricultural activity among the residents. Furthermore, according to
PAGASA (2023), as of November 2023, there are more dry days than rainy days.
NUMBER OF FAMILY MEMBERS

The Lucky family has 3 members. A nuclear family that consists of a husband,
wife and one daughter. The husband, JS. L, born on July 13, 1995, is 28 years old. JS. L.
has six (6) other siblings; four (4) girls and two (2) boys. The wife, LS. L., born on
January 8, 1992, is 31 years old. LS. L has four (4) other siblings; three (3) boys and one
(1) girl. Lastly, their daughter, SS. L., born on November 15, 2015, is an 8-year-old. SS.
L is the only child of the Lucky couple.
SOURCE OF INCOME OF THE FAMILY
Mrs. LS. L highlights that the primary source of income for their family is the
monthly wages earned by her husband, Mr. JS. L who works as a laborer. With Mr. JS
6
L.’s monthly income ranging from 4,000 to 10,000 pesos, the family relies solely on this
money to sustain their daily living expenses, including food. Mrs. LS. L manages the
family budget, and she notes that the income, at times, falls short of meeting their
necessities. This financial challenge underscores the difficulty they face in covering their
basic needs, and the limited income received by Mr. JS. L poses a significant obstacle in
providing for the entire family. The situation reflects the financial strain and points out
the importance of finding ways to enhance their income and manage their budget more
effectively to ensure the well-being of the family.
POWER SOURCES
Within the Lucky family household, where access to a reliable power source is
limited, the family face unique challenges in their day-to-day lives. The absence of a
consistent electricity supply complicates fundamental aspects of their everyday life. In
this context, families often depend on traditional methods and resources, showcasing
their resilience and resourcefulness. The Lucky family, for example, has devised
alternative approaches for lighting, cooking, and other activities traditionally reliant on
electricity. Due to the lack of electrical power, their household lacks common appliances.
The Lucky family turns to the use of firewood or kerosene/stove as a cooking facility to
cater their day-to-day meals. When their mobile phones are low on battery, they adopt
an alternative approach by turning to their neighbors for assistance in order to keep their
devices charged and functional.
COMMUNICATION SERVICES
The primary means of communication of the Lucky family is through the use of
mobile phones. Mobile phones play a crucial role in connecting family members,
especially in a rural setting where other forms of communication infrastructure may be
limited. The signal and data within the place is also sufficient enough. The use of mobile
phones is integral to the Lucky family's communication, providing a versatile and
accessible means for staying connected, informed, and engaged in various aspects of
their daily lives. In addition to serving as the primary means of communication, the
mobile phone connectivity within the Lucky family's residence in Dologon, is notably
reliable. The signal strength and data connectivity in their location are sufficient,
ensuring that the family can seamlessly make calls, and send messages to each other.
TRANSPORTATION SERVICES
The families residing in this rural area have their houses located near a road,
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ensuring convenient access to transportation services. The road sees a regular flow of
motorcycles, jeepneys, multicabs, trucks, and cars, providing a variety of transportation
options for the community. This diverse mix of vehicles indicates the accessibility of the
area and the availability of different modes of transport to meet the varying needs of the
residents. The constant presence of these vehicles passing by the road contributes to the
overall connectivity and mobility of the community, facilitating easier travel and
transportation of goods.
WATER SUPPLY
In their rural environment, the family relies on a communal closed water well
shared with other residents. This well serves as their primary water source, highlighting
the collaborative ownership arrangement in the community. The family opts to purchase
their drinking water from a water refilling station located in Dologon. To maintain the
cleanliness and accessibility of their stored drinking water, they cover their containers
and utilize practical options such as plastic pitchers and bottles. However, a notable
inconvenience arises from the fact that their comfort room is situated at a distance of 15
meters from the water well. This distance makes their daily routine a bit harder,
underlining how having water nearby is crucial for their daily needs.
PEACE AND ORDER IN THE COMMUNITY
Barangay Dologon is characterized by a prevailing atmosphere of peace, marked

by minimal internal conflicts among its residents. The community is notable for its
familial ties, as a significant portion of the population is related, fostering a sense of
shared identity and familiarity. This close-knit environment contributes to the limited
occurrence of disputes, as the residents are well-acquainted with each other. Notably,
the people of Dologon are recognized for their welcoming demeanor, readily engaging in
positive interactions with visitors. This sociable atmosphere creates an environment
where both residents and guests experience a sense of community and acceptance.
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GENOGRAM AND ECOMAP
9
10
GENOGRAM (Narrative)
The client ‘LS.L’, a 31-year-old female, is married to a 28-year-old male and has an 8-
year-old daughter. Her father, a 70-year-old male, has a history of hypertension, while
her mother, a 72-year-old female, has a history of stroke. Among her siblings, most are
free of diseases, except for her 3rd sibling, a 40-year-old female with a history of
hypertension. On her husband's side, the father of JS.L, a 69-year-old male, passed
away due to a heart attack, and the mother of JS.L, a 65-year-old female, has a history
of hypertension. Most of her husband's siblings are healthy, with one having a history of
hypertension.
ECOMAP (Narrative)
The client maintains a positive connection with her family, church, neighbors, and
healthcare professionals in her community. However, her friendships are somewhat weak
as she doesn't frequently engage with friends. On her husband's side, he enjoys positive
relationships with his family, peers, and colleagues but experiences weak connection
with his siblings. Their daughter has a positive relationship with teachers and classmates
but faces stress in the school environment.
PURPOSE OF THE STUDY
The purpose of this study is designed with a family-centered focus, aiming to

address the multifaceted health challenges the family members face. This study focuses
on a family experiencing poor sanitation, no access to potable water and electricity, no
comfort room, and an imbalance in nutrition. It involves examining the root causes of
these problems and their impact on the family's health and proposing practical strategies
for improvement. The goal is to comprehend the complex interactions between these
factors and how they affect the family's overall health and well-being and identify
tailored nursing interventions prioritizing family needs and experiences. Additionally,
recognizing these problems as critical determinants of health, the study aims to offer
client-centered solutions to enhance living conditions.
SIGNIFICANCE OF THE STUDY
This study holds fundamental significance in community health nursing, placing

the patient at the core of its focus. The findings of this study will equip community
11
health nurses with a deeper comprehension of the unique health struggles faced by
individuals dealing with poor sanitation, no access to potable water and electricity, no
comfort room, and an imbalance in nutrition. By identifying effective strategies and
interventions, the study aspires to empower nurses to deliver compassionate care that
not only addresses immediate health concerns but also fosters sustainable improvements
in the overall health and living conditions of clients in these challenging circumstances.
SCOPE AND DELIMITATION
This study covers the different aspects of the community such as the Community
Profile which includes its physical features, location and boundaries, climate, means of
transportation, the resources available in the community, its facilities, and how peace
and order is maintained. It also includes the population, civil status, family
characteristics, home and environment, health and health practices, awareness of
community organization, and health insurance of the families involved in the study.
Other aspects have been excluded from the study such as the overall population of
the community since the researchers have focused only on one family per community
that they are part of.
OBJECTIVES
GENERAL OBJECTIVES
At the end of 6-day community exposure, the Lanta Family will be able to improve
the quality of their living, and resolve conflicts associated with poor environmental
sanitation, and health related problems.
SPECIFIC OBJECTIVES
At the end of 2 hours of health teaching, the Lanta Family will specifically be able to;
KNOWLEDGE
1. Enumerate at least 4 ways to maintain environmental cleanliness inside their
home and their area.
2. Differentiate biodegradable, non biodegradable, and recyclable materials for
proper waste disposal.
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SKILLS
1. Demonstrate the understanding of the health teachings given in resolving
problems encountered.
2. Carry out the agreed-upon measures to improve home sanitation, and personal
hygiene of family members.
ATTITUDE
1. Continue to create a harmonious relationship with each family member.
2. Perform each responsibility with adherence to the ability one can offer.
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Chapter II-Methodology
DATA COLLECTION PROCEDURE
Data is gathered using semi-structured interviews and reflective narratives. The interview
guide is created to investigate particular facets of student nurses' experiences, including
challenges encountered, positive learning instances, and how they perceive the influence
on their nursing education. Throughout the interviews, the students made field notes to
record non-verbal cues, context, and any supplementary observations that could
contribute to a more thorough interpretation of the data. The results appear in a
complete research report, which includes a detailed discussion of the methodology, main
themes found, and direct comments from participants to explain their experiences.
SAMPLING DESIGN
Purposive sampling enabled the students to select situations that give a rich background
for investigation. Researchers carefully select participants based on specific qualities,
characteristics, or criteria relevant to their research objectives. This intentional selection
allows for a focused and targeted approach, ensuring that the chosen participants can
provide valuable insights or information related to the study's goals. This is especially
significant in case studies, where comprehending the context is frequently as vital as
comprehending the individual events or actions.The students used a Qualitative research
design which utilizes qualitative methods such as interviews, focus groups, or
observations to explore and understand social phenomena from participants'
perspectives. Case studies aim to comprehend the environment in which a phenomenon
takes place. Qualitative techniques, including interviews, observations, and document
analysis, empower researchers to delve into the subtleties and complexities of the
context enveloping the case.
RESEARCH DESIGN
Phenomenological research seeks to explore and understand the essence of a
phenomenon as it is experienced by individuals, emphasizing their subjective
perspectives and interpretations. Given the study's primary focus on delving into the
lived experiences of the interviewees, the researchers employed the descriptive
phenomenological research method. This approach was chosen because the researchers
aimed not only to explore but also to pinpoint the key challenges faced by the individuals
participating in the study, with the ultimate goal of offering viable solutions.
Researchers employing this design often use in-depth interviews and open-ended
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questions to capture the richness and depth of participants' experiences. By delving into
the shared meanings and perceptions within a specific group, phenomenological studies
aim to uncover the fundamental structures that shape their lived experiences. This
approach facilitates a deeper exploration of the human experience, offering insights that
contribute to a more profound understanding of the phenomenon under investigation.
Chapter III- Presentation, Analysis, and

