Republic of the Philippines

CENTRAL MINDANAO UNIVERSITY

COLLEGE OF NURSING
University Town, Musuan, Maramag, Bukidnon
E-mail: [email protected]

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, & 5

Dela Victoria, Vincent Philip P.

Acosta, Matthew Brewster R.
Balendres, Janella Andrea S.
Pacatang, Juliana Louise S.
Parajes, Jehainah Claire C.
Masucol, Stella Frances M.
Majorenos, Nissel Bann S.
Capuyan, Dann Michel M.
Calamba, Gwyn Jewel B.
Opiso, Nadine Abrielle G.
Macalam, Josha Mae M.
Tabios, Daffney Ellen C.
Murillon, Reizia Avril F.
Arcenal, John Louie C.
Nob, Princess Mary O.
Obial, Hearthy Jyra C.
Arpilleda, Jan Bliss M.
Bionat, Estiphany L.
Alcontin, Ayeinne C.
Monsanto, Gwen E.
Buhawe, Nicole S.
Quizada, Daisy D.
Aquino, Pam S.

CLINICAL INSTRUCTORS

Hanely Mae P. Luceño, MAN-MSN, RN

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 V. Bolinas
and Ma’am Lal Joy Sanchez-Ruba, as well as to the other 2C clinical instructors, Ma’am
Hanely Mae P. Luceño, Ma’am Lee-Ai M. Cantoneros, and Ma’am April May Hazil V.
Munday, for their time and assistance in conducting our family case study. All those
efforts in guiding us through the many home visits were 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
one;

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 i
Table of Contents ii

CHAPTER I: INTRODUCTION
Background of the Study 4
Family Profile 6
Location, Boundaries, and Climate 6
Number of Family Members 7
Source of Income of the Family 7
Power Sources 7
Communication Services 8
Transportation Services 8
Water Supply 8
Peace and Order in the Community 9
Genogram 10
Ecomap 11
Purpose of the Study 12
Significance of the Study 13
Scope and Delimitation 13
Objectives 13

CHAPTER II: METHODOLOGY 15

Data Collecting Procedure 15
Sampling Design 15
Research Design 15

CHAPTER III: PRESENTATION, ANALYSIS, 17

AND INTERPRETATION OF DATA
General Data 17
Family Data 17
Family Characteristics 18
Home and Environment 18

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Health and Health Practices 19
Environment 20
Awareness of Community Organization 20
Health Insurance 21

CHAPTER IV: IDENTIFIED HEALTH PROBLEMS 22

A. Summary of Identified Health Problems 22
B. Computing and Justifying Scores of Health Problems 22
C. Ranking of Health Problems According to Priority 32

CHAPTER V: FAMILY CARE PLAN 33

A. Poor Environmental Sanitation 33
B. Poor Personal Hygiene 36
C. No Potable Water 39

CHAPTER VI: HEALTH EDUCATION PLAN 42

A. Environmental Sanitation 42
B. Personal Hygiene 53
C. Importance of Potable Water 60

CHAPTER VII: FINDINGS, CONCLUSION, AND 69

RECOMMENDATIONS
A. Findings 69
B. Conclusion 69
C. Recommendations 70

REFERENCES 72
APPENDICES 74

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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).
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
they treat their patients. In addition to that, nurses 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 reflect 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 to 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

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various duties to ensure the family maintains their functioning at the optimal level. When
a nurse attends to two or more people living in the same home, they are treating 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,
interests, goals, and objectives within their system. This social system includes the
health, family, economic, educational, religious, welfare, political, recreational, legal, and
communication systems. 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, nurses 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).

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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.,
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.

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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 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 faces 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 to keep their devices
charged and functional. The family also relies on a solar panel to provide light for their
daughter's nighttime studies. However, the duration of the solar power only runs up to 3
hours, so the family turns it off when not required to conserve energy. This practice

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demonstrates the family's commitment to optimizing the efficiency of their solar
resource, ensuring that the stored energy is utilized purposefully and specifically tailored
to meet their daughter's studying needs.

