BUILDING CAPACITY IN BARANGAYS OF LICAB, NUEVA ECIJA
A TRAINING MANUAL
COURSE INTRODUCTION
Licab is a 4th class municipality in the province of Nueva Ecija that is divided into 11 barangays. The
municipality relies on agriculture as its main source of livelihood. A rapid rural appraisal done to analyze
the current health situation of Licab revealed the following notable findings: (1) prevalence of
waterborne diseases during the wet season, (2) notable incidence of malnourishment among the
pediatric population, (3) progression of symptoms of preventable diseases due to limited access to
medical care, (4) inadequate maternal health care, and (5) limited public health services which hamper
community access to adequate medical care. Ideally, such health issues should be addressed at the
community level with emphasis on the preventive aspect of health care.
This training manual is designed to enhance capacity development of the health system of Licab at the
community level with specific emphasis on preventive measures that will slow down or prevent
transmission of common diseases such as fever, diarrhea, and respiratory infections with modules
detailing the importance of proper hand washing technique, sterilization of drinking water, and a guide
to good nutrition and a proper diet. Specific provisions are also made for educating participants about
the importance of maternal and child health, with modules containing lecture series, demonstrations,
and guidelines about the importance of prenatal checkups, childhood immunizations, and breastfeeding.
By the end of the course, participants are expected to have the necessary skills needed to propose and
successfully implement sustainable health projects within the community, as well as be knowledgeable
about disease prevention and transmission and about maternal and child health.
This training manual is divided into modules, each containing a topic that contributes to the
development of a preventive approach to health care. Each module contains a course description,
profile of the participants, objectives, performance indicators, and a methodology for how the module
should be implemented. The scope of the manual will cover (1) a module on how to conduct a
community diagnosis and needs assessment of the community and (2) modules that will teach
participants how to prevent the occurrence and transmission of communicable diseases, which also
includes topics on adequate maternal and child health care. This manual will cater to (but is not limited
to) town and barangay officials, barangay health workers, day care center workers, school
administrators, and the staff of the municipal health office: the municipal health officer, public health
nurses, midwives, and sanitary inspectors.
MODULE 1: COMMUNICATION SKILLS DEVELOPMENT MODULE
Brief Description
Communication is a vital element for an effective team and an efficient process for operation. BHWs can
make a valuable contribution to community development by improving access to and coverage of
communities with basic health services.
What are the needs?
Numerous programs have failed in the past because of unrealistic expectations, poor planning and an
underestimation of the effort and input required to make them work. One of the main causes is poor
communication skills among the BHWs and towards the community.
Hence, this module was created in order to give the BHWs simple yet proven to be effective ways of
improving their communication skills. This module aims to instil among the BHWs the value of effective
communication skills and how it is achieved through simple techniques. It will include a workshop on
communication skills development facilitated by an invited speaker and a simulated activity will take
place afterwards in order to facilitate learning and feedback.
Profile of the Participants
Participants shall include the following:
1. At least 50% of the currently active BHWs in each barangay, including the BHW leader
2. The barangay captain and the barangay officers
3. Municipal health officers – the municipal doctor, nurses and midwives
Objectives
1. To inform the BHWs about the importance of effective communication skills among them and
within the community
2. To inform the BHWs regarding different techniques of effective communication
3. To facilitate the BHWs communication skills development through simulated activities
Expected Results
1. Attendance of BHW leader and at least 50% of the active BHW members per barangay
2. Attendance of influential leaders in the barangay e.g. kagawad on health, municipal health
officer, barangay captain, and barangay health workers
3. Output from the simulated activities
Schedule
TIME
8-8:30am
8:30-9am
9:00-9:30
9:30-10:30
ACTIVITY
Registration
Welcoming Remarks
Ice Breaker
Workshop on Effective Communication Skills
10:30-11:30
11:30-12:00
12:00-1:00
Simulated activities
Wrap-up
LUNCH
PERSONS NEEDED
Facilitators
Mayor/MHU Head
Facilitator
Speaker: Dr. Myles Madrigal, Family
Medicine
Facilitators
Facilitators
Activity 1: Communication Skills Workshop
Procedure:
1. The program will start with an ice-breaker “Pass the Message”. All participants will be divided
into 4 groups. A message written in a piece of paper which says something like this will be given
to the leader: “Ang epektibong komunikasyon sa mga barangay health worker ay mahalaga
upang makamit ang minimithing pagbabago at pag-unlad ng komunidad.” The leader will be
given 7 minutes to memorize the sentence. After 7 minutes, the pieces of paper will be
surrendered to the facilitator. The leader will pass the message throughout the team. They can
try any strategy as long as the last one in the line will be able to get the complete and exact
message and be able to recite in front. The first group who is able to recite the complete and
exact message will be declared as the winner.
2. After the ice –breaker, the facilitator will convene all the participants. He will ask the winning
team what strategy they did that worked and the other teams what did not work for them. Ask
also, what they feel about the activity and any realization or learning they had.
3. The facilitator will introduce the invited speaker on the topic: Developing Effective
Communication Skills which will include the following subtopics:
A. Active Listening Skills
a. Probing
Extending probes are questions that ask the group to say more. They can be as simple
as: "Can you add to that?" "And then what?" "Please go on."
Clarifying probes ask the group to explain more clearly or to go beyond a simple
answer. "Would you rephrase, please?" "What would be an example?" "What do you
mean by (x)?"
Justifying probes ask the group to think critically, to identify evidence, assumptions, or
reasoning. "What evidence suggests that?" "How did you come to that answer?"
Redirecting probes ask the group to respond to the same question or a response from
another student. "What do you think about it?" "What makes you agree or disagree
with (y)?"
Read, print a copy for the group: Probing Techniques: How to get adequate answers
through probing from
http://www.cdc.gov/brfss/training/interviewer/04_section/14_howto.htm
b. Paraphrasing
Restating a message, but usually with fewer words. Where possible try and get more to
the point.
Purpose:
a. To test your understanding of what you heard.
b. To communicate that you are trying to understand what is being said. If you’re
successful, paraphrasing indicates that you are following the speaker’s verbal
explorations and that you’re beginning to understand the basic message.
c. When listening consider asking yourself:
i. What is the speaker’s basic thinking message
ii. What is the person’s basic feeling message
Examples:
S: I just don’t understand, one minute she tells me to do this, and the next
minute to do that.
X: She really confuses you.
S: I really think he is a very nice guy. He’s so thoughtful, sensitive, and kind. He
calls me a lot. He’s fun to go out with.
X: You like him very much, then.
c. Perception Checking
Request for verification of your perceptions
Purpose:
a. To give and receive feedback
b. To check out your assumptions
Examples:
Let me see if I’ve got it straight. You said that you love your children and that
they are very important to you. At the same time you can’t stand being with
them. Is that what you are saying?
d. Summarizing
Pulling together, organizing, and integrating the major aspects of your dialogue. Pay
attention to various themes and emotional overtones. Pout key ideas and feelings into
broad statements. DO NOT add new ideas.
Purpose:
a. To give a sense of movement and accomplishment in the exchange
b. To establish a basis for further discussion.
c. Pull together major ideas, facts, and feelings
Examples:
A number of good points have been made about rules for the classroom. Let’s
take a few minutes to go over them and write them on the board.
We’re going all over the map this morning. If I understand you correctly, the
major points are…
B. Communication Techniques
1. Facilitating techniques
a. What is a facilitator?
b. Elements of facilitating skills
c. Roles of other members of the group
2. Qualitative methods of data collection
a. Field Survey
b. Interviews
c. Focus group discussion
This will include the basic definition of each method, the importance and its
benefits, how it is done.
Activity 2: Simulated Activity
Procedure:
1. The facilitator of the previous ice-breaker will divide the participants into smaller groups (groups
of 5-7). Each group will be facilitated by an ASMPH student/project member or staff.
2. Each group will be given scenarios which will facilitate learning and feedback from the previous
talk.
a. Application of Active Listening Skills
i. Scenario 1: One member will be the leader BHW, one will act as the barangay captain, the
rest are BHWs.
You are the leader BHW in your barangay. A new program on malnutrition will be
launched in your municipality two weeks from now. Your barangay captain wants you to
hold a meeting with the other barangay health workers regarding how the BHWs can help
in the program. You will ask the barangay captain why he told you about this for a short
notice only.
The BHWs are not prepared for the program. Some are complaining for a short notice,
some will complain why they were not told about how they develop the program, some
will complain about compensation.
ii. Scenario 2: Ask the group the usual problems during meetings and how can active
listening skills help them improve and develop their communication skills among
themselves and towards the community/barangay they are serving.
b. Application of Facilitating Techniques
i. Scenario 1: Choose a facilitator, a recorder, and 4 other members to act on a play. The rest
of the group will watch and critique how the acting group performed. The acting group’s
scenario is that, the group is making a deliberation on the pros and cons of a family
planning program of their municipality. The 4 members of the acting group are expected
to tell about the pros and cons of the program.
ii. Scenario 2: Ask the group the usual problems during meetings and how can facilitating
techniques help them improve and develop their communication skills among themselves
and towards the community/barangay they are serving.
c. Application of Qualitative method of data collection: Focus Group Discussion (FGD)
i. Scenario: Each group will discuss
Module Evaluation and Feedback
Ilista ang mga dahilan
EPEKTIBO ang proyekto
kung
bakit Ilista ang mga dahilan kung bakit EPEKTIBO
ang proyekto
1.