Interpretation of Data
GENERAL DATA
The Lanta household, originating from the vibrant community of Purok 11,
Dologon, Maramag, Bukidnon.
FAMILY DATA
NAME RELATION SEX DOB MARITAL PLACE OF RESIDENCE

TO HEAD STATUS
Leisel D. Lanta Head F January 08, Married Purok 11. Dologon,

Maramag. Bukidnon
1992
Josin D. Lanta Husband M July 13, Married Purok 11. Dologon,

Maramag. Bukidnon
1995
Sophie D. Lanta Daughter F October 15, Single Purok 11. Dologon,

Maramag. Bukidnon
2015
Table 1. Family Data of L Family
Embarking on a transformative journey, the Lanta family transitioned from
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residing under the shelter of Leisel's parents in their place of origin, Dologon, to forging
their own path three years ago. Rooted in the Baptist faith, the Lantas infuse their
familial bonds with a profound spiritual anchor. Leading the family is Leisel D. Lanta, a
28-year-old born on January 08, 1992, and a college graduate. She serves as the guiding
force, navigating the family through life's endeavors with wisdom and resilience.
Complementing Leisel's leadership is Josin D. Lanta, 31 years old and born on July 13,
1995. Contributing to the family's livelihood through labor work, Josin embodies
resilience and dedication, holding a high school level educational attainment. Together,
Leisel and Josin form a dynamic partnership, steering the family towards shared goals
and aspirations. In the rich tapestry of their lives, the family finds its heartbeat in eight-
year-old Sophie D. Lanta. Born on October 15, 2015, Sophie is currently navigating the
corridors of knowledge as a diligent grade 3 student at Dologon Elementary School.
FAMILY CHARACTERISTICS
FAMILY MEMBER EDUCATIONAL OCCUPATION RELIGIOUS

ATTAINMENT AFFILIATIONS
LS. L College Graduate Housewife Baptist
JS. L High School Level Laborer Baptist
SS. L Grade 3 Student Baptist
The Lanta family operates within a nuclear family structure, fostering a close-knit
and harmonious environment. Despite the challenges that often arise in familial
dynamics, the Lantas demonstrate minimal observable conflicts, primarily attributing any
discord to miscommunication. Their commitment to maintaining open lines of
communication, predominantly through verbal means, plays a pivotal role in mitigating
potential issues. This family values staying connected, regularly engaging in meaningful
conversations that allow each member to freely express their thoughts and feelings. The
foundation of trust and effective communication within the family contributes to a
supportive atmosphere. In terms of financial considerations, the Lantas navigate a
monthly income ranging between Php 4,000 and Php 10,000. This income range
underscores their resilience and resourcefulness, as they work together to manage their
financial responsibilities.
HOME AND ENVIRONMENT

The Lanta Family resides in a makeshift house with a single sleeping room, no
electricity, lacking appliances but relying on kerosene for lighting. Safety concerns
16
include loose doors, walls, and posts, compounded by a limited 1-3 windows. Child
safety is prioritized with no accessible sharp objects or matches. Kerosene is stored in
plastic bottles, separate from soft drink containers. Their living space is inadequate, and
leftover food is either covered or given to animals. Cooking is done with firewood,
kerosene, or a stove. Water is sourced from a shared well or purchased, stored in
covered plastic pitchers. The comfort room is around 15 meters from the water source.
Waste disposal methods include open dumping, burning, and segregation of
biodegradable, non-biodegradable, and recyclable items. The family lacks a personal
toilet but employs a flush-type waste disposal system with a closed drainage system.
Daily cleaning is a routine, yet breeding places persist. Mosquito nets are utilized to
control breeding, and contaminated water is poured out weekly. The presence of pet
dogs and herbal plants adds to their surroundings, though specific information on DOH-
approved herbal plants is unknown.
HEALTH AND HEALTH PRACTICES
NAME OF FAMILY ILLNESS TREATMENT

MEMBER
Cough and Colds Pharmacologic:

Neozep Forte
Nonpharmacologic:
LS. L Oregano (Herbal Plant)
Breast Cyst Pharmacologic:

Primolut N
Polyp Syndrome Pharmacologic:

Pills (Client forget the name)
In the last 2 months, LS. L has experienced coughs and colds, alongside health
problems like breast cyst and polyp syndrome. She takes Primolut N for her breast cyst
and a certain pill (she forgot the name) prescribed by the Doctor for her serves as her
maintenance medication for polyp syndrome but she chose to discontinue it almost a
year ago due to personal reasons such as lack of financial support. LS. L reports that
she takes Neozep Forte for her coughs and colds as medicinal relief. Additionally, she
incorporates a more traditional approach using oregano, a herbal plant, but not officially
approved by the Department of Health (DOH). Their health practices suggest a personal
exploration of alternative remedies. When faced with severe health problems, they
immediately seek intervention from the local healthcare system, relying on the Barangay
Health Unit, Nurses, and Medical professionals. Furthermore, the Lanta family shows
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awareness of the immunization program within their barangay. According to them, they
knew about it because it was disseminated through the Barangay Health Workers,
indicating the effectiveness of local health initiatives in reaching the community. It is
noteworthy that all three family members have received both doses of the COVID-19
vaccine. However, they have not pursued booster shots, a decision that could be
influenced by various factors, including personal choice or external circumstances.
ENVIRONMENT
REMARKS
Kind of Neighbourhood Rural
Social and Health Facilities Available School, Church, Barangay Health Center
Communication and Transportation Bus, Jeepney, Multicab, Motor, Motorela

Facilities
The Lucky Family's living conditions present a significant factor primarily due to
the environment that exposes them to health risks and threats. In front of their purok is
a big factory where organic fertilizers are made which can cause an increase in mosquito
breeding places. A new study published in December in the Journal of Medical
Entomology shows the mosquitoes of at least two species develop both faster and in
greater numbers when plant matter and fertilizer are combined in the water where the
mosquito larvae grow(Today, 2018). Access to social and health facilities is somewhat
limited but includes essential resources where they can immediately ask for help such as
the Barangay Health Center, School, and Church. These facilities play a crucial role in
providing basic health care and community support to the family. Additionally, the family
relies on a range of transportation options, including buses, jeepneys, single motors,
multicabs, and motorelas, to go to places. Their mode of communication is through text,
call, and messenger through a shared android cellphone to communicate with their
family and friends away from them. Navigating this environment requires the Lanta
Family to leverage the available facilities and transportation modes, emphasizing the
importance of community resources in mitigating health challenges and fostering
connectivity in their rural surroundings.
AWARENESS OF COMMUNITY ORGANIZATION
The Lanta family demonstrates awareness of both the community and the
barangay's health promotion initiatives and available health resources. In addition to
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staying informed about these vital aspects, they are actively engaged with the
community's organizational structure. LS. L and her family attend Barangay meetings to
keep updated on the community’s projects and activities. This awareness not only
highlights their commitment to staying informed about health-related activities but also
signifies their participation in the collaborative efforts that contribute to the well-being of
the entire community.
HEALTH INSURANCE
The Lanta Family are well-informed about health insurance options, including
PhilHealth which is the most common health insurance in the Philippines, the Lanta
family currently lacks any coverage due to constraints in both time and finances. The
demands of their circumstances have made it challenging for them to allocate resources
for obtaining health insurance. This gap in coverage not only underscores the financial
struggles they face but also highlights the need for accessible and affordable options
that accommodate the realities of their daily lives. Finding ways to overcome these
barriers becomes crucial in ensuring the family's wellbeing and potential healthcare
expenses.
Chapter IV- Identified Health Problems
A. SUMMARY OF IDENTIFIED HEALTH PROBLEMS