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 are 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,
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

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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

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GENOGRAM

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

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 connections
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 environmental sanitation, hygiene deficit, no access to
potable water, imbalanced nutrition, and inadequate food. 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.

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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
health nurses with a deeper comprehension of the unique health struggles faced by
individuals dealing with poor environmental sanitation, hygiene deficit, no access to
potable water, imbalanced nutrition, and inadequate food. 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

The scope of this study only focused on the Lucky family, residents of Purok 11,
Dologon, Maramag, Bukidnon. The family, characterized as nuclear, comprised the
31-year-old wife LS. L, the 28-year-old husband JS. L, and their only daughter, 8-year-old
SS. L. This study, which took place from November to December, covered 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 are maintained. It also
included the population, civil status, family characteristics, home and environment,
health and health practices, awareness of community organizations, 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, ensuring a concentrated and in-depth
case study.

OBJECTIVES

GENERAL OBJECTIVES

At the end of 6-day community exposure, the student nurse will be able to
improve the Lucky Family’s living conditions and resolve conflicts associated with poor
environmental sanitation, and health-related problems.

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SPECIFIC OBJECTIVES

At the end of the 90-minute health teaching, the student nurse will specifically be able
to;

KNOWLEDGE

1. Identify and rank the health problems of the Lucky Family according to highest to
least priority.
2. Plan a comprehensive teaching session using the Health Education Plan Format.
3. Construct a family care plan and evaluate the efficiency of the nursing care
implemented.

SKILLS

1. Conduct effective health teaching sessions based on identified health priorities

such as environmental sanitation, proper personal hygiene, and the importance of
potable water.
2. Assess relevant home environment details, including safety, sanitation, and living
conditions of Lucky Family.
3. Document health teaching activities through pictures and video recordings.

ATTITUDE

1. Establish trust and rapport with the family members for an effective family health
assessment;
2. Show initiative and alertness, particularly in every opportunity to help the chosen
family and co-student nurses in planning nursing interventions;
3. Demonstrate a sense of responsibility with adherence to the ability one can offer.

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Chapter II - Methodology

DATA COLLECTION PROCEDURE

Before commencing data collection, the student nurses ensured a convenient

interaction time, prioritizing family comfort. They obtained a signed consent form, laying
the groundwork for ethical data gathering. The interview followed a systematic
approach, starting with general questions and progressing to specific health, medical
history, and lifestyle inquiries. Open-ended questions encouraged nuanced sharing,
exploring the family's views on health promotion and prevention. Data collection involved
a thoughtful mix of interviews and observations for a comprehensive understanding of
the assigned family's health dynamics. Simultaneously, student nurses assessed health
assets, support systems, and community resources through structured interviews.
Cultural considerations were incorporated with sensitivity. Detailed notes captured verbal
and non-verbal cues, forming the basis for subsequent analysis and interventions. The
conclusion involved a debriefing expressing gratitude, and opening avenues for additional
insights. Discussion of follow-up actions and community resources emphasized the
holistic approach in community health nursing.

SAMPLING DESIGN

The participants for this study were chosen through purposive sampling. The
student nurses used a non-random sampling technique to deliberately select a family
based on specific characteristics or criteria relevant to case studies. The student nurses
carefully selected a family based on specific qualities, characteristics, or criteria relevant
to their study’s objectives. This intentional selection allows for a focused and targeted
approach, ensuring that the chosen family can provide valuable insights or information
about 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.

RESEARCH DESIGN

This study uses phenomenological research 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 student nurses employed the

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descriptive phenomenological research method. This approach was chosen because the
student nurses 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. The student nurses used in-depth interviews and open-ended questions to
capture the depth of participants' experiences. By delving into the shared meanings and
perceptions within a specific group, the student nurses aimed 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.