1.
2.
2.
3.
3.
Rekomendasyon:
Human Resource
Invited Speaker
Facilitators: ASMPH students or program/project staff
Materials Needed
Venue: Municipal Hall or Manggahan Multipurpose Hall
Tables and chairs
LCD Projector
Whiteboard/Chalkboard
Sound system
Lunch
Cost
P1000 – Team building activity materials
P3000 – food
P1000 – token
P500-1000 – Rent of venue
References:
Active Listening Skills. Retrieved on October 5, 2011 from
http://www.taft.cc.ca.us/lrc/class/assignments/actlisten.html
Probing Techniques: How to get adequate answers through probing from Retrieved on October 5, 2011
from http://www.cdc.gov/brfss/training/interviewer/04_section/14_howto.htm
Question and Questioning. Retrieved on October 5, 2011 from
http://oct.sfsu.edu/implementation/questions/htmls/probing.html
Appendix A for Module 2:
Probing Techniques: How to get adequate answers through probing
Here are a few things that will help you master the art of probing:
1. Do not try to explain the question or define any terms. If a respondent does not seem to understand
a question, repeat it slowly and clearly. Give the respondent time to think about the question. If
different respondents ask you to define the same term over and over, bring this to the attention of your
supervisor.
2. Don't leave a question until you have an adequate answer, unless you realize the respondent is
getting very annoyed. Sometimes a respondent will give a general answer instead of the specific one
you need. Probing can help the respondent give you an adequate answer, as in the following example:
Interviewer: "How much do you weigh without shoes?"
Respondent: "I'm not sure."
Interviewer: "What's your best guess?"
Respondent: "Somewhere between 180 and 190 pounds."
Interviewer: "What number between 180 and 190 would you like me to record as your weight?"
Respondent: "I guess the last time I checked it was about 187."
3. Don't accept "I don't know" as an answer without probing at least once. When you ask a question,
people often say "I don't know" just to give themselves time to formulate their ideas. A good probe for
this situation would be to say, "Well, what do you think?" or "What is your opinion?" If the question
deals with facts, an approximation is better than no answer at all, so you might say, "What's your best
guess?" or "Approximately...?" to convey the notion that 100% accuracy is not required.
4. Watch for irrelevant answers. Some people talk a lot, but not about the topic at hand. Irrelevant
answers can be interesting, but interviewers must make sure the respondent deals with the question
that was asked. Consider this example:
Interviewer: "How often do you eat green salad?"
Respondent: "A lot. I used to hate salads, but I've learned to like them."
Interviewer: "Well, since you've learned to like them, how often do you eat green salad?"
5. Watch for vague answers. Some respondents find it hard to verbalize and may have difficulty
expressing their ideas. You can help them say what they mean with probes such as these:
"Tell me what you have in mind?"
"Could you be a little more specific?"
"Can you tell me what you mean by that?"
6. Watch for ambiguous answers. Certain terms may mean different things to different people. Always
ask yourself whether you're sure what a respondent meant by an answer. You could ask, "What do you
have in mind when you say _____?" or "How are you defining the term ____?"
7. Give the respondent the time they need. There is great value in silence during a telephone interview.
You may find that by keeping quiet and letting the respondent ramble, he or she will be able to think
about the question longer and give a more accurate answer. That period of silence may also allow the
respondent to expand upon or clarify a previously inadequate answer. Here is an example:
Interviewer: "About how long has it been since you last smoked cigarettes regularly, that is, daily?"
Respondent: "Well, let's see...it was my New Year's resolution, but I started smoking again in the
spring...[Interviewer is silent] Then I decided to stop again on my son’s birthday [silence continues while
respondent is searching his memory] I never really did start smoking on a daily basis again after that,
and I haven’t smoked at all in over a month."
Interviewer: "Let me repeat the question now that you've had time to think about it. About how long
has it been since you last smoked cigarettes regularly, that is, daily?"
Respondent: "My son's birthday is in July, so it’s been four months."
8. Know when to stop probing. You should stop probing when—




You have obtained the necessary information
You have encouraged the respondent to clarify the meaning of his/her own words so that we
know exactly what he/she had in mind
The respondent becomes irritated or annoyed
The respondent has nothing more to say
MODULE 2: COMMUNITY DIAGNOSIS: KNOWING THE COMMUNITY
Brief Description
This module serves to educate the barangay health workers on the processes involved in determining
the most relevant needs of the community as a basis for future project planning. This module will also
teach the BHWs how to prioritize problems; which in turn will guide their allocation of resources in
order to make feasible and sustainable projects.
This module shall include the following lecture topics:
1. Community Diagnosis
2. Needs Assessment
3. Problem Identification
4. Problem Tree Analysis – the problem tree analysis lecture shall
Profile of the Participants
Participants shall include the following:
1. At least 50% of the currently active BHWs in each barangay, including the BHW leader
2. The barangay captain and the barangay officers
3. Municipal health officers – the municipal doctor, nurses and midwives
Objectives
1. To identify problem areas within the community
2. To prioritize which problems can be addressed by feasible and sustainable projects
Performance Indicators
1. Attendance of the participants invited to the module
2. Community Diagnosis output
a. Needs Assessment
b. Problem Prioritization
c. Problem Tree Analysis
Schedule of Activities
TIME
ACTIVITY
9:00 – 9:30
Introduction to the Module
9:30 – 10:30
Community Diagnosis Lecture
10:30 – 11:30
11:30 – 1:00
1:00 – 1:30
1:30 – 2:30
2:30 – 4:00
4:00 – 4:30
4:30 – 5:00
PERSONS NEEDED
Facilitators
Resource Speaker
Miranda)
Facilitators
Participants
Needs Assessment Lecture
Working Lunch:
Needs Assessment SGD
Presentation of Needs Assessment Output;
Evaluation
Problem Identification and Problem Tree Facilitators
Analysis
Problem Tree Analysis SGD
Participants
Reporting of Problem Tree Analysis; Evaluation
Synthesis and Wrapping Up
Facilitators
(Mrs.
Rebecca
Activity 1: Introduction
Procedures:
1. The participants shall first register before the start of the activity.
2. After everyone has settled, the facilitators shall introduce the module and the schedule for the
day. The facilitators shall also use this time to make sure all the participants are introduced to
each other in order to facilitate group discussions and group activities.
3. Prior to the first lecture, the facilitators shall introduce the resource speaker for community
diagnosis.
Activity 2: Lecture on Community Diagnosis and Needs Assessments
Procedures:
1. The community diagnosis lecture introduces the module to the participants with the emphasis
on the importance of correctly diagnosing the community’s needs in order to guide the creation
and implementation of future projects.
A. What is community diagnosis
According to the WHO definition, community diagnosis is a “quantitative and qualitative
description of the health of citizens and the factors which influence their health. It identifies
problems, proposes areas for improvement and stimulates action”.
It serves to:
1. Act as a data reference
2. To provide an overall picture of the local community and the residents’ concerns
3. To suggest priority areas for intervention and feasible solutions
4. To indicate the resource allocation and the direction of work plans
5. To create opportunities for intersectoral collaboration and media involvement
6. To form basis of setting indicators for evaluation
B. How to conduct a community diagnosis
There are 4 stages in the process of community diagnosis
1. Initiation
i. A dedicated committee or working group should be set up to manage and
coordinate the project. The committee should involve relevant parties –
government departments, health professionals, non-government organizations.
ii. At an early stage, it is important to identify the available budget and resources to
determine the scope of the diagnosis. Some common areas to be studies may
include health status, lifestyles, living conditions, socioeconomic conditions, physical
and social infrastructure, inequalities, as well as public health services and policies.
iii. Once the scope is defined, a working schedule to conduct the community diagnosis,
production and dissemination of report should be set.