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Name of Family Head: Josin
LIST OF HEALTH NATURE OF
PROBLEMS PROBLEM
1. Poor Environmental Sanitation Health Threat
2. Breast Pain of Lieseil Health Deficit
3. No potable water Health Threat
4. Inadequate food Health Threat
5. Inadequate exercise of Josin Health Threat
6. Imbalanced nutrition of Sophie Health Threat
7. Hygiene Deficit Health Deficit
B. COMPUTING AND JUSTIFYING SCORES OF HEALTH PROBLEMS
Family # 1
Family member No.: 1
Problem: Poor Environmental Sanitation
Actual
Criteria Standards Score Weight Justification
Score
1. Nature of 3/ 1/ This is considered as a
● Health Deficit
health threat because
the Problem ● Health Threat 2 1 2/3 there is a higher
1 1/3 likelihood of the spread
● Foreseeable of infectious diseases.
Inadequate waste
Crisis
disposal, and improper
sewage systems as
present in their home
can contribute to the
transmission of
waterborne and vector-
borne diseases such as
cholera, typhoid, and
malaria.
2. Modifiability 2 2 Current Knowledge:
● Removable The family’s knowledge is
of the Problem ● Partial 1/ 2 1/ high as they know the
0 0 negative effect of having
Modifiable poor environmental
sanitation, such that this can
● Not Modifiable
lead to diseases that may
affect their health.
Family Resources:
The family may use the
cleaning resources available
in their home such as
broom, and sack to store the
garbage. They may also use
multiple sacks to segregate
their garbage well.
Student nurse Resources:
Provided health teaching
regarding the importance of
20
having a clean environment
all throughout the home.
Community Resources:
There are no community
resources available, thus the
family is struggling to resolve
this.
3. Preventive 3/ 1/ It has high preventive
● High
potential because they
Potential ● Moderate 2 1 2/3 can make changes
1 1/3 within their home that
● Low could greatly affect the
overall sanitation of
their home
environment. These
could be done without
any financial
4. Salience of ● Needs
2/ 1/ This issue demands
the Problem
immediate immediate attention,
1 1 ½
attention as its prolonged
0 0 neglect may have
● Does not need
enduring
immediate
repercussions on the
attention
overall health and
● Not a problem
well-being of their
family in the future.
TOTAL SCORE 4.6
Family # 1
Problem: Imbalanced nutrition of Sophie
Actual
Score
17. Nature of 3/ 1/ Imbalanced nutrition
● Health Deficit
is considered a health
the Problem ● Health Threat 2 1 2/3
threat such that
1 1/3
inadequate intake of
● Foreseeable
essential nutrients
Crisis such as vitamins,
minerals, proteins,
and carbohydrates
can lead to nutrient
deficiencies.
of the Problem ● Partial 1/ 2 1/ high as they know the
0 0 negative effect their child
Modifiable having an imbalanced
nutrition but does not take
● Not Modifiable
this as a threat
Family Resources:
The family resources are
scarce, and may suggest that
they could not properly
maintain to give healthy and
complete food for their child
sophie.
21
consuming the proper diet so
that their child may have a
balanced nutrition, may also
suggest food within their
budget that would give the
same vitamins and minerals.
There are no resources
available in the community,
the family does also utilize
the land area for crop
production.
19. Preventive 3/ 1/ The preventive
● High
potential in this
Potential ● Moderate 2 1 2/3
situation is moderate
1 1/3
due to low financial
● Low
resources within the
family and the
inconsistent
availability of quality
food within the
household.
20. Salience of ● Needs 2/ 1/ This problem needs
the Problem immediate immediate attention
attention 1 1 ½ because food is a
0 0 source of energy and
● Does not healthy well being.
need
immediate
attention
● Not a problem
TOTAL SCORE 3.2
Family # 1
22
Problem:No potable water
Actual
Score
21. Nature of 3/ 1/ It is a health threat
● Health Deficit
because drinking non-
the ● Health Threat 2 1 2/3 potable water leads to
Problem 1 1/3 certain illnesses and
● Foreseeable diseases.
Crisis
22. Modifiability 2 2
● Removable Current knowledge:
of the ● Partial 1/ 2 1/
Problem 0 0 The family’s
Modifiable knowledge about this
problem is high
● Not Modifiable
enough that they buy
purified drinking water
if they have money.
Family resources:
The family only buys

purified drinking water
if they have money.
Student Nurse
Resources:
conducted health
teaching focusing on
illnesses or diseases
they can get from
drinking non-potable
water.
Community
Resources:
There are no available

programs or initiatives
in the community to
provide access to clean
drinking water.
23. Preventive 3/ 1/ The prevention level is

● High
moderate because we
Potential ● Moderate 2 1 2/3 provided the family
1 1/3 with health education
● Low on waterborne
diseases. We noticed
that the family usually
drinks distilled or
purified water, but
during times of
financial hardship, they
resort to drinking well
23
water.
24. Salience of ● Needs
2/ 1/ The Family has been
the informed about the
immediate
Problem 1 1 ½ potential risks
attention
associated with
Does not 0 0
● consuming unclean
need water, and they
immediate recognize the urgency
attention of addressing this
● Not a problem issue.
TOTAL SCORE 3.2
Family # 1
Problem: Inadequate food
Actual
Score
25. Nature of 3/ 1/ Inadequate food is a
● Health Deficit
health threat since this
the Problem ● Health Threat 2 1 2/3
can lead to nutrient
1 1/3
deficiencies, depriving
● Foreseeable
the body of essential
Crisis vitamins, minerals,
proteins, and other
nutrients necessary for
proper functioning.
of the Problem ● Partial 1/ 2 1/ moderate as they know the
0 0 negative effect of having
Modifiable imbalanced nutrition and having
inadequate food but do not
● Not Modifiable
consider this as a threat to their
health since they just deal with
what they have as of the
moment.
Family Resources:
The family resources are
scarce, and may suggest that
24
they couldn’t afford to have
adequate food for the everyone
in the family all throughout the
month.
consuming the proper diet and
enough food for proper
functioning of the body and for
the overall health of the family.
There are no resources
available in the community to
solve this problem
27. Preventive 3/ 1/ The preventive
● High
potential of this
Potential ● Moderate 2 1 2/3
problem is moderate
1 1/3
since student nurses
● Low
can only give health
teachings that may help
with their current
situation, but will not
guarantee that this
problem will be
prevented in the future.
28. Salience of ● Needs 2/ 1/ This problem needs
the Problem immediate immediate attention
attention 1 1 ½ since malnutrition
0 0 makes individuals more
● Does not susceptible to infections
need and diseases.
immediate Inadequate intake of
attention nutrients such as
● Not a problem vitamins and minerals
that the family could
get if they had enough
food hinders the body's
ability to fight off
illnesses, leading to
increased vulnerability
to infectious diseases.
TOTAL SCORE 3.2
Family # 1
Problem: Breast Pain of Lieseil
Actual
Score
25. Nature of 3/ 1/ Client's breast pain
● Health Deficit
the Problem 2 1 2/3 becomes a health
● Health Threat concern because it
1 1/3
● Foreseeable
interferes with the
clients well-being
Crisis
25
and daily plan
activities and
causes emotional
distress to the
client.
● Removable
of the Problem 1/ 2 1/
● Partial Modifiable Liesel has a high
0 0
level of understanding
● Not Modifiable because she has
previously taken
medicine for her pain,
but she hasn't
recently taken
medicine due to
financial difficulties.
Family Resources:
She had previously

taken medicine for
the discomfort, but
lately she hasn't
because of financial
difficulties.
Student nurse
Resources:
Provided health
teaching regarding
breast care and
breast self
examination.
Community
Resources:
No community
resources available
that the family could
use.
27. Preventive 3/ 1/ Client breast pain can
● High
be considered as
Potential 2 1 2/3
● Moderate moderately
1 1/3
preventive for the
● Low reason that we have
given health teaching
about the importance
of breast care and
breast self
examination
28. Salience of 2/ 1/ Breast pain does
● Needs
the Problem not need immediate
immediate 1 1 ½
attention attention, as the
0 0 client verbalized
● Does not need
immediate that pain only
attention occurs during
● Not a problem menstruation.
26
TOTAL SCORE 3.1
Family # 1
27
Problem: Hygiene Deficit
Actual
Score
25. Nature of 3/ 1/ The family's poor
● Health Deficit
the Problem 2 1 2/3 hygiene practices
● Health Threat can lead to an
1 1/3
● Foreseeable
increased risk of
infections. It is
Crisis
considered as a
health threat
because the client's
inadequate personal
cleanliness facilitates
the spread of
bacteria and viruses
that will likely
contribute to a higher
incidence of
infectious diseases
within the family.
26. Modifiability 2 2 Current Knowledge: The
● Removable family is not aware about
of the Problem 1/ 2 1/ their condition.
● Partial Modifiable
0 0
Family Resources: The
● Not Modifiable family has 1 shared body
soap. A sachet of shampoo.
They also have a cr to use
15 meters away from their
home. Each family member
has their own toothbrush to
use.