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Chapter III - Presentation, Analysis, and
Interpretation of Data

GENERAL DATA
The Lucky household, a family of three (3) originating from the community of
Purok 11, Dologon, Maramag, Bukidnon.

FAMILY DATA

NAME RELATION SEX DOB MARITAL PLACE OF RESIDENCE

TO HEAD STATUS

LS. L Head F January 08, Married Purok 11, Dologon,

1992 Maramag, Bukidnon

JS. L Husband M July 13, Married Purok 11, Dologon,

1995 Maramag, Bukidnon

SS. L Daughter F October 15, Single Purok 11, Dologon,

2015 Maramag, Bukidnon
Table 1. Family Data of Lucky Family

Embarking on a transformative journey, the Lucky family transitioned from

residing under the shelter of LS. L's parents in their place of origin, Purok 11, Dologon,
Maramag, Bukidnon, to forge their path three years ago. Rooted in the Baptist faith, the
Lucky’s infuse their familial bonds with a profound spiritual anchor. Leading the family is
LS. L, 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 JS. L, 31 years old and was born on July 13, 1995.
Contributing to the family's livelihood through labor work, JS. L embodies resilience and
dedication, holding a high school level educational attainment. Together, LS. L and JS. L
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 SS. L. Born
on October 15, 2015, SS. L is currently navigating the corridors of knowledge as a
diligent grade 3 student at Dologon Elementary School.

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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

Table 2. Family Characteristics of Lucky Family

The Lucky family operates within a nuclear family structure, fostering a close-knit
and harmonious environment. A nuclear family is a basic family unit made up of parents
and their officially acknowledged children (Britannica, 2023). Despite the challenges that
often arise in familial dynamics, the Lucky family demonstrates 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, and
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 Lucky family navigates a monthly income ranging between Php 4,000 and Php
10,000. As of 2018, the Philippine Institute for Development Studies (PIDS) categorized
social classes based on income brackets, with the "Poor" class defined as those earning
below P10,957 in monthly income. This income range underscores their resilience and
resourcefulness, as they work together to manage their financial responsibilities.

HOME AND ENVIRONMENT

The Lucky Family resides in a makeshift house with a single sleeping room, no
electricity, lacking appliances but relying on kerosene for lighting. Safety concerns 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 or kerosene.
Water is sourced from a shared well or purchased, and stored in covered plastic pitchers.
The comfort room is around 15 meters from the water source. A distance of 10 meters
must be maintained between the water source and the drainage tank (Healthy Toilet
Criteria, 2019). Waste disposal methods include open dumping, burning, and segregation

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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 forgot the name)

Table 3. Family Health and Health Practices of Lucky Family

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 Lucky family shows
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.

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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
Table 4. Environment
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 that 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 Lucky
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 Lucky family demonstrates awareness of both the community and the
barangay's health promotion initiatives and available health resources. In addition to
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 collaborative efforts that contribute to the well-being of the
entire community.

20
HEALTH INSURANCE

The Lucky Family is well-informed about health insurance options, including

PhilHealth which is the most common health insurance in the Philippines, the Lucky
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 well-being and potential healthcare expenses.

21
Chapter IV - Identified Health Problems

A. SUMMARY OF IDENTIFIED HEALTH PROBLEMS

Name of Family Head: Josin

LIST OF HEALTH PROBLEMS NATURE OF
PROBLEM
1. Poor Environmental Sanitation Health Threat
2. Breast Pain of L. Health Deficit
3. No potable water Health Threat
4. Inadequate food Health Threat
5. Imbalanced nutrition of SS.L Health Threat
6. Personal Hygiene Deficit Health Threat
7. Inadequate exercise of J. Foreseeable Crisis
8. Environmental Hazard Foreseeable Crisis