2. Data collection and analysis
i. Data collected should be both quantitative and qualitative. Statistical data e.g.
population size, sex and age structure, medical services, public health, social
services, education, housing, public security and transportation, etc. can provide a
background of the community. The data can be collected by conducting surveys
through self-administered questionnaires, face to face interviews and focus groups.
ii. In order to ensure reliability of the findings, an experienced organization such as an
academic institute can be employed for conducting the study. The sampling method
should be carefully designed and the sample size should be large enough to provide
sufficient data to draw reliable conclusions. Therefore, study results derived can
truly review the local community.
iii. Collected data can then be analyzed and interpreted by experts. Here are some
practical tips on data analysis and presentation:
a. Statistical information is best presented as rates or ratios for comparison
b. Trends and projections are useful for monitoring changes over a time period for
future planning
c. Local data can be compared with other local data from other communities or
the whole population
d. Graphical presentation is preferred for easy understanding
3. Diagnosis
i. The diagnosis of the community is reached from conclusions drawn from the data
analysis. It should preferably compromise three areas:
a. Health status of the community
b. Determinants of health in the community
c. Potential for development
4. Dissemination
i. The production of the community diagnosis report is not an end in itself; efforts
should be put into communication to ensure that targeted actions are taken. The
target audience for the community diagnosis includes policy-makers, health
professionals and the general public in the community.
ii. The report can be disseminated through the following channels:
a. Presentations at meetings of the health boards and committees, or forums
organized for voluntary organizations, local community groups and the general
public
b. Press release
c. Thematic events (such as health fairs and other health promotion programmes)
2. The needs assessment lecture covers assessing the needs of the community through a
structured facilitation of inputs and a guiding process on how to draw out the problems.
Activity 3: SGD and Presentation of Output
Procedures:
1. After the first two lectures, the participants are invited to have a working lunch where they can
discuss and make their needs assessment outputs. The outputs are to be achieved in the
following manner:
a. The participants are grouped according their own barangays.
b. From their group, they are to choose a member who will serve as a facilitator and one
who will serve as a secretary to record the events of the group discussions from here
until the end of this module.
c. They shall discuss and answer the questions according to the Needs Assessment SGD
Guide, which is included in this manual.
d. The members of the group should also choose among themselves on who will present
their work to the rest of the participants.
2. After lunch, the participants are gathered and the groups can present their work. The
participants are invited to give their comments after all the groups have presented. Each group
can use their own method of presenting using visual aids – manila papers and markers are
provided for those so inclined.
Activity 4: Lecture on Problem Identification
Procedures:
1. The problem identification lecture is about problem prioritization and it aims to enhance the
skills of barangay health workers in determining the most crucial problems that require the most
attention and direct the allocation of resources.
2. The problem identification lecture is coupled with the problem tree analysis lecture which aims
to educate the BHWs on how to present findings in a logical and practical manner that the
community can evaluate and modify accordingly.
A. Introduction
Problem tree analysis is central to many forms of project planning. It helps to find solutions by
mapping out the anatomy of cause and effect around an issue.
I. Advantages of Problem Tree Analysis
a. The problem can be broken down into manageable and definable chunks. This
enables a clearer prioritization of factors and helps focus objectives
b. There is more understanding of the problem and its often interconnected and even
contradictory causes. This is often the first step in finding win-win solutions
c. It identifies the constituent issues and arguments and can help establish who and
wha the political actors and processes are at each stage
d. It can help establish whether further information, evidence or resources are
needed to make a strong case, or build a convincing solution
e. Present issues – rather than apparent, future or past issues – are dealt with and
identified
f. The process of analysis often helps build a shared sense of understanding, purpose
and action
II. How is a Problem Tree Analysis done?
A Problem Tree Analysis is best carried out in a small focus group of about 6-8 people
using a flip chart paper or an overhead transparency. This is because it is important that
factors can be added as the conversation progresses.
Step 1:
Discuss and agree on the problem or issue to be analyzed. Do not worry if it seems like a
broad topic because the problem tree will help break it down. The problem or issue is
written in the center of the flip chart and becomes the ‘trunk’ of the tree. This becomes
the focal problem. The wording does not need to be exact as the roots and branches will
further define it, but it should describe an actual issue that everyone feels passionately
about
Step 2:
The group now identifies the causes of the focal problem – these become the roots –
and then identify the consequences, which become the branches. These causes and
consequences can be created on separate pieces of paper and then placed on the chart
as the discussion moves forward.
Step 3:
The heart of the exercise is the discussion, debate and dialogue that is generated as
factors are arranged and re-arranged, often forming subdividing roots and branches.
Take time to allow people to explain their feelings and reasoning, and record related
ideas and points that come up on separate flip chart paper under titles such as
solutions, concerns and decisions.
Discussion questions might include:
a. Does this represent the reality? Are the economic, political and socio-cultural
I.
dimensions to the problem considered?
b. Which causes and consequences are getting better, which are getting worse and which
are staying the same?
c. What are the most serious consequences? Which are of most concern? What criteria
are important to us in thinking about a way forward?
d. Which causes are easiest/most difficult to address? What possible solutions or options
might there be? Where could a policy change help address a cause or consequence, or
create a solution?
e. What decisions have we made, and what actions have we agreed?
Relating to Project Planning
The problem tree is close linked to the objectives tree, which is another key tool in the
project planner’s repertoire, and well used by development agencies. The problem tree can
be converted into an objectives tree by rephrasing each of the problems into positive
desirable outcomes. In this way, the root causes and consequences are turned into root
solutions, and key project or influencing entry points are quickly established.
Activity 5: SGD on Problem Tree Analysis with Output
Procedure:
1. After the lectures, the participants are again invited to do another small group discussion about
problem prioritization and the problem tree analysis. The methodology done with the previous
SGD is to be applied during this time. Both outputs have an SGD guide, which would be
submitted at the end of the day.
Sample of Problem Tree
2. Again, all groups are required to present their output by using visual aids. The materials will be
provided as well. After all the groups’ presentation, the rest of the participants are to evaluate
and give their comments on the findings and analysis.
Module Evaluation and Feedback
1. After the presentation and evaluation, a synthesis of the events that occurred during the day
shall be done by the facilitators. Suggestions and feedback are welcomed at this point in order
to make the module better.
2. The facilitators shall gather the groups’ outputs and shall keep them for use in the next module.
The facilitators shall then conclude the day and invite all the participants to join the next
modules.
Ilista ang mga dahilan kung bakit
EPEKTIBO ang proyekto
Ilista ang mga dahilan kung bakit EPEKTIBO
ang proyekto
1.
1.
2.
2.
3.
3.
Rekomendasyon:
Human Resource
Facilitators – ASMPH Students/PRRM
Guest Speaker on Community Diagnosis
Materials Needed
Venue: Municipal Hall or Manggahan Multipurpose Hall
Tables and Chairs
LCD Projector
Sound System
Lunch
Output and presentation materials – whiteboard/manila paper, markers, paper
Brown envelopes (8x11.5 size) for each barangay
Cost
P500 – Activity materials
P3000 – Lunch and snacks
P1000 – Token
References
Community Diagnosis - http://www.epi.state.nc.us/SCHS/data/databook/1999/GuideBook.pdf
Problem Tree Analysis - http://www.odi.org.uk/resources/details.asp?id=5258&title=problem-treeanalysis
NEEDS ASSESSMENT SGD OUTPUT
Date: _______________
Barangay Name: ________________
Names of Members:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Given the current situation in the barangay, what do you think are the needs of the residents of the
community?
Batay sa kasalukuyang sitwasyon sa barangay, ano sa tingin niyo ang mga pangangailangan ng mga
naninirahan?
Group these needs according to the following columns in the table.
Ilagay ang mga naisulat na pangangailangan sa mga hanay.
Health and Sanitation
Kalusugan
Livelihood
Pangkabuhayan
Safety
Kaligtasan
Infrastructure
Daan, Gusali, etc.
PROBLEM PRIORITIZATION SGD OUTPUT
Date: _______________
Barangay Name: ________________
Names of Members:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
Given all the needs and problems written in the previous SGD output, rank these needs according to
the most relevant problems that need to be addressed. Give the reason why you chose to rank them
as so.
Batay sa mga napag-usapan nung nakaraang SGD, ayusin ang mga nakasaad na pangangailangan mula
sa pinakamahalaga na kinakailangang pagtuunan ng pansin. Sabihin ang dahilan ng nagawang
pagkakasunud-sunod.
PROBLEM TREE ANALYSIS SGD OUTPUT
Date: _______________
Barangay Name: ________________
Names of Members:
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
PROBLEM TREE ANALYSIS
MODULE 3: PLANNING FOR THE COMMUNITY – BARANGAY INITIATED PROJECT
Brief Description
This module will serve to guide the BHWs on the processes of how to properly document, plan and
execute sustainable projects for their own barangay based on their needs assessment.
This module requires completion of the previous module on Needs Assessment and Community
Diagnosis. Outputs from the previous module are also required in this module.
This module includes the following lecture topics:
1. SMART Objectives
2. Budget Planning
3. The Gantt Chart
4. Project Planning Matrix
What are the Needs?
This module addresses the need of the barangay health workers for basic planning skills that they can
use to initiate the projects by themselves. Whenever the need arises, the BHW’s can have the
opportunity and the capacity to set-up simple projects which they can utilize well given their resources,
and more importantly, tend to their specific concerns.
Profile of the Participants
Participants shall include the following:
1. At least 50% of the currently active BHWs in each barangay, including the BHW leader
2. The barangay captain and the barangay officers
3. Municipal health officers – the municipal doctor, nurses and midwives
Objectives
1. To formulate a project planning matrix containing SMART objectives, a budget plan and a Gantt
chart.