about the importance of
personal cleanliness and
why it is necessary.
The community resources
they have is they will only
buy from their neighbors
sari-sari store.
27. Preventive 3/ 1/ The potential preventive
● High measure of this is high for
Potential 2 1 2/3 the reason that the student
● Moderate nurses can promote
1 1/3
hygienic practices that can
● Low prevent the family from
getting health issues related
to poor hygiene.
28. Salience of 2/ 1/ This health problem
● Needs
the Problem requires immediate
immediate 1 1 ½
attention attention since the
0 0 family has no
● Does not need
immediate knowledge about
attention their personal
● Not a problem hygiene, this will also
spread infectious
disease to the other
28
family members
which may cause a
health threat to the
family.
TOTAL SCORE 4.6
29
Family # 1
Problem: Inadequate exercise of Josin
Actual
Score
25. Nature of 3/ 1/ Client's physical
● Health Deficit
inactivity is associated
the Problem 2 1 2/3
● Health Threat with a lower quality of
1 1/3
life. This is considered
● Foreseeable a foreseeable crisis
Crisis because it
encompasses
diminished overall well-
being of the client. The
client state that, "wala
koy gana mag
exercise."
26. Modifiability 2 2 Current knowledge:
● Removable
of the Problem 1/ 2 1/
The client is fully
● Partial aware of her physical
0 0
Modifiable condition as she
● Not Modifiable stated that she does
not have enough
energy to do
exercise.
Family resources:
The client states that,
"Usahay ga baklay²
ko if sugo-on ko or
kaya magbuhat ug
household chores."
Aside from that, the
client has no other
resources for proper
physical exercise.
Student nurse
Resources: Provided
health teaching to
promote and engage
in proper physical
activity.
Community
Resources: The
community has no
available resources
30
for other peoples
physical health such
as zumba or light
physical activity.
27. Preventive 3/ 1/ The potential preventive
● High measure of this is high
Potential 2 1 2/3 because. Since it is
● Moderate modifiable, the student
1 1/3
nurses can educate the
● Low client about the benefits and
the importance of having
physical exercise.
28. Salience of 2/ 1/ Since it is a foreseeable
● Needs crisis, it does not need an
the Problem
immediate 1 1 ½ immediate attention
attention because the client can still
0 0 have a light physical activity
● Does not need
such as doing household
immediate
chores.
attention
● Not a problem
TOTAL SCORE 3.8
31
C. RANKING OF HEALTH PROBLEMS ACCORDING TO PRIORITY
DIRECTION: Rank the identified health problems Priority 1 has the highest score,
Priority has the second highest, Priority 3, the next highest and so on.
Ranking Health Problems of Family Members
PRIORITY PROBLEM SCORE
1 Poor environmental sanitation 4.6
2 Hygiene Deficit 4.6
3 Inadequate exercise of Josin 3.8
4 Imbalanced nutrition of Sophie 3.2
5 No potable water 3.2
6 Inadequate food 3.2
7 Breast Pain of Leisel 3.1
32
Chapter V- Family Care Plan
HEALTH FAMILY GOALS OBJECTIVES INTERVENTION METHODS RESOURCES EVALUATION

PROBLEMS NURSING S METHODS OF REQUIRED
(Primary PROBLEMS NURSING
Assessment) (Secondary FAMILY
Assessment) CONTACT
Breast pain of After nursing After nursing 1. Home visits Educational After 3 visits,
1. Inability to 1. Discuss with
Leisel as health intervention, intervention, the 2. Clinic visits materials Leisel and her
recognized the Leisel the
deficit the following following should family have
existence of a importance of
are expected to be achieved: partially met
problem due to knowing the
take place: 1. Leisel and their goal of
lack of knowledge necessary
family should prioritizing
about breast pain. information about
1. Leisel will acquire health and
breast pain to
2. Inability to understand the adequate addressing
prevent any
make decisions causes and information breast pain
complications.
with respect to symptoms of about breast through breast
taking appropriate breast pain. pain, including 2. Provide adequate examinations
health actions due 2. Leisel will signs and knowledge on the and medical
to: know when to symptoms, various ways of help.
seek medical immediate maintaining a
a. Failure to
help. health care healthy lifestyle.
comprehend the
assistance, and
nature, magnitude 3. Explain the
preventive
or scope of the importance of
measures.
problem. regular self-breast
2. Discuss with
examination and
b. Lack of Leisel and family
immediate medical
knowledge as to the
33
consequences of
alternative courses help if any
failing to take
of action open to abnormality is
appropriate
them. found.
health action at
the earliest 4. Provide
possible time. information on
These include health centers in the
the following: vicinity for
a. Regular self- immediate health
breast care assistance.
examination
b. Seeking
immediate
medical help if
any abnormality
is found
c. Maintaining a
healthy lifestyle
Reference : NursingBird. (2023, October 30). Nursing: Breast Pain Case and Care Plan. https://nursingbird.com/nursing-breast-pain-case-and-care-plan/
HEALTH FAMILY GOALS OBJECTIVES INTERVENTION METHODS RESOURCES EVALUATION

PROBLEMS NURSING S METHODS OF REQUIRED
(Primary PROBLEMS NURSING
34
Assessment) CONTACT
Poor Inability to After nursing After 2 home 1. Emphasize the Home Visits Time and effort CRITERIA:
Environmental provide a home interventions, visits and importance of a of both clients 1. After 3 visits,
Sanitation as a environment the family will nursing clean and healthy and student the family has
health threat conducive to be able to interventions, environment nurses partially met the
health effectively the family will through discussion goal of
maintenance and promote and be able to: of facts. effectively
personal maintain an 1. Demonstrate Rationale: To promoting and
development due environment proper measures impart knowledge maintaining an
to lack conducive to of cleaning the about environment
of/inadequate health. environment. environmental conducive to
knowledge 2. Know the sanitation and its health.
regarding effects of poor advantages.
preventive sanitation to 2. Discuss with the
measures . their health and family their present
well-being. schedule and habits
3. Give of cleaning the
importance of a environment.
clean Rationale: To have
environment to the family include
the health and regular cleaning in
well-being of their daily routine.
each member of 3. Encourage the
the family. family to follow a
regular schedule of
cleaning the
environment.
Rationale: To
35
improve the family’s
habits in
maintaining
sanitation.
4. Discuss to the
family the possible
diseases associated
with poor
environmental
sanitation.
Reference : Bsn, M. V., RN. (2014, January 28). Family Nursing Care Plan: assessment & diagnoses in family nursing practice. Nurseslabs.
https://nurseslabs.com/family-nursing-care-plan-assessment-diagnoses-in-family-nursing-practice/
HEALTH FAMILY GOALS OBJECTIVES INTERVENTIONS METHODS RESOURCE EVALUATI

PROBLEM NURSING METHODS OF S
S (Primary PROBLEMS NURSING REQUIRED
Assessment) CONTACT
36
No potable Inability to provide a After the Within the 2-3 home 1. Inform of the dangers Home Visits Time effort After 3 visits
water as Health home environment nursing visits, the family will of relying with the goal was
Threat conductive to health intervention, be able to: permanently on a participation partially met
maintenance and the family will deep well for water of the family the family wa
personal development reconsider a.Understand the and student able to consi
due to: about taking dangers associated 2. Discuss potential nurse. taking
appropriate with using the deep illnesses that could be appropriate
a. Inadequate action(s) well's water causing contracted from Health action(s) abo
family resources about diarrheas, taking a bath in the Teachings prioritizing h
specifically: limited prioritizing dysenteries, deep well such as: materials. facilities for a
financial resources home salmonellosis, Typhoid Fever, proper water
facilities for a hepatitis, and severe dehydration Transportatio supply and s
b. Lack of proper water giardiasis. and diarrhea, n expenses of drinking wate
inadequate knowledge supply amoebiasis. the student
of importance of b. Recognize the nurses.
hygiene and sanitation value of hygiene, 3. Talk about parasite
especially for young infections, which
c. Lack of skill in children. typically result from
carrying out to improve contaminated water.
home environment c. recognize the
proper way of water 4. Broaden the
storage and acquiring knowledge of the
safe water supply. family in determining
the proper site of
water source that is
ideal for consumption
in their daily needs
5. Monitor the family’s

37
compliance to health
teaching.
Reference : APA 7th edition
Chapter VI- Health Education Plan
HEALTH EDUCATION PLAN
TOPIC: Breast Care

38
PURPOSE/RATIONALE: The purpose of breast care is to: detect breast cancer early when it is most treatable; reduce the risk of breast cancer;
and improve the overall health of your breasts.Early detection of breast cancer is crucial for successful treatment, as it
is more localized and easier to treat. Breast care, including maintaining a healthy weight, exercising regularly, and
limiting alcohol consumption, can reduce the risk of breast cancer and improve overall health, including preventing
infections and other issues.
GOALS/OBJECTIVES General Objective:

After a 30-minute health teaching session, the student nurses will be able to provide the family with knowledge, skills,
and attitude to empower women to take charge of their breast health; increase knowledge and awareness of breast
health and breast cancer; and to promote regular breast self-examinations (BSEs).
Specific Objective:
At the end of 30-minute health teaching, the Lanta Family will specifically be able to:
Knowledge:
1. Familiarize participants with various breast self-examination techniques and recommended guidelines for breast
self-examinations..
2. Increase awareness of the importance of breast health and the benefits of regular breast care practices.
Skills:
1. Enhance participants' ability to identify potential changes in their breasts and seek prompt medical attention
when necessary.
2. Empower participants to perform regular and thorough breast self-examinations
Attitude:
3. Promote a sense of responsibility and empowerment in taking charge of one's breast health.
4. Encourage open communication between individuals and their healthcare providers regarding breast health
concerns.
REFERENCE:
American Cancer Society. (2023). Breast cancer facts and figures. Retrieved from
https://www.cancer.org/research/cancer-facts-statistics/breast-cancer-facts-figures.html
Susan G. Komen for the Cure. (2023). Breast health. Retrieved from https://www.komen.org/
39
S. A. (2023, October 19). Health Education on Breast Care | Why It Is Very Important? Breast Cancer Surgeon in
Mumbai | Breast Clinic - Dr. Jay Anam. Retrieved November 25, 2023, from https://drjayanam.com/blogs/health-
education-on-breast-care/
LEARNING OUTCOMES CONTENT OUTLINE METHODOLOGY TIME RESOURCES/ EVALUATION

ALLOTMENT MATERIALS
Upon mastering the content I. Pre-Session I. Pre-Session 2 minutes Visual aids,

of this health education Preparation. Preparation
session, Lanta Family will be 1. Brief overview of 1. Ensure the
able to: the importance and venue is set up
1. Familiarity with the definition of breast with necessary
importance of breast care. materials for
health and the benefits 2. Introduction to the practical
of regular breast care impact of breast demonstrations.
practices for all cancer to women. 2. Display visual
women. 3. Discuss the signs aids in a visible
2. Knowledge of the signs and symptoms of manner.
and symptoms of breast cancer and 3. Welcome
breast cancer and the the importance of participants and
importance of early early detection. establish a
detection. comfortable and
3. Ability to discuss breast interactive
health concerns openly atmosphere.
and comfortably within II. Icebreaker II. (Icebreaker 5 minutes Name tags,
the family. 1. Provide an Activity markers, sticky
4. Skill in providing interesting 1. Engage notes
40
emotional support and icebreaker session participants with
encouragement to in accordance to the a brief
family members topics. icebreaker
regarding breast care related to breast
practices. care.
5. Encourage family III. Goals/ Objectives 2. Encourage
members to seek participants to
guidance from 1. State the overall share their
healthcare providers goal and objectives experiences or
when making decisions of the session. thoughts on the
about breast health. topic.
6. Promote healthy IV. Content Delivery 3. Establish a
lifestyle choices, such connection
as maintaining a 1. Presentation on between
healthy weight, breast care. personal
exercising regularly, 2. Discussion on experiences and
and limiting alcohol techniques on the importance
consumption, to reduce Breast self- of breast care.
breast cancer risk. examinations(BSEs) III. Lecture/
7. Encourage prompt 3. Demonstration of Interactive
action and seeking the correct Discussion
medical attention if any techniques on 1. Briefly introduce 3 minutes Visual aids
changes in the breasts breast care and the session's
are detected. breast self objectives and
examination (BSEs). outline.
4. Overview of 2. Use a real-life
cleaning and scenario or story
sanitizing to illustrate the
41
techniques, impact of not
including hand doing breast
hygiene, surface care.
disinfection, and 3. Connect the
safe food handling. importance of
the topic to the
participants'
daily lives.
Interactive Discussion
V. Conclusion and 4. Facilitate a
Reflection discussion on
1. Recap key points the impact of
covered. breast cancer to
2. Discuss the women.
importance of 5. Encourage
implementing participants to
learned practices in share their
daily life. understanding
3. Encourage of the
questions and importance of
reflections from the breast care.
participants. 6. Relate the
impact of breast
care to women’s
overall health
and well-being.
IV. Interactive
VI. Evaluation & Discussion/ Return
42
Feedbacking Sessions Demonstration
1. Remind participants 1. Utilize visuals for
of the importance of a brief
the information presentation on
shared. breast care,
2. Provide the signs &
reference for further symptoms of
reading and breast
exploration. cancer,early 15 minutes Visual aids,
detection, materials for
overall health , breast care; signs
and well-being and symptoms,
of women. and early
1. Initiate a detection of breast
discussion on cancer
breast care,
prompting
participants to
share
experiences and
insights.
2. Facilitate a
dialogue on the
associated risks
and stress the
importance of
preventive
measures.
43
3. Lead a
discussion on
the significance
of breast care.
4. Address
common
misconceptions
and challenges,
emphasizing the
the importance
of breast care in
preventing
breast cancer.
5. Conduct a
hands-on
demonstration
of breast care.
Encourage
active
participation and
questions from
participants.
V. Discussion
1. Facilitate a brief
reflection on the
session's key
points.
2. Ask participants
44
to share how
they plan to
implement what
they've learned.
3. Reiterate the
importance of
breast care for
personal well-
being.
VI. Structured
Questionnaires
1. Open the floor
for a question-
and- 5 minutes
answer session.
2. Address any
queries or
concerns related
to breast care
and breast
cancer.
3. Provide
additional
clarification and
resources as
needed.
45
4. Distribute
feedback forms
to gather Printed feedback
participants' forms, pencil,
thoughts on the ballpen, Handouts
session. or digital resources
5. Use the with additional
feedback to reading materials
improve future
sessions and
tailor content to
participants'
needs.
6. Provide
additional
resources for
further reading.
7. Share contact
information for
any follow-up
questions or
clarification.
TOPIC: Environmental Sanitation
PURPOSE/RATIONALE: Environmental sanitation is of utmost importance for several reasons. Vector-borne diseases (VBDs) such as malaria,
dengue, and leishmaniasis exert a huge burden of morbidity and mortality worldwide, particularly affecting the poorest
46
of the poor(Wilson et al., 2020). Primarily, it serves as a crucial preventive measure against vector-borne diseases,
curbing the proliferation of mosquitoes and rats. Additionally, it plays a pivotal role in bolstering public health by
ensuring access to clean water, proper waste disposal, and adequate sanitation facilities. Moreover, its significance
extends to disaster risk reduction, where organized sanitation systems act as a frontline defense, mitigating the impact
of natural disasters and averting water-borne diseases in emergency scenarios. In essence, environmental sanitation is
indispensable for creating and sustaining a healthy, resilient community.

After a 30-minute health teaching session, the student nurses will be able to empower family with knowledge,
skills,and attitude to implement effective environmental sanitation practices, thereby fostering a cleaner and healthier
living environment, reducing the risk of water-borne and vector-borne diseases, and promoting overall family well-
being.
Specific Objective:
At the end of 30-minute health teaching, the Lanta Family will specifically be able:
Knowledge:
1. To recall and articulate information on proper waste segregation and disposal methods, the eradication of
breeding grounds for mosquitoes, and the use of mosquito nets in preventing vector-borne diseases.
2. To discuss and articulate various techniques and methods employed in cleaning and sanitizing, including but not
limited to proper hand hygiene practices, surface disinfection protocols, and safe food handling measures,
demonstrating a comprehensive understanding of effective sanitation practices.
Skills:
5. To maintain clean grounds, fold & organize unused cloth, pour stagnant water such as in old tires, plant pots
and cans.
6. To demonstrate proper handwashing techniques before food preparations and after cleaning & sanitizing the
environment.
Attitude:
1. To foster a positive attitude towards the importance of environmental sanitation, recognizing measures for
disease prevention and community well-being, aligning their personal values with the significance of maintaining
47
a clean and healthy living environment.
2. To internalize a sense of responsibility and ownership for environmental sanitation,this involves embracing
sanitation not just as an individual practice but as a shared familial effort, leading to a positive shift in household
norms and values regarding sanitation.
REFERENCE: Wilson, A. L., Courtenay, O., Kelly-Hope, L. A., Scott, T. W., Takken, W., Torr, S. J., & Lindsay, S. W. (2020, January
16). The importance of vector control for the control and elimination of vector-borne diseases. PLOS Neglected Tropical
Diseases. https://doi.org/10.1371/journal.pntd.0007831.