B. COMPUTING AND JUSTIFYING SCORES OF HEALTH PROBLEMS

Family # 1
Family member No.:
Problem: Poor Environmental Sanitation
Actual
Criteria Standards Score Weight Justification
Score
Nature of the ● Health 3/ 1/ This is considered a health
problem Deficit threat because there is a
● Health 2 1 2/3 higher likelihood of the spread
Threat of infectious diseases.
● Foreseeable 1 1/3 Inadequate waste disposal,
Crisis 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.
Modifiability ● Removable 2 2 Current Knowledge:
of the Problem ● Partial 1/ 2 1/ The family’s knowledge is high
Modifiable as they know the negative
● Not 0 0 effects of having poor
Modifiable environmental sanitation, such
that this can lead to diseases
that may affect their health.
Family Resources:
The family may use the
cleaning resources available in
their home such as a broom,
and sack to store the garbage.
They may also use multiple
sacks to segregate their

22
garbage well.
Student nurse Resources:
Provided health teaching
regarding the importance of
having a clean environment
throughout the home.
Community Resources:
There are no community
resources available, thus the
family is struggling to resolve
this.
Preventive ● High 3/ 1/ It has high preventive
Potential ● Moderate 2 1 2/3 potential because they can
● Low 1 1/3 make changes within their
home that could greatly affect
the overall sanitation of their
home environment. These
could be done without any
financial assistance.
Salience of ● Needs 2/ 1/ This issue demands immediate
the Problem immedia attention, as its prolonged
te 1 neglect may have enduring
attention repercussions on the overall
health and
well-being of their family in
● Does not 1 ½ the future.
need
immediate
attention
● Not a 0 0
problem

TOTAL SCORE 4.6

Family # 1
Family member No.: 2
Problem: Imbalanced nutrition of SS. L
Actual
Criteria Standards Score Weight Justification
Score
Nature of ● Health Deficit 3/ 1/ Imbalanced nutrition is
the Problem ● Health Threat 2 1 2/3 considered a health threat
● Foreseeable 1 1/3 such that inadequate intake
Crisis of essential nutrients such
as vitamins, minerals,
proteins, and
carbohydrates can lead to
nutrient deficiencies.

Modifiability ● Removable 2 2 Current Knowledge:

of the Problem ● Partial 1/ 2 1/ The family’s knowledge is
Modifiable high as they know the
● Not Modifiable 0 0 negative effect of their
child having imbalanced
nutrition but do not take

23
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.
Student nurse
Resources:
Provided health teaching
regarding the importance
of 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.
Community Resources:
There are no resources
available in the community,
the family does also utilize
the land area for crop
production.
Preventive ● High 3/ 1/ The preventive potential in
Potential ● Moderate 2 1 2/3 this situation is moderate
● Low 1 1/3 due to low financial
resources within the family
and the inconsistent
availability of quality food
within the household.
Salience of ● Needs 2/ 1/ This problem needs
the Problem immediate immediate attention
attention 1 1 ½ because food is a source of
● Does not energy and healthy
need well-being.
immediate
attention
● Not a problem 0 0
TOTAL SCORE 3.2

24
Family # 1
Family member No.:
Problem: No potable water
Actual
Criteria Standards Score Weight Justification
Score
Nature of ● Health Deficit 3/ 1/ It is a health threat because
the Problem ● Health Threat 2 1 2/3 drinking non-potable water
● Foreseeable 1 1/3 leads to certain illnesses and
Crisis diseases.
Modifiability ● Removable 2 2 Current knowledge:
of the Problem ● Partial 1/ 2 1/ The family’s knowledge about
Modifiable this problem is high enough
● Not Modifiable 0 0 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.