Performance Indicators
1. Attendance of the BHW leader and at least 50% of the currently active BHW members
2. Output for written SMART Objective, Sample Gantt Chart
Schedule of Activities
TIME
ACTIVITY
8:00 – 8:15
Introduction to the Module
8:15 – 8:45
Lecture on SMART Objectives
8:45 – 10:00
Lecture on Budget Planning
10:00 – 10:15 Break
10:15 – 11:00 Lecture on the Gantt Chart
11:00 – 1:30
Working Lunch:
SMART Objectives, Budget Planning, Gantt
Chart (Based on previous Community
Diagnosis output)
1:30 – 2:00
Reporting; Evaluation of output
PERSONS NEEDED
Facilitators
Resource Speaker/Facilitator
Resource Speaker/Facilitator
Participants
Activity 1: Introduction to the Module
1. This part of the module will introduce the participants to the various activities of the day. It will
present the outline of the lectures and how the day will roll out. Hand-outs of all the lectures
will be provided before the start of every discussion.
Activity 2: Lecture on SMART Objectives
Procedure:
1. Introduction/Outline
Definition of Terms
SMART is an acronym that can be used to help ensure that effective objectives or goals are set.
a. Specific
Specific objectives are clear and well-defined. This helps both the performer and the
manager, as the performer knows what is expected of them and the manager is able to
monitor and assess actual performance against the specific objectives.
Specific objectives may well include a scope description, which includes details of what is
not included.
b. Measurable
Progress towards objectives often needs to be to be monitored whilst work is under way. It
is also very useful to know when that work has been done and the objectives are
completed. A measurable objective achieves this end.
c. Achievable
When giving objectives, the person may not be able to achieve it for various reasons;
including a lack of skill, not having enough resources (computers, tools, etc.), not having
access to key people and not having management support. Achievable objectives ensure
that everything is in place and that if the person does not reach the goals they cannot
reasonably point the finger elsewhere.
d. Relevant
Objectives should also add useful value within the context where they are being set, being
aligned with strategies and higher goals
e. Timely
Descriptions of objectives should also include timescales of what is required by when. This
may also include details of delivery, stating (if relevant) where objectives are to be
completed.
Giving a time scale adds appropriate sense of urgency and ensures that the objectives do
not dribble out over an unreasonably long timescale.
Purpose of SMART Objectives
SMART objectives should seek to answer the question 'Where do we want to go?'.
The purposes of SMART objectives include:
1. To enable the BHWs to control their future plans and overall direction
2. To help to motivate individuals and teams to reach a common goal
3. To provide an agreed, consistent focus for all functions
Example : To increase data collection speed and report turnover among the BHWs to
twice its’ rate by January 2012.
2. Question & Answer Portion
This part of the lecture will give the BHWs a chance to ask the lecturer their questions regarding
the topic and some other things that need clarification for them.
Activity 3: Lecture on Budget Planning
Procedure:
1. Introduction/Outline
Definition of Terms
Budgeting is a basic and essential process that allows organizations to attain many goals in one
course of action. There are several goals that many organizations seek to achieve (or should be
trying to work toward) when they create and implement a budget. These goals include control
and evaluation, planning, communication, and motivation.
Purpose of Budgeting
a. Control and Evaluation
Perhaps the most obvious of budgeting goals is that of control and evaluation.
Budgeting allows an organization to have a certain degree of control over costs, such as not
allowing many types of expenses to take place if they were not budgeted for, or assigning
responsibility for these expenses. A budget also gives a benchmark by which to evaluate
future plans.
b. Planning
Planning is another purpose of budgeting, and is arguably its primary purpose. This
allows the organization to get a picture of the entire project/plan so they are able to better
manage accordingly.
c. Communication and Motivation
Other goals that an organization may use its budget to achieve that are less obvious
include communication and motivation. Budgets allow management to communicate goals
and to promote goal congruence so resources can be coordinated and focused in key areas.
Budgets also allow an organization to motivate its employees by involving them in the
budget. The budgeting process can allow BHWs to communicate and achieve their goals,
and allow them to monitor those achievements as well. It is also an important step in overall
business strategic planning.
2. Budgetting Steps & Example
Materials Needed: Spiral Bound Notebook
Setup:
This example is based on a weekly budget plan.
Step 1:
List all monthly financial obligations on a sheet of paper (groceries, mortgage, credit card bills, car
payments, utilities, phone, insurances, etc.).
List all annual or semi-annual obligations on another sheet of paper (ie. house insurance
payments, real estate taxes, vehicle license renewals, income tax payment, etc.).
Step 2:
On the very first page of the spiral notebook write all 12 months of the year (with some space
under each month).
Looking at the list of annual and semi-annual payments you have to make, add each item under
the month they are due.
For example:
March: Home Insurance – Php5,000
June: Property Taxes – Php50,000
October: Furnace & Duct Cleaning – Php1000; Vehicle Plates – Php1,200
Step 3:
On the very last page of the spiral notebook, note the current month at the top of the page then
divide the page into 4 weeks (or 5 for some months) with the weekly review dates for each
month. For example:
June
1st
8th
15th
22nd
29th
The dates correspond to the designated weekly day that you review your household pending
items.
Taking the list you made in Step 1 of all the monthly payments you make, divide them between
the weeks according to date payment is due. For example:
June
1st:
Water – Php800
Cable & Internet – Php1000
Telephone – Php500
Groceries – Php1000
8th
Fuel Card – Php2000
Credit Card – Php2000
Mortgage – Php10,000
The payments must be designated in a week that provides enough time for payment to be
received by mail or in person before the due date. I also like to write the total amount due each
week in that week’s section.
Step 4:
Glance at the first page in the notebook, check to see if there are any non-regular payments due
in June. In this example the property taxes of Php50,000 is due. Note that item in the week you
plan to pay it:
29th (Extra Week)
Property Taxes: Php50,000
3. Question & Answer Portion
This part of the lecture will give the BHWs a chance to ask the lecturer their questions regarding
the topic and some other things that need clarification for them.
Activity 4: Lecture on the Gantt Chart
Procedure:
1. Introduction/Outline
Definition of Terms
A Gantt chart is a bar chart that shows the tasks of a project, when each must take place and
how long each will take. As the project progresses, bars are shaded to show which tasks have
been completed. People assigned to each task also can be represented.
Purpose
a. The strength of the Gantt chart is its ability to display the status of each activity at a glance.
It is also easy to construct.
b. The Gantt chart is constructed with a horizontal axis representing the total time span of the
project, broken down into increments (days, weeks, or months). The horizontal axis is a time
scale, expressed either in absolute time or in relative time referenced to the beginning of
the project. The time resolution depends on the project - the time unit typically is in weeks
or months. Rows of bars in the chart show the beginning and ending dates of the individual
tasks in the project. The vertical axis represents the tasks that make up the project.
Construction of the Chart
a. Identify tasks:
i. Identify the tasks needed to complete the project.
ii. Identify key milestones in the project by brainstorming a list, or by drawing a
flowchart, storyboard or arrow diagram for the project.
iii. Identify the time required for each task.
iv. Identify the sequence: Which tasks must be finished before a following task can begin,
and which can happen simultaneously? Which tasks must be completed before each
milestone?
b. Draw a horizontal time axis along the top or bottom of a page. Mark it off in an appropriate
scale for the length of the tasks (days or weeks).
c. Down the left side of the page, write each task and milestone of the project in order. For
events that happen at a point in time (such as a presentation), draw a diamond under the
time the event must happen. For activities that occur over a period of time (such as
developing a plan or holding a series of interviews), draw a bar that spans the appropriate
times on the timeline: Align the left end of the bar with the time the activity begins, and
align the right end with the time the activity concludes. Draw just the outlines of the bars
and diamonds; don’t fill them in.
d. Check that every task of the project is on the chart.
Using the Chart
ii. As events and activities take place, fill in the diamonds and bars to show completion. For
tasks in progress, estimate how far along you are and fill in that much of the bar.
iii. Place a vertical marker to show where you are on the timeline. If the chart is posted on
the wall, for example, an easy way to show the current time is with a heavy dark string
hung vertically across the chart with two thumbtacks.
Example of Gantt Chart
Activity /
Week #
1 2 3
Preparation
for PreTest
Actual
PreTest
Validation
of Results
Preparation
for Actual
Data
Collection
Actual Data
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Collection
Analysis of
Data
Results
Final
Research
Paper
writing
Finalization
of Research
Paper
2. Question & Answer Portion
This part of the lecture will give the BHWs a chance to ask the lecturer their questions regarding
the topic and some other things that need clarification for them.
Activity 5: Working Lunch: SMART Objectives, Budget Planning, Gantt Chart (Based on previous
Community Diagnosis output)
Procedure:
1. In this part of the module, the BHWs are required to turn in an example of their SMART
Objectives, Budget Planning, and Gantt chart based on previous Community Diagnosis output.