ALLOTMENT MATERIALS
Upon mastering the content I. Pre-Session I. Pre-Session 2 minutes Visual aids

able to: the importance of venue is set up
1. Recognize the critical environmental with necessary
importance of sanitation. materials for
environmental 5. Introduction to the practical
48
sanitation in preventing impact of vector- demonstrations.
diseases. borne diseases on 2. Display visual
2. Demonstrate community health. aids in a visible
knowledge of proper 6. Emphasize the role manner.
waste segregation, of environmental 3. Welcome
mosquito control, and sanitation in disease participants and
sanitation techniques. prevention. establish a
3. Apply learned comfortable and
practices, including interactive
waste disposal and II. Icebreaker atmosphere.
mosquito net usage, in 2. Provide an II. (Icebreaker 5 minutes Name tags,
daily life. interesting Activity markers, sticky
4. Actively engage in icebreaker session 4. Engage notes
discussions on vector- in accordance to the participants with
borne diseases, topics. a brief
emphasizing icebreaker
community-wide related to
impact. environmental
5. Reflect on key points sanitation.
covered during the 5. Encourage
session and articulate participants to
plans for share their
implementation. experiences or
6. Effectively thoughts on the
communicate the topic.
importance of 6. Establish a
environmental connection
sanitation to others. between
49
7. Provide constructive personal
feedback, use session experiences and
references for further the importance
exploration, and of environmental
actively participate in sanitation.)
evaluation sessions. III. Lecture/
III. Goals/ Objectives Interactive 3 minutes Visual aids
Discussion
7. Briefly introduce
2. State the overall the session's
goal and objectives objectives and
of the session. outline.
8. Use a real-life
scenario or story
to illustrate the
impact of poor
environmental
sanitation.
9. Connect the
importance of
the topic to the
participants'
daily lives.
Interactive Discussion
10. Facilitate a
discussion on
the impact of
vector-borne
50
diseases and the
role of
environmental
sanitation.
11. Encourage
participants to
share their
understanding
of the
importance of
maintaining a
clean
environment.
12. Relate vector
control to the
prevention of
diseases,
emphasizing the
community-wide
impact.
IV. Interactive
IV. Content Delivery Discussion/ Return 15 minutes Visual aids,
Demonstration materials for
6. Utilize visuals for waste disposal,
5. Presentation on a brief cleaning, and
proper waste presentation on sanitizing (e.g.,
segregation and waste waste bins,
disposal. management, cleaning supplies),
51
6. Discussion on covering types mosquito nets,
eradicating of waste, hand sanitizers,
mosquito breeding environmental handsoap, water
grounds. impact, basin, water.
7. Demonstration of segregation
the correct use of methods, and
mosquito nets. proper disposal.
8. Overview of 7. Initiate a
cleaning and discussion on
sanitizing mosquito
techniques, breeding
including hand grounds,
hygiene, surface prompting
disinfection, and participants to
safe food handling. share
experiences and
insights.
8. Facilitate a
dialogue on the
associated risks
and stress the
importance of
eradication
measures.
9. Lead a
discussion on
the significance
of mosquito net
52
usage.
10. Address
common
misconceptions
and challenges,
emphasizing the
role of mosquito
nets in
preventing
vector-borne
diseases.
11. Conduct a
hands-on
demonstration
of cleaning and
sanitizing
techniques,
including hand
hygiene, surface
disinfection, and
safe food
handling.
Encourage
active
participation and
questions from
participants.
V. Discussion
53
V. Conclusion and 4. Facilitate a brief 5 minutes
Reflection reflection on the
4. Recap key points session's key
covered. points.
5. Discuss the 5. Ask participants
importance of to share how
implementing they plan to
learned practices in implement what
daily life. they've learned.
6. Encourage 6. Reiterate the
questions and importance of
reflections from the environmental
participants. sanitation for
personal and
community well-
being.
VI. Evaluation & VI. Structured

Feedbacking Sessions Questionnaires Printed feedback
3. Remind participants 8. Open the floor forms, pencil,
of the importance of for a question- ballpen, Handouts
the information and- or digital resources
shared. answer session. with additional
4. Provide the 9. Address any reading materials
reference for further queries or
reading and concerns related
exploration. to waste
54
disposal,
mosquito
control, or
sanitation.
10. Provide
additional
clarification and
resources as
needed.
11. Distribute
feedback forms
to gather
participants'
thoughts on the
session.
12. Use the
feedback to
improve future
sessions and
tailor content to
participants'
needs.
13. Provide
additional
resources for
further reading.
14. Share contact
information for
55
any follow-up
questions or
clarification.
TOPIC: No Potable Water
PURPOSE/RATIONALE: Potable water is a fundamental resource that supports various aspects of human life, from basic biological functions to
broader societal and economic development. Ensuring access to clean and safe water is a critical step in promoting
health, preventing diseases, and fostering sustainable and thriving communities. Access to clean water and proper
sanitation has been recognized as a human right by several international treaties and declarations. Sadly, the objective
of having access to clean water for everyone has not yet been completely accomplished. Hepatitis A, typhoid, polio,
56
diarrhea, dysentery, and cholera are among the illnesses that can spread due to contaminated water and inadequate
sanitation. People are exposed to avoidable health hazards when water and sanitation facilities are insufficient,
mismanaged, or nonexistent. This is especially true in healthcare settings where poor access to water, sanitation, and
hygiene services puts both patients and employees at risk of infection and illness. Water that is easily accessible and
safe is essential for maintaining public health, regardless of whether it is used for drinking, household chores, cooking,
or leisure. Better management of water resources, together with better sanitation and water delivery, may significantly
reduce poverty and accelerate economic growth in nations.

After a 50-minute health teaching session, the student nurses will be able to empower families with knowledge, skills,
and attitude to equip them with knowledge on the significance of ensuring access to potable water, preventing
waterborne diseases, and contributing to overall well-being.
Specific Objective:
Knowledge:
1. To articulate a clear definition of potable water, distinguishing it from non-potable sources and the health risks
associated with consuming contaminated water, including the potential for waterborne diseases, gastrointestinal
issues, and other adverse health effects.
2. To list and explain different methods of water purification, such as boiling, filtration, chlorination, and the use of
water purification tablets.
Skills:
1. To demonstrate proper techniques in making water potable and for storing water to prevent contamination,
including the use of covered containers, cleaning storage vessels regularly, and avoiding cross-contamination.
2. To identify common contaminants that can compromise water quality, including microbial agents, chemical
pollutants, and physical impurities.
57
Attitude:
1. To demonstrate an openness to change by willingly adopting new water safety habits and integrating them into
their daily routines for the betterment of their health.
2. To exhibit a positive attitude toward water hygiene by expressing a commitment to adopting and maintaining
practices that ensure the cleanliness and safety of their water sources.
REFERENCE: Grady, C., Weng, S. C., & Blatchley, E. R. (2014). Global potable Water: current status, critical problems,
and future perspectives. In The handbook of environmental chemistry (pp. 37–59).
https://doi.org/10.1007/978-3-319-06563-2_2
Making water safe in an emergency. (2022, November 16). Centers for Disease Control and Prevention.
https://www.cdc.gov/healthywater/emergency/making-water-safe.html#:~:text=1.-,Boil,viruses%2C
%20bacteria%2C%20and%20parasites.
World Health Organization: WHO. (2023, September 13). Drinking-water.
https://www.who.int/news-room/fact-sheets/detail/drinking-water#:~:text=Safe%20and%20sufficient
%20water%20facilitates,and%20numerous%20neglected%20tropical%20diseases.

ALLOTMENT MATERIALS
Upon mastering the content I. Pre-Session I. Pre-Session 5 minutes Visual aids

able to: the definition of venue is set up
1. Understand the term potable water. with necessary
"potable water" as 2. Introduction to the materials for
water that is safe for drinking non- practical
drinking and free from potable water on demonstrations.
harmful contaminants. community health. 2. Display visual
58
2. Recognize the vital role 3. Emphasize the role aids in a visible
of potable water in of drinking potable manner.
maintaining health, water in disease 3. Welcome
preventing waterborne prevention. participants and
diseases, and establish a
supporting various comfortable and
daily activities. interactive
3. Articulate and apply atmosphere.
knowledge on how to II. Icebreaker
acquire potable water. 1. Provide an II. Icebreaker 10 minutes Name tags,
4. Learn about the interesting Activity markers, sticky
specific health risks icebreaker session 1. Engage notes
associated with in accordance to the participants with
consuming topics. a brief
contaminated water, icebreaker
such as waterborne related to
diseases, potable water.
gastrointestinal issues, 2. Encourage
and other adverse participants to
health effects. share their
5. Reflect on key points experiences on
covered during the where and how
session and articulate they acquire
plans for their drinking
implementation. water.
6. Effectively 3. Establish a
communicate the connection
importance of drinking between
59
potable water to personal
others. experiences and
7. Provide constructive the importance
feedback, use session of drinking
references for further potable water.
exploration, and III. Goals/ Objectives
actively participate in 1. State the overall III. Lecture/ 10 minutes Visual aids
evaluation sessions. goal and objectives Interactive
of the session. Discussion
1. Briefly introduce
the session's
objectives and
outline.
2. Use a real-life
scenario or story
to illustrate the
impact of people
drinking non-
potable water.
3. Connect the
importance of
the topic to the
participants'
daily lives.
4. Facilitate a
discussion on
the specific
health risks that
60
contaminated
water poses to
children,
highlighting the
vulnerability of
young
individuals to
waterborne
diseases.
5. Encourage
participants to
share their
understanding
of the
importance of
drinking potable
water..
IV. Content Delivery IV. Interactive

1. Presentation on Discussion/ Return 15 minutes Visual aids, kettle,
making water Demonstration pot, stove,
potable. 1. Utilize visuals for handsoap, water
2. Discussion on the a brief basin, water.
impact of drinking presentation on
potable water to how to make
one's health. water potable.
2. Initiate a
discussion on
61
the health
benefits
acquired from
drinking potable
water.
3. Conduct a
hands-on
demonstration
of making
potable water
using
instruments
found in
households.
V. Conclusion and V. Discussion

Reflection 1. Facilitate a brief 5 minutes Visual aid
1. Recap key points reflection on the
covered. session's key
2. Discuss the points.
importance of 2. Ask participants
implementing to share how
learned practices in they plan to
daily life. implement what
3. Encourage they've learned.
questions and 3. Reiterate the
reflections from the importance of
participants. drinking potable
62
water for
personal and
community well-
being.
VI. Evaluation & VI. Structured

Feedbacking Sessions Questionnaires 5 minutes Printed feedback
1. Remind participants 1. Open the floor forms, pencil,
of the importance of for a question- ballpen, Handouts
the information and- or digital resources
shared. answer session. with additional
2. Provide the 2. Address any reading materials
reference for further queries or
reading and concerns related
exploration. to acquiring
potable water.
3. Provide
additional
clarification and
resources as
needed.
4. Distribute
feedback forms
to gather
participants'
thoughts on the
session.
5. Use the
63
feedback to
improve future
sessions and
tailor content to
participants'
needs.
6. Provide
additional
resources for
further reading.
7. Share contact
information for
any follow-up
questions or
clarification.
TOPIC: Personal Hygiene
PURPOSE/RATIONALE: Good hygiene is critical for preventing the spread of infectious diseases and helping children lead long, healthy lives. It also
prevents them from missing school, resulting in better learning outcomes. For families, good hygiene means avoiding illness and
spending less on health care. In some contexts, it can also secure a family’s social status and help individuals maintain self-
confidence. Yet, important hygiene behaviors are difficult to practice without the right knowledge and skills, adequate community
support and the belief that one’s own behavior can actually make a difference.
64
After a 30-minute health teaching session, the student nurses will be able to impart the family with knowledge, skills,and attitude
to put into practice the different hygiene practices they can implement in their homes to improve their health and well-being, as
well as to prevent and reduce the risk of acquiring infectious diseases.
Specific Objective:
Knowledge:
1. To comprehend and recall the given information on the importance of proper hygiene, different ways to implement it, and
hygiene maintenance.
2. To accurately discuss and refer to the teachings about the different hygiene techniques and methods in maintaining good
personal hygiene like hand washing, oral hygiene, cleaning of nails, hair and scalp, and bathing.
Skills:
1. To apply the various hygiene techniques in their homes and forge maintenance for long-term benefits.
2. To demonstrate proper cleaning of teeth, hair, scalp, proper bathing oral hygiene, and overall proper personal hygiene.
Attitude:
1. To display a positive attitude towards implementation of personal hygiene and acknowledging its importance for the sake of
preventing and lowering the risk of acquiring infectious diseases.
2. To express willingness in implementing change and breaking off from their old lifestyle and daily routine and abide by the
ways on how to obtain and maintain personal hygiene.
REFERENCE:
Hygiene. (n.d.). UNICEF. Retrieved November 25, 2023, from https://www.unicef.org/wash/hygiene
Personal hygiene | healthdirect. (2023, August 24). Healthdirect. Retrieved November 25, 2023, from
https://www.healthdirect.gov.au/personal-hygiene

ALLOTMENT MATERIALS
65
Upon mastering the I. Pre-Session Preparation. I. Pre-Session 2 minutes Visual aids
content of this health 1. Brief overview of the importance of Preparation
education session, Lanta personal hygiene 1. Ensure the
Family will be able to: 2. Introduction to the impact of vector- venue is set up
1. Recognize the borne diseases on community health. with necessary
importance of 3. Emphasize the role of personal materials for
proper personal hygiene in disease prevention. practical
hygiene and its demonstrations.
roles in preventing 2. Display visual
infectious diseases. aids in a visible
2. Demonstrate manner.
knowledge of 3. Welcome
proper participants and
handwashing, establish a
bathing, and oral comfortable and
hygiene techniques. interactive
3. Actively engage in atmosphere.
discussions on
vector-borne II. Icebreaker
diseases, 1. Provide an interesting icebreaker II. (Icebreaker 5 minutes Name tags,
emphasizing session in accordance to the topics. Activity markers, sticky
community-wide 1. Engage notes
impact. participants with
4. Reflect on key a brief
points covered icebreaker
during the session III. Goals/ Objectives related to
and articulate plans personal
for implementation. hygiene.
66
5. Effectively 1. State the overall goal and objectives 2. Encourage
communicate the of the session. participants to
importance of share their 3 minutes Visual aids
personal hygiene to experiences or
others. thoughts on the
6. Provide constructive topic.
feedback, use 3. Establish a
session references connection
for further between
exploration, and personal
actively participate experiences and
in evaluation the importance
sessions. of environmental
sanitation.)
III. Lecture/
Interactive
Discussion
IV. Content Delivery 1. Briefly introduce
1. Presentation on different ways to the session's
maintain personal hygiene. objectives and
2. Discussion on the importance of outline.
proper hand washing before handling 2. Use a real-life
things like food. scenario or story
3. Demonstration of the proper hand to illustrate the 15 minutes Visual aids
washing techniques. impact of poor
V. Conclusion and Reflection environmental
1. Recap key points covered. sanitation.
2. Discuss the importance of 3. Connect the
67
implementing learned practices in importance of
daily life. the topic to the
3. Encourage questions and reflections participants'
from the participants. daily lives.
VI. Evaluation & Feedbacking Sessions Interactive Discussion
1. Remind participants of the importance 4. Facilitate a
of the information shared. discussion on
2. Provide the reference for further the impact of
reading and exploration. vector-borne
diseases and the
role of
environmental
sanitation.
5. Encourage
participants to
share their
understanding
of the
importance of
maintaining a
clean
environment.
6. Relate vector
control to the
prevention of 5 minutes Printed feedback
diseases, forms, pencil,
emphasizing the ballpen, Handouts
community-wide or digital resources
68
impact. with additional
IV. Interactive reading materials
Discussion/ Return
Demonstration
1. Utilize visuals for
a brief
presentation
hygiene
maintenance,
proper hand
washing and
bathing
techniques.
2. Have the client
participate and
demonstrate the
teaching
provided.
V. Discussion
1. Facilitate a brief
reflection on the
session's key
69
points.
2. Ask participants
to share how
they plan to
implement what
they've learned.
3. Reiterate the
importance of
hygiene for
personal and
community well-
being.
VI. Structured
Questionnaires
1. Open the floor
for a question-
and-
answer session.
2. Address any
queries or
concerns related
to proper hand
washing,
bathing, and
70
oral hygiene
techniques.
3. Provide
additional
clarification and
resources as
needed.
4. Distribute
feedback forms
to gather
participants'
thoughts on the
session.
5. Use the
feedback to
improve future
sessions and
tailor content to
participants'
needs.
6. Provide
additional
resources for
further reading.
7. Share contact
information for
any follow-up
questions or
71
clarifications.
TOPIC: Family Planning
PURPOSE/RATIONALE: The purpose of this health education plan is to promote awareness and understanding of different family planning methods and to
empower individuals to make informed decisions about their reproductive health. The rationale behind this plan is to address the
need for comprehensive education and support related to family planning, which plays a crucial role in promoting overall health
and well-being for individuals and communities.

After a 30-minute health teaching session, the student nurses will be able to impart the family with knowledge, skills,and attitude
to put into practice and foster family planning. The Couples or parents will gain information about different methods of family
planning and are able to decide which of the methods is appropriate for them to use.
Specific Objective:
Knowledge:
3. To list and enumerate at least 3 different types of family planning methods including their efficacy and potential side
effects.
4. To understand the implications of reproductive health decisions on individual and family well-being.
5. To identify local resources and providers of family planning services.
Skills
3. To demonstrate correct usage and application of at least one specific family planning method(e.g., condoms, contraceptive
pills, etc.).
72
4. To communicate effectively with healthcare providers about family planning options and preferences.
Attitude:
3. To appreciate the importance of open communication and shared decision-making within family planning discussion.
4. To foster a positive attitude towards the importance of family planning.
REFERENCE: World Health Organization (WHO). (2018). Family planning/Contraception Fact Sheet. https://www.who.int/news-room/fact-
sheets/detail/family-planning-contraception.
United Nations. (2015). Transforming our world: the 2030 Agenda for Sustainable Development.
https://sustainabledevelopment.un.org/post2015/transformingourworld.
Family Planning 2020. (2021). Resources. https://www.familyplanning2020.org/resources.
DeeCherney, A. H., & Nathan, L. (2019). Current Diagnosis & Treatment: Obstetrics & Gynecology. McGraw-Hill Education.
American Public Health Association (APHA). (2019). Community Health Nursing Section. https://www.apha.org/Sections/Section-
Section.