They will be guided by facilitators on stand-by for any of their questions.
Activity 6: Reporting and Evaluation of Output
Procedure:
1. After the BHWs have prepared their own output, they will present their work to everyone,
including the facilitators. The facilitators will then critique their work, pointing out their strong
points and those that they need to improve on.
Module Evaluation and Feedback
Ilista ang mga dahilan
EPEKTIBO ang proyekto
kung
bakit Ilista ang mga dahilan kung bakit EPEKTIBO
ang proyekto
1.
1.
2.
2.
3.
3.
Rekomendasyon:
Human Resource
Participants – Barangay Health Workers
Facilitators – ASMPH Students/PRRM
Guest Speaker
Materials Needed
Venue: Municipal Hall or Manggahan Multipurpose Hall
Tables and Chairs
LCD Projector
Sound System
Lunch
Output and presentation materials – whiteboard/manila paper, markers, paper
Cost
P500 – Activity materials
P3000 – Lunch and snacks
P1000 – Token
Reference
Definition of terms
http://changingminds.org/disciplines/hr/performance_management/smart_objectives.htm
Purpose of Budgeting
The Purpose of a Business Budget: Basic Budgeting and Planning Goals for Businesses | Suite101.com
http://tiffany-bradford.suite101.com/the-purpose-of-a-business-budget-a43137#ixzz1ZtrqunS2
http://www.netmba.com/operations/project/gantt/
Gantt Chart Lecture
http://asq.org/learn-about-quality/project-planning-tools/overview/gantt-chart.html/
http://searchsoftwarequality.techtarget.com/definition/Gantt-chart
MODULE 4: EVALUATION OF CAPACITY BUILDING MODULES
Brief Description
This module is geared towards teaching the community the value and methods of obtaining the
feedback of participants after the completion of the capacity building project. It would provide an
avenue for BHWs and other key members of the community to evaluate projects and the efficiency of
the training sessions conducted. This would encompass the assessment of the activities as to whether
they were able to deliver the expectations and training needed by the participants. Participants would
also be taught on how to evaluate participant attendance that could also be used to gauge the success
of the project.
This module shall include the following
1. Narrative Evaluation Matrix
2. Participant Attendance Matrix
3. Participant Evaluation Matrix
What are the Needs?
The evaluation of projects is integral in keeping track of its performance. By identifying crucial strengths
and weaknesses, a project can be tailored to fit the needs of a particular community. As such, it is
important to develop this skill amongst key members of a community for them to be able to gauge
whether a project can be feasible, sustainable, and/or require further improvements to optimize its
performance.
Profile of the Participants
Participants should have been able to participate in the previous modules of the Capacity Building
Project and shall be among the following:
4. At least 50% of the currently active BHWs in each barangay, including the BHW leader
5. The barangay captain and the barangay officers
6. Municipal health officers – the municipal doctor, nurses and midwives
Objectives
3. To teach the value of evaluating projects
4. To teach the basic tools/activities in evaluating projects
5. To evaluate the effectiveness and efficiency of the project and training conducted with BHWs
6. To identify the key strengths and areas of improvement of the project
Performance Indicators
3. Attendance of the participants invited to the module
4. Evaluation activities output
a. Narrative Evaluation Matrix
b. Participant Evaluation Matrix
c. Participant Attendance Matrix
Schedule of Activities
TIME
ACTIVITY
9:00 – 9:30
Registration
9:30 – 10:00
Introduction to the module
10:00 – 11:30 Activity 1: Narrative Evaluation Matrix
PERSONS NEEDED
Facilitators
Module Facilitator
Facilitators & Participants
11:30 – 12:00
11:30 – 12:30
Activity 2: Participant Attendance Matrix
Activity 3: Participant Evaluation Matrix of Facilitators & Participants
Modules
12:30 – 1:00
Closing remarks and lunch
Facilitators
Activity 1: Narrative Evaluation Matrix
Procedure:
1. Participants would register before the start of the module.
2. They would then be ushered to the tables reserved for their respective barangays.
3. The module facilitator would then give an explanation of the purpose of the module,
accentuating the value of evaluating projects in order to strengthen them or improve upon
weaknesses.
4. After the brief lecture, the instructions of the activity would be explained.
5. Every participant would then be given an evaluation form for them to provide their thoughts,
comments, and suggestions for the project. One evaluation form would be given to each
barangay to be filled out by their respective participants.
6. The participants would then be allowed to engage in a brief focused group discussion to share
their insights regarding the project.
7. After the FGD, they would be given additional time to put additional thoughts and suggestions in
the evaluation form.
8. The evaluation forms would then be collected by the facilitators before proceeding to the next
activity.
Barangay: _____________________
Participant Participant Participant Participant Participant Participant
A
B
C
D
E
F
Lessons learned
Other topics that
need to be
expounded
Recommendations
and suggestions
Activity 2: Participant Attendance Matrix
Procedure:
1. The module facilitator would then give a brief explanation of the importance of participant
attendance in any activity.
2. Dummy participant attendance matrix forms would be given to each participant for the activity.
3. The mechanics of the participant attendance matrix would then be demonstrated. Each
barangay would have their respective participants’ attendance recorded upon registration in
every module conducted. The total attendance of all participants from all barangays would then
be tallied in the participant attendance matrix to provide a measure of every module’s success
in gathering key members of the barangays.
Module Number: ___
Brgy.
1
Brgy.
2
Brgy.
3
Brgy.
4
Brgy. 5
Brgy. 6
Brgy.
7
Brgy.
8
Brgy. 9
Brgy.
10
Barangay
officials
BHW
Brgy.
Tanod
Purok
Leaders
Activity 3: Participant Evaluation Matrix of Modules
Procedure:
1. Once participant attendance matrix activity has concluded, the module facilitator would explain
the purpose and mechanics of the next activity.
2. A Manila paper with the following matrix depicted below would be shown to the participants
after every module. Each category listed on the leftmost column would be evaluated by each
participant in the succeeding columns. The participants would then be allowed to put a mark on
the respective columns of every category from 1 to 5, with 5 having an excellent rating and 1
having a very poor rating.
3. Once all of the participants have put their marks on the matrix posted on the Manila paper, the
module facilitator would deliver the closing remarks to end the module.
1
Food
Venue
Facilitation
Method
Time
Management
Content
Flow
Participation
2
3
4
5
Module Evaluation and Feedback
Ilista ang mga dahilan
EPEKTIBO ang proyekto
kung
bakit Ilista ang mga dahilan kung bakit EPEKTIBO
ang proyekto
1.
1.
2.
2.
3.
3.
Rekomendasyon:
Human Resource
Facilitators – ASMPH Students/PRRM
Materials Needed
Venue: Municipal Hall or Manggahan Multipurpose Hall
Tables and Chairs
Sound System
Food for lunch
Output and presentation materials – whiteboard/manila paper, markers, paper
Cost
P500 – Activity materials
P3000 – Lunch and snacks
P500-1000 – Rent of venue
MODULE 5: PREVENTIVE HEALTH
Brief Description
Health is not only the absence of disease, but a state of overall well-being of an individual as well as the
community he/she lives in (WHO). Being the primary health care providers of the community, the BHWs,
midwives and nurses should be equipped with the basic skills needed for disease prevention, detection,
symptom management and referral.
This module is directed towards the education of the barangay primary health care providers on aspects
of preventive health that they in turn can teach to their own communities. This module includes proper
hand washing techniques, proper water sterilization process, cough etiquette as well as aspects
regarding good nutrition. The module incorporates lectures, small-group discussions, and activities that
will enhance the learning of the participants.
The module will contain the following activities/lectures on the following topics:
1. Proper hand washing technique
2. Proper home water sterilization
3. Cough etiquette lecture
4. Introduction to the Nutrition (Nutri) Book
What are the Needs?
There is a lack of awareness about the importance of taking a preventive approach to health as opposed
to a therapeutic one. Members of the community need to know how to protect themselves from
common communicable diseases by learning simple preventive techniques such as proper hand washing
technique, sterilization of drinking water, and about proper nutrition. Such methods can provide
adequate protection from disease transmission through proper hygiene and sanitation and by boosting
immunity. This module incorporates lectures and demonstrations as a training tool for teaching
participants about the importance of prevention.
Module Objectives
1. To educate BHWs on the measures to prevent the spread of communicable diseases through proper
handwashing, water sterilization and cough etiquette.
2. To introduce the NutriBook as an educational monitoring tool for feeding programs/projects for
both the primary care providers and the residents of the community.
Expected Results
1. Attendance of BHW leader and at least 50% of the active BHW members per barangay
2. Attendance of influential leaders in the barangay e.g. municipal health officer (MHO)/ rural health
doctor, nurses, midwives, barangay captain, kagawad on health, principal/head teacher, daycare
center volunteers, traditional birth attendants, hilot, etc.
3. Successful return demonstration of the proper hand washing procedure and water sterilization
Schedule of Activities
TIME
ACTIVITY
PERSONS NEEDED
8:00 –8:30
Registration and Introduction to the Module
Facilitators
8:30 – 9:30
Lecture on preventive health measures – hand
washing, water boiling procedures, cough
etiquette
9:30 – 10:00
10:00 – 11:00
11:00 – 12:00
Demonstration of hand washing technique
Break
Return demonstration on proper hand Participants
washing technique, water sterilization and
cough etiquette
Lecture on how to use the NutriBook
Facilitators
Activity 1: HAND WASHING and COUGH ETIQUETTE
This activity will be a lecture on proper handwashing and cough etiquette. The activity will stress the
importance in the prevention of transmission of diseases. This will then be followed by a demo-return
demo on the proper handwashing technique and proper cough etiquette.
Procedure
a. The facilitator will lecture on proper handwashing and cough etiquette and its importance in the
prevention of transmission of diseases (e.g. A(H1N1)) Some facts regarding diseases that can be
prevented through handwashing.
 Poor hygiene is one of the major causes of diseases.
 Diarrhea and respiratory tract infections are leading causes of death.
 Hygiene deficiency diseases are very common. These diseases are considered ‘normal’, socially
acceptable and therefore neglected.
b. Using the DOH Maghugas ng Kamay Poster, the facilitator will demonstrate the proper technique in
handwashing. (The demonstration should be done in a sink or poso with water supply and soap.
c.
After the demonstration, each participant will now demonstrate proper handwashing to the
facilitator. (Return demo)
d. The facilitator will then give a short lecture on the simple actions and basic good health manners to
prevent disease transmission
COUGH MANNERS
 Takpan ang iyong ilong at bibig ng isang tissue o panyo sa bawat oras ng pagbahing o
ubo. Kung wala kang dalang tisyu o panyo, takpan ang iyong bibig at ilong ng iyong mga
kamay o umubo sa iyong manggas.
 Hugasan ang iyong mga kamay gamit ang sabon at tubig bago hawakan ang iyong mga
mata, ilong o bibig at bago humawak ng mga kamay sa ibang mga tao. Kung walang tubig,
gumamit ng alcohol based hand sanitizer.
 Huwag dumura sa sahig o daan. Gawin ito sa basurahan o sa maliit na supot.
 Itapon ang mga gamit na tisyu
 Labhan ng hiwalay sa ibang damit ang mga gamit na panyo
 Kapag may sakit, mas nakakabuti na manatili sa bahay at huwag na lumabas sa mga
mataong lugar.
Activity 2: WATER BOILING
This will be a short lecture on proper sterilization and its importance in the prevention of transmission of
disease (e.g. diarrhea or acute gastroenteritis).
Procedure
a. The facilitator will give a short lecture using this guide
Ang pagtatae ay maiiwasan kung:
 Tanging gatas lamang ng ina ang ipapasuso mula 0 hanggang 6 na buwan.
 Susundin ang mga sumusunod na kaugaliang pangkalinisan:
 Hugasan ang kamay ng sabon at tubig bago maghanda ng pagkain ng bata.
 Hugasan ng sabon at tubig ang mga kagamitan na gagamitin sa pagkain ng bata.
 Hugasan ang kamay ng sabon at tubig bago at pagkatapos magpakain ng bata.
 Takipan ang pagkain upang maiwasan ang pagdapo ng mga insekto na magdadala ng
mga mikrobyo.
 Panatilihing malinis ang laruan ng bata upang maiwasan ng bata na makasubo ng
maruming bagay.
 Panatilihing malinis ang bata sa lahat ng oras.
 Gumamit ng pinakuluang tubig sa pagpapainom.
 Linisin ang lugar na kinalalagyan at pinaglalaruan ng bata.
 Panatilihing malinis sa loob at labas ng bahay.
b. Using the Dalawang Paraan Upang Gawing Malinis Ang Tubig guide, the facilitator will
demonstrate the proper technique in boiling water.
PAGPAPAKULO
Ang pagpapakulo ang pinaka-ligtas na paraan upang linisin ang tubig. Pakuluin ang tubig.
Pagkakulo hayaang kumulo pa ito hanggang sa loob ng 3 hanggang 5 na minuto, at
alalahanin na ang ilan sa mga tubig ay matutuyo. Hayaan na lumamig ang tubig bago
inumin.
DISTILLATION
Kasangkot sa distillation ang pagpapakulo ng tubig at pagkatapos ay pag-ipon ng mainit na
singaw (vapor) na muling bubuo ng tubig. Ang singaw na naging tubig ay hindi na
maglalaman ng salt at iba pang mga dumi. Upang madistill, punuan ng tubig ang kalahati ng
isang kaserola. Magtali ng tasa sa hawakan na nasa takip ng kaserola, upang ang tasa ay
nakabitin nang patayo kapag ang takip ay nakataob (siguraduhin na hindi dumidikit ang tasa
sa tubig) at pagkatapos ay pakuluik ang tubig sa loob ng 20 minuto. Ang tubig na tumutulo
mula sa takip papunta sa tasa ay distilled na.
c. After the demonstration, each participant will now demonstrate proper water boiling to the
facilitator. (Return Demo)
Activity 3: NUTRIBOOK
The Nutribook is a monitoring tool that can be used by both parents and community health workers in
providing feedback on the effectiveness of a feeding program and can also serve as a guide to track a
child’s nutrition progress. This will also provide some tips on proper preparation of food and types of
food that should be served to a growing child.
Procedure
a. The facilitator will present the NutriBook to the participants either by showing each page
through a projector or providing each participant with a copy of the booklet.
b. The facilitator will then instruct the participants on the proper technique of measuring a child’s
length/height and a child’s weight and demonstrate how this is done and how to plot using the
growth charts.
PAGSUKAT NG HABA NG MGA BATANG 2 TAONG GULANG PABABA
 Pahigain ang bata sa kama o banig



Gamit ang measuring tape, sukatin ang bata mula ulo hanggang paa.
Siguraduhin na nakatuwid ang mga binti at nakahiga ang bata ng diretso
I-rekord ang sukat gamit ang CENTIMETERS (cm) at i-plot sa growth chart
PAGSUKAT NG HABA NG MGA BATANG 2-12 TAONG GULANG
 Isandal ang bata sa pader at idikit ang paa at likod sa pader
 Tanggalin ang sapatos at sabihan na itaas ang ulo at tumingin ng diretso
 Sukatin mula ulo hanggang paa
 Siguraduhin na nakatuwid ang binti at katawan
 I-rekord ang sukat gamit ang CENTIMETERS (cm) at i-plot sa growth chart
PAGSUKAT NG TIMBANG
 Tanggalin ang sapatos at mabibigat na damit sa bata
 Ilagay/Ipaapak sa weighing scale
 I-rekord ang timbang gamit ang KILOGRAMS (kg) at i-plot sa growth chart
c. The facilitator will also instruct the participants on how to use the food diary and will discuss the
sample menu provided in the booklet.
d. The facilitator will entertain any questions the participants may have regarding the Nutribook
Module Evaluation and Feedback
Evaluation forms will be handed out to the members and participants/ stakeholders of the community
to assess if the project was effective or not effective and propose revisions/recommendations for the
betterment of the project.
Ilista ang mga dahilan kung bakit
EPEKTIBO ang proyekto
Ilista ang mga dahilan kung bakit EPEKTIBO ang
proyekto
1.
1.
2.
2.
3.
3.
Rekomendasyon:
The facilitators/organizers will discuss the project’s impact on the participants and community.
(Documentation should be done by the assigned secretary of the group.)
Materials Needed
Venue: Municipal Hall or Manggahan Multipurpose Hall
Sink or poso with water supply
soap
Stove or improvised stove
Casserole with water
Nutribook
Tables and Chairs
Whiteboard/Chalkboard
LCD Projector
Cost
P500 – Snacks
P500-1000 – Rent of venue
P1500 for reproduction of Nutribook (100 copies)
References
DOH Maghugas ng Kamay poster
Pagkain & Tubig sa Isang Emergency Available at http://www.redcross.org/wwwfiles/Documents/pdf/foreignmat/foodTG.pdf Accessed October 4, 2011
Sentrong Sigle Health BULILITin Diarrhea o Pagtatae Available at
www.doh.gov.ph/healthadvisories/dapatgawin.html Accessed October 4, 2011
Handwashing Available at www.fitforschool.ph Accessed October 5, 2011
MODULE 6: MATERNAL AND CHILD HEALTH CARE MODULE
Brief Description
This module contains information regarding proper nutrition of pregnant women, prenatal checkups
according to the DOH schedule and Expanded Program of Immunization (EPI). The module also serves as
an instructional material for the BHWs on how to impart proper breastfeeding techniques to nursing
mothers in the community. The following activities are thus included in this module:
1. Key informant lecture regarding the nutrition in pregnancy, prenatal checkups, EPI and
importance and benefits of breastfeeding.