ALLOTM MATERIALS
ENT
By the end of this family I. Pre-Session I. Pre-Session Preparation 2 minutes Visual aids
planning education Preparation. 4. Ensure the venue is set up with
session. Lanta Family will 4. Brief overview of necessary materials for practical
be able to: the importance demonstrations.
of Family 5. Display visual aids in a visible
73
1. Define family Planning manner.
planning and 5. Introduction of 6. Welcome participants and establish a
demonstrate an the role of comfortable and interactive
understanding of community atmosphere.
various family health nursing in
planning methods promoting family
and their planning
implications. methods in the
2. Develop effective community.
communication 6. Emphasize the
skills to discuss Importance of
Family Planning education and
within relationships counseling in
and with healthcare family planning.
providers.
3. Appreciate the
Importance of II. Icebreaker II. (Icebreaker Activity) 5 minutes Name tags,
gender equality and 2. Provide an 4. Engage participants with a brief markers, sticky
shared decision- interesting icebreaker related to personal notes
making in in family icebreaker hygiene.
planning. session in 5. Encourage participants to share their
4. Provide constructive accordance to experiences or thoughts on the topic.
feedback, use the topics. 6. Establish a connection between
session references personal experiences and the
for further and importance of family planning.
broader III. Lecture/ Interactive Discussion
exploration, and 7. Briefly introduce the session's
actively participate III. Goals/ objectives and outline. 3 minutes Visual aids
74
in evaluation Objectives 8. Use a real-life scenario or story to
sessions. illustrate the impact of family
planning. Connect the importance of
2. State the overall the topic to the participants' daily
goal and lives.
objectives of the Interactive Discussion
session. 9. Facilitate a discussion on the impact
of family planning on maternal and
child health outcomes.
10. Encourage participants to recognize
the value of embracing family
planning practices.
11. Emphasize the effects of having
control over reproductive choices on
maternal, child well-being, emotional
stability, career prospects and family
dynamics.
IV. Interactive Discussion/ Return .

Demonstration
3. Utilize visuals for a brief presentation
of the importance of the different 15 Visual aids
types of contraceptive methods in minutes
IV. Content Delivery family planning.
4. Presentation on 4. Have the client participate and
the various demonstrate the teaching provided.
methods of
family planning
75
available .
5. Discussion on
the impact of
family planning
on maternal and V. Discussion
child health 4. Facilitate a brief reflection on the
outcomes. session's key points.
6. Demonstration 5. Ask participants to share how they
how to use the plan to implement what they've
chosen method learned.
correctly. 6. Reiterate the importance of family
planning for personal and community
V. Conclusion and well-being.
Reflection
4. Recap key points
covered.
5. Discuss the
importance of VI. Structured Questionnaires
implementing 8. Open the floor for a question-and-
learned practices answer session.
in daily life. 9. Reflection on key learnings and
6. Encourage insights from the session.
questions and 10. Address any queries or concerns
reflections from related to various family planning 5 minutes
the participants. methods including contraception,
VI. Evaluation & fertility,awareness birth control, and Printed feedback
Feedbacking sterilization. forms, pencil,
Sessions 11. Provide additional clarification and ballpen, Handouts
76
3. Remind resources as needed. or digital resources
participants of 12. Distribute feedback forms to gather with additional
the importance participants' thoughts on the session. reading materials
of the 13. Use the feedback to improve future
information sessions and tailor content to
shared. participants' needs.
4. Provide the 14. Provide additional resources for
reference for further reading.
further reading 15. Share contact information for any
and exploration. follow-up questions or clarifications.
77
Chapter VII- Findings, Conclusion, and
Recommendation
⮚ Write the summary of your findings, give conclusion and recommendation
78
References
American Nurses Association. (2013). Public Health Nursing: Scope and Standards of
Practice (2nd ed.). Silver Spring, MD: American Nurses Association.
Arah, O.A. (2009). On the Relationship Between Individual and Population Health. Med
Health Care Philos 12(3), 235-244. https://doi.org/10.1007%2Fs11019-008-9173-8
Barnes, M.D., Hanson, C.L., Nobilla, L.B., Magnusson, B.M., Crandall, A.G., Bradford, G.
(2020). Family-Centered Health Promotion: Perspectives for Engaging Families and
Achieving Better Health Outcomes. INQUIRY: The Journal of Healthcare Organization,
Provision, and Financing 2020(57). https://doi.org/10.1177/0046958020923537
Kaakinen, J. R., Coehlo, D. P., Steele, R., Robinson, M., & Tabacco, A. (2018). Family
Health Care Nursing: Theory, Practice, and Research (6th ed.). F.A. Davis
Company.
Kaakinen, Muntean, A., Tomita, M., Ungureanu, R. (2013). The Role of the Community
Nurse in Promoting Health and Human Dignity-Narrative Review Article. Iran J Public
Health 42(10): 1077-1084.
Nies, M.A., McEwen, M. (2020). Community and Public Health Nursing: Promoting the
Health of Populations (2nd ed.). Elsevier Singapore.
PAGASA. (2023). Climate Bulletin. Philippine Atmospheric Geophysical and Astronomical

Services Administration. https://seacm.pagasa.dost.gov.ph/
Roche, J. P. (2018, January 10). Fertilizer Runoff is a Boon to Mosquito Growth .
Entomology Today. Retrieved November 25, 2023, from
https://entomologytoday.org/2018/01/10/fertilizer-runoff-boon-mosquito-growth/
Solis, A. L. S. (2023). Climate Seasonal Forecast. PAGASA.

https://bagong.pagasa.dost.gov.ph/climate/climate-prediction/seasonal-forecast
Stanhope, M., & Lancaster, J. (2016). Public Health Nursing - Revised Reprint:
Population-Centered Health Care in the Community (9th ed.). Elsevier Health
Sciences.
79
Appendices
⮚ Pictures of your activities during health education with caption
⮚ Pictures of problems identified with caption
80
81

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Republic of the Philippines

CENTRAL MINDANAO UNIVERSITY

A Family Case Study of

In Partial Fulfillment of the Requirements in

Dela Victoria, Vincent Philip

April May Hazil V. Munday, RN

To Family Lucky, the respondents of this study, for being approachable,

To Central Mindanao University - College of Nursing classmates, friends, faculty

The BSN 2C Group 1, Group 3 and Group 5 Student Nurses

Location, Boundaries, and Climate 8

Number of Family Members 8

Source of Income of the Family

Peace and Order in the Community 11

GENOGRAM AND ECOMAP 12

PURPOSE OF THE STUDY 13

Significance of the Study

CHAPTER II: METHODOLOGY

CHAPTER III: PRESENTATION, ANALYSIS, 26

AND INTERPRETATION OF DATA

Home and Environment

CHAPTER IV: IDENTIFIED HEALTH PROBLEMS

CHAPTER V: FAMILY CARE PLAN

CHAPTER VI: HEALTH EDUCATION PLAN

CHAPTER VII: FINDINGS, CONCLUSION, AND

BACKGROUND OF THE STUDY

A family is an integrated, socially engaged, and mutually dependent collection of

Community health nursing plays a crucial role in providing healthcare services to

LOCATION, BOUNDARIES, AND CLIMATE

Purok 11, Dologon is found in the Municipality of Maramag, province of Bukidnon,

NUMBER OF FAMILY MEMBERS

SOURCE OF INCOME OF THE FAMILY

PEACE AND ORDER IN THE COMMUNITY

Barangay Dologon is characterized by a prevailing atmosphere of peace, marked

PURPOSE OF THE STUDY

The purpose of this study is designed with a family-centered focus, aiming to

SIGNIFICANCE OF THE STUDY

This study holds fundamental significance in community health nursing, placing

SCOPE AND DELIMITATION

DATA COLLECTION PROCEDURE

Chapter III- Presentation, Analysis, and

NAME RELATION SEX DOB MARITAL PLACE OF RESIDENCE

Leisel D. Lanta Head F January 08, Married Purok 11. Dologon,

Josin D. Lanta Husband M July 13, Married Purok 11. Dologon,

Sophie D. Lanta Daughter F October 15, Single Purok 11. Dologon,

Table 1. Family Data of L Family

Embarking on a transformative journey, the Lanta family transitioned from

FAMILY MEMBER EDUCATIONAL OCCUPATION RELIGIOUS

LS. L College Graduate Housewife Baptist

JS. L High School Level Laborer Baptist

SS. L Grade 3 Student Baptist

HOME AND ENVIRONMENT

HEALTH AND HEALTH PRACTICES

NAME OF FAMILY ILLNESS TREATMENT

Cough and Colds Pharmacologic:

Breast Cyst Pharmacologic:

Polyp Syndrome Pharmacologic:

Kind of Neighbourhood Rural

Communication and Transportation Bus, Jeepney, Multicab, Motor, Motorela

AWARENESS OF COMMUNITY ORGANIZATION

Chapter IV- Identified Health Problems

A. SUMMARY OF IDENTIFIED HEALTH PROBLEMS

B. COMPUTING AND JUSTIFYING SCORES OF HEALTH PROBLEMS

The family only buys