2. Demo/Instructional video showing of the proper step-by-step process of breastfeeding care of
LATCH foundation
3. Lecture regarding proper breast care and Frequently Asked Questions (FAQ)/myth-debunking
about breastfeeding
4. Focus Group Discussion synthesis regarding the module
What are the Needs?
Majority of childhood illnesses are a result of the mother’s lack of awareness about the importance of
maternal health care during pregnancy. Most mothers do not even know they can avail of free prenatal
checkups, including prenatal vitamins, while they are pregnant. A solid foundation of maternal health
during pregnancy results in fewer complications during delivery and has a significant contribution to a
child’s growth and development. The importance of exclusive breastfeeding is also overlooked in most
cases, as it also plays a significant role in boosting a child’s immune system and in promoting a strong
emotional bond between the mother and the child. Immunizations are also essential for protecting
children from infection as they grow older. This module makes use of lectures containing guidelines
about prenatal care and about the recommended immunizations for children as well as a teaching demo
about proper breastfeeding technique.
Module Objectives
1. To equip the BHWs with the fundamental knowledge and skills regarding proper nutrition during
pregnancy
2. To equip the BHWs with the fundamental knowledge and skills regarding the proper schedule of
prenatal checkups
3. To equip the BHWs with the fundamental knowledge and skills regarding childhood
immunizations
4. To equip the BHWs with the fundamental knowledge and skills regarding proper breastfeeding
technique
Expected Results
1. Attendance of the BHW leader and at least 50% of the currently active BHW members for each
barangay
2. BHWs must take both the pre-test and post-test regarding topics under the maternal and child
health care module and must show higher scores or improvement in the post-test
3. Actual plan or system how to effectively disseminate and encourage the community to avail of
the free vaccines included in the EPI
4. BHWs must properly perform the techniques on breastfeeding in the return demo evaluation
5. Completed evaluation/feedback forms
Schedule of Activities
Pre Test will be done prior to this module
TIME
ACTIVITY
7:00-8:00
Registration and Introduction to the Module
7:30 – 8:30
Lecture on Proper Nutrition and Prenatal Check-ups
8:30-8:45
Question and Answer
8:45-9:15
Lecture on Immunizations
9:15-9:30
Interactive Activity on Immunizations
9:30-10:00
Breastfeeding Treasures:
What Breast Milk Provides for You and Your Baby
10:00-10:30 Break
10:30-11:00 Breastfeeding techniques video of LATCH
11:00-11:30 Return demonstration on proper breastfeeding
11:30-11:45 Lecture on Breast Care; Breastfeeding FAQs
11:45-12:30 Post Test and Synthesis
PERSONS NEEDED
PRETEST
1. Hindi importante ang Vit B12 dahil pwede nito saktan ang sanggol at ang nanay (MALI)
2. Dapat hindi uminom ang nanay ng sobrang daming tubig dahil pwede malunod ang baby (MALI)
3. Pwedeng uminom ng alak at manigarilyo habang buntis (MALI)
4. Importante ang Folic Acid para sa “brain development” ng sanggol (TAMA)
5. Hindi importante ang iron supplements habang buntis. (MALI)
6. Ang prenatal check-up ay ginagawa para malaman ang kalusugan ng nanay at sanggol (TAMA)
7. Pwede magpa prenatal check-up ng isang beses lang (MALI)
8. Pag maliit ang suso, hindi pwede mag breastfeed (MALI)
9. Masmarami ang sustansya ng formula milk kaysa sa breastmilk (MALI)
10. Masakit magpa-breastfeed (MALI)
Activity 1: PRENATAL CHECK UP AND NUTRITION
This will be a short lecture on the importance of prenatal check-ups and the proper nutrition for
pregnant mothers
Procedure
a. The facilitator will give a short lecture with regard to the importance of having prenatal checkups that is based on the DOH Family Health Programs.
Goals of prenatal care:
 Establish a baseline of present health
 Determine the gestational age of the fetus
 To check the health condition of the mother and baby as they undergo changes that
take place from conception to the time the mother goes into labor
 Monitor fetal development
 Identify the woman at risk for complications by anticipating and preventing problems
before they occur
 Provide time for education about pregnancy and possible dangers
b. The facilitator will give a short lecture with regard to the standard schedule of prenatal visits
based on the DOH Family Health Programs.
Standard Prenatal Visits
1st visit
As early as possible before 4 months, or during the
1st trimester
2nd visit
During the 2nd trimester
rd
3 visit
During the 3rd trimester
Every 2 weeks After the 8th month until delivery
c. The facilitator will then gave a lecture on proper nutrition and tips for pregnant mothers
Basic information about nutrition in pregnancy:
 Consume foods rich in vitamins and minerals
 Tolerance for eating will change per trimester
 Eat balanced meals
 Do not skip meals
 Eliminate caffeine
 Drink lots of water (8-12 glasses per day)
Importance of proper nutrition during pregnancy:
 Counteracts baby’s susceptibility to infection and birth defects by low birth weight
 Decreases risk for complications (e.g. anemia and pre-eclampsia)
 Reduces the risk of pre-term labor
 Helps ensure the baby has a normal birth weight
o Decreases risk for delays in development and death
What are the foods recommended during pregnancy?
 Calcium
o To develop strong bones, a healthy heart and nerves for the fetus
o Recommended intake: 1,200mg
o Foods rich in calcium
1. Dairy sources
a. Milk
b. Cheese
c. Yogurt
2. Non-dairy sources
a. Salmon
b. Broccoli
c. Beans
d. Calcium-fortified orange juice
 Folic acid
o Helps develop the baby’s brain and spine
o Recommended intake: 400mcg
o Foods rich in folic acid
1. Peanut butter
2. Tofu


3. Cereal
4. Dark green vegetables
5. Corn
6. Squash
Vitamin B12
o Proper nerve and brain functioning
o Problem for women who are vegetarians
o Foods rich in vitamin B12
1. Soy milk
2. Animals
3. Vitamins
Iron supplements
o Helps muscle development for the fetus
o Helps prevent the development of anemia and carry oxygen to the different parts of
the body
o Decreases the incidence of low birth weight and pre-term infants
What foods should be avoided during pregnancy?
 Smoked sea-food
o May be contaminated with Listeria, which could be harmful to the fetus
 Fish with mercury
o Mercury can cause serious brain damage to the fetus
 Raw shellfish
o Uncooked seafood can cause infections that can harm the fetus
 Raw eggs
o May contain Salmonella
o Cooking eggs reduces the chances of acquiring Salmonella
 Caffeine
o Must be avoided during the 1st trimester
o Diuretic
1. Promotes fluid and calcium loss
o Related to miscarriages, low birth weight, and withdrawal symptoms
 Alcohol
o Any amount is prohibited
o Fetal alcohol syndrome
1. Cause developmental delays for the child
Important notes:
 Avoid herbal teas (some may contain ingredients that can cause harm to the fetus)
 Indigestion during the 2nd-3rd trimester
o As the baby grows, the stomach slows down digestion. This can cause gas formation
or indigestion
o Eat slowly, eat small main meals and more snacks, walk after eating, drink lots of
liquids
 Feeling of fullness during the 3rd trimester
o Eat smaller amounts of food more often
Activity 2: IMMUNIZATIONS
This will involve a short lecture on the importance of immunizations and will serve as a review of the
basic vaccines provided by the DOH.
Procedure
o The facilitator will lecture using this guide:
What are the immunizations included in the Expanded Program on Immunization created by
the Department of Health?
What is the importance of immunization? How are these vaccines given to a patient? At what
age can the patient receive vaccinations? What specific diseases do these vaccines target?
o Reduction in childhood mortality
 Childhood mortality has decreased over the past few years due to the development
of immunizations
 Certain disease can now be prevented
 Children with incomplete immunization are at risk for acquiring infectious diseases
o More healthy children
o Decrease burden on parents
 Diseases can be a financial burden to parents, especially in families living in the
province or are not financially stable
 Immunizations help decrease the need for treatment by preventing some diseases
Vaccine
Age
Target Disease
BCG
Route of
Administration
Intradermally
1st month of life
Measles
Hep B
Subcutaneously
Intramuscularly
MMR
Subcutaneously
DPT
HiB
Intramuscularly
Intramuscularly
/
subcutaneously
Oral
9th month of life
Birth, 1st month of life and during
the 6th month of life
1st year of life and 4th-6th year of
life
2nd, 4th, and 6th months of life
2nd, 4th, and 6th months of life
Extrapulmonary
Tuberculosis
Measles
Hepatitis B
OPV
2nd, 4th, and 6th months of lifeof
life
Measles, Mumps,
Rubella
Diptheria, Tetanus,
Influenza
Polio
How should vaccines be stored?
o Vaccines should not be kept frozen or exposed to freezing temperatures
o Store at 2-8 degrees Celsius
o Shake the vials vigorously before use
o Do not use if re-suspension does not occur with vigorous shaking
o The vaccine should be given shortly after withdrawal from the vial
What are the common adverse reactions to the vaccines?
o Local reactions (swelling, redness, pain)
o Fever - Starts within the 1st 24 hours and may last for 2-3 days
What are contraindications in giving immunizations?
o Absolute contraindications
 History of anaphylactic reactions
 Subsequent doses of pertussis vaccinations are absolutely contraindicated if the
child gets the following within 48 hours of vaccination:
 Fever of 40.5 degrees or higher
 Collapses or goes into shock
 Persistent crying for 3 hours without cause
 Convulsions with or without fever within 3 hours after vaccination
 HIV infection of live attenuated vaccines (e.g. OPV and BCG)
o Temporary
 Pregnancy
 Severe illness that needs hospitalization
 Immunosuppression
 Recent blood transfusion
ACTIVITY 3: BREASTFEEDING
This will be a lecture on breastfeeding and its importance in boosting a child’s immune system. This will
also include a demonstration of the proper breastfeeding technique.
Procedure
a. The facilitator will give a lecture with regard to the importance of breastfeeding and its
contribution to the overall nutrition of the infant based on the DOH Breastfeeding Program. Use
this guide.
Why Breastmilk is Best
1. It helps protect the baby against:
 Diarrhea
 Cough
 Colds
 Malnutrition
 Other common illnesses
2. There is no need to prepare breastmilk
3. It is always available at no cost
4. It helps babies grow up with close bond to their mother
5. It is easy to digest
6. It is clean and has the right temperature
Important Points in Breastfeeding
 Breastfeeding should start within 30 minutes after birth
 Colostrum
o The initial yellowish fluid that comes out from the breast in the first 2-3 days after
birth
o It is good for babies and helps to protect them against infection
 When the baby is 6 months old, start giving other food in addition to breastmilk
 Continue to breastfeed sick babies
 A sick mother can still breastfeed her baby
 Breastfeeding mothers should eat nutritious food to become stronger
Danger Signs
 Sore Nipples
o Causes
 This is more common in mothers who have short nipples
 This may develop when the baby bites on the nipple
o Prevention
 In women with short or inverted nipples, squeeze the nipples several times
a day
 Breast Abscess
BHWs must stress that mother’s milk is and always will be the best food a baby can have in the
first 6 months of life.
b. The facilitator will give a lecture and demo with regard to the proper way to breastfeed infants
and the different positions that mothers may use. Use this guide.
Iba’t-ibang Posisyon sa Pag-Suso




Ang tuloy-tuloy na pagsuso ay kailangan upang makagawa ng gatas ang mga nanay
Dapat laging malinis ang suso ng nanay
Kung nahihirapan dumede ang sanggol o masakit ang utong, pwedeng pigain ang
suso upang mailabas ang gatas ng nanay
o Gamitin ang dalawang kamay
o Pigain ang suso, magsimula sa dibdib hanggang sa utong
o Ilagay ang gatas sa malinis na lalagyan
o Ibigay ang gatas sa sanggol gamit ang dropper
Para sa mga nanay na kailangang magtrabaho, pwede iimbak ang gatas sa loob ng
isang araw
o Pigain ang suso at ilagay ang gatas sa malinis na lalagyan
o Ilagay ang gatas sa malamig na lugar o sa ref
o Ibigay ang gatas sa sanggol sa loob ng 24 na oras
c. The facilitators will then show the LATCH Foundation video to the participants
d. Perform Post Test using the same questions as the Pre-Test.
Module Evaluation and Feedback
Evaluation forms will be handed out to the members and participants/ stakeholders of the community
to assess if the project was effective or not effective and propose revisions/recommendations for the
betterment of the project.
Ilista ang mga dahilan kung bakit
EPEKTIBO ang proyekto
Ilista ang mga dahilan kung bakit EPEKTIBO ang
proyekto
1.
1.
2.
2.
3.
3.
Rekomendasyon:
The facilitators/organizers will discuss the project’s impact on the participants and community.
(Documentation should be done by the assigned secretary of the group.)
Materials Needed
LCD Projector
Microphone & speakers
Chairs
Venue
Snacks
Cost
P500 Activity Materials
P500 Snacks
P500 Token
References
Department of Health
http://www.doh.gov.ph/health_programs/breastfeeding.html
http://portal.doh.gov.ph/node/1830
http://www.doh.gov.ph/taxonomy/term/425.html
http://www.firstbabymall.com/expecting/pregnancy/nutrition.htm
http://www.babycenter.com.ph/baby/health/immunisationchart/
MODULE 7: TEPOK LAMOK! IWASAN ANG DENGUE! CAMPAIGN
Brief Description
Tepok Lamok! Iwasan ang Dengue! is an educational campaign against Dengue, targeting primary
stakeholders within the community. This event will highlight the importance of knowing the
transmission of Dengue, warning signs that would warrant immediate consult, household interventions
and preventive practices.
What are the Needs?
Dengue is a very common disease in our country especially during rainy seasons. The DOH reported
70,204 dengue cases for week ending September 10, 2011. Community’s recognition of the vital
importance of social mobilization for prevention and control of dengue fever and dengue haemorrhagic
fever is very important.
Objectives
1. To disseminate information about dengue, its manifestations and prevention.
2. To conduct an on-site inspection of possible mosquito breeding areas within a barangay with
the highest incidence of dengue and make the necessary solutions.
3. To inculcate the value of community efforts in addressing public health concerns among the
community members of Licab municipality.
Expected Results
1. Attendance of BHW leader and at least 50% of the active BHW members per barangay
2. Attendance of influential leaders in the barangay e.g. municipal health officer (MHO)/ rural
health doctor, nurses, midwives, barangay captain, kagawad on health, principal/head teacher,
daycare center volunteers, traditional birth attendants, hilot, etc.
3. Report on on-site inspection per barangay submitted to the rural health physician or municipal
health officer.
Procedure:
a. There should be 1 facilitator per barangay who will go to the respected barangay health centers or
halls to conduct the campaign.
b. The facilitator will lecture on dengue, its manifestations and prevention using the Tepok Lamok!
Brochure. Dengue Posters from DOH may also be given and posted in barangay halls or health
centers.
c. An on-site inspection in the barangay will be conducted by the participants to note of mosquito
breeding areas and take the necessary action/ action plan for this finding.
d. Each barangay will document their findings during the inspection. This can be headed by any
primary health care volunteer (midwife, nurse, BHW, etc.)
e. All barangays will then convene in a designated area for the synthesis of the documented findings.
f. There will also be designated time for question and answer and discussion of Frequently Asked
Questions (FAQs) regarding Dengue. The following questions should be answered by the rural health
physician or facilitators.
g. Project Evaluation
List of FAQs:
 Ano ang dengue? (refer to brochure)
 Ano ang ginagawa ng lamok sa dengue? (refer to brochure)
 Ilang beses ka pwede magka-dengue? Apat na beses dahil may apat na iba’t ibang strains ang
mikrobyong dala ng lamok.
 Nakakahawa ba ang dengue? Hindi nakakahawa ang dengue tulad ng ibang sakit (e.g. sipon,
ubo, TB). Ito ay napapasa lamang ng lamok na kumagat ng taong may dengue.
Time
8:00-8:15 AM
Activity
Introduction
8:15- 8:45 AM
Tepok Lamok! Small Group
Discussion
On-site inspection per
barangay
Snacks
Documentation of
mosquito breeding areas
and necessary actions
made
Synthesis, FAQs
8:45-11:00 AM
11:00-11:30 AM
11:30-12:00 AM
Persons needed
11 facilitators (1 per
barangay)
facilitator
Facilitator
Assistant facilitators
Facilitator
Assistant facilitators
Facilitator, rural health
physician
Project Evaluation
a. Evaluation forms will be handed out to the members and participants/ stakeholders of the
community to assess if the project was effective or not effective and propose
revisions/recommendations for the betterment of the project.
Use this template:
Ilista ang mga dahilan kung bakit
EPEKTIBO ang proyekto
Ilista ang mga dahilan kung bakit EPEKTIBO ang
proyekto
1.
1.
2.
2.
3.
3.
Rekomendasyon:
b. The facilitators/organizers will discuss the project’s impact on the participants and community.
(Documentation should be done by the assigned secretary of the group.)
Materials Needed
Venue: barangay health center or barangay hall
Tepok Lamok Brochure per facilitator
Posters of DOH Dengue Health Advisory and Mag-4S Laban sa Dengue
Manila Paper
Pentel Pen
Tables and Chairs
Cost
P150 – Manila Paper and Pentel Pen
P500 – Snacks
Reference:
EsKWELA’s Tepok Lamok! Dengue Information Dissemination Campaign
Dengue Available at http://www.who.int/csr/resources/publications/dengue/048-59.pdf accessed
October 4, 2011-10-04
Dengue Health Advisory Posters from DOH
E Renganathan, W Parks et al. Towards Sustaining Behavioural Impact in Dengue Prevention and Control
Dengue Bulletin – Vol 27, 2003