Preventive Potential ● High 3/ 1/ The prevention level is

● Moderate 2 1 2/3 moderate because we
● Low 1 1/3 provided the family with
health education 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
water.
Salience of ● Needs 2/ 1/ The Family has been
the Problem immediate informed about the potential
attention 1 1 ½ risks associated with
● Does not consuming unclean water,
need and they recognize the
immediate urgency of addressing this
attention issue.
● Not a problem 0 0
TOTAL SCORE 3.2

25
Family # 1
Family member No.:
Problem: Inadequate food
Actual
Criteria Standards Score Weight Justification
Score
Nature of ● Health Deficit 3/ 1/ Inadequate food is a health
the Problem ● Health Threat 2 1 2/3 threat since this can lead to
● Foreseeable 1 1/3 nutrient deficiencies,
Crisis depriving the body of
essential vitamins, minerals,
proteins, and other nutrients
necessary for proper
functioning.
Modifiability ● Removable 2 2 Current Knowledge:
of the Problem ● Partial 1/ 2 1/ The family’s knowledge is
Modifiable moderate as they know the
● Not Modifiable 0 0 negative effects of having
imbalanced nutrition and
having inadequate food but
do not consider this as a
threat to their health since
they just deal with what
they have at the moment.
Family Resources:
The family resources are
scarce, and may suggest
that they couldn’t afford to
have adequate food for the
everyone in the family all
throughout the month.
Student nurse
Resources:
Provided health teaching
regarding the importance of
consuming the proper diet
and enough food for the
proper functioning of the
body and the overall health
of the family.
Community Resources:
There are no resources
available in the community
to solve this problem.

26
Preventive ● High 3/ 1/ The preventive potential of
Potential ● Moderate 2 1 2/3 this problem is moderate
● Low 1 1/3 since student nurses
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.
Salience of ● Needs 2/ 1/ This problem needs
the Problem immediate immediate attention since
attention malnutrition makes
● Does not 1 1 ½ individuals more susceptible
need to infections and diseases.
immediate Inadequate intake of
attention nutrients such as vitamins
● Not a problem 0 0 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
Family member No.: 2
Problem: Breast Pain of LS.L
Actual
Criteria Standards Score Weight Justification
Score
Nature of ● Health Deficit 3/ 1/ The client's breast pain
the Problem ● Health Threat 2 1 2/3 becomes a health concern
● Foreseeable 1 1/3 because it interferes with the
Crisis client’s well-being and daily
activities and causes
emotional distress to the
client.
Modifiability ● Removable 2 2 Current Knowledge:
of the Problem ● Partial 1/ 2 1/ Liesel has a high level of
Modifiable understanding because she
● Not Modifiable 0 0 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.

27
Student nurse Resources:
Provided health teaching
regarding breast care and
breast self-examination.
Community Resources:
No community resources are
available that the family could
use.
Preventive ● High 3/ 1/ Client breast pain can be
Potential ● Moderate 2 1 2/3 considered moderately
● Low 1 1/3 preventive for the reason that
we have given health teaching
about the importance of breast
care and breast
self-examination.
Salience of ● Needs 2/ 1/ Breast pain does not need
the Problem immediate immediate attention, as the
attention 1 client verbalized that pain only
● Does not occurs during menstruation.
need
immediate 1 ½
attention
● Not a problem

0 0
TOTAL SCORE 3.1

Family # 1
Family member No.:
Problem: Personal Hygiene Deficit
Actual
Criteria Standards Score Weight Justification
Score
Nature of ● Health Deficit 3/ 1/ The family's poor hygiene
the Problem ● Health Threat 2 1 2/3 practices can lead to an
● Foreseeable 1 1/3 increased risk of infections.
Crisis It is considered 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.

28
Modifiability ● Removable 2 2 Current Knowledge: The
of the Problem ● Partial 1/ 2 1/ family is not aware of their
Modifiable condition.
● Not Modifiable 0 0 Family Resources: The
family has 1 shared body
soap. A sachet of
shampoo. They also have a
comfort room to use 15
meters away from their
home. Each family member
has their own toothbrush
to use.
Student nurse
Resources: Provided
health teaching about the
importance of personal
cleanliness and why it is
necessary.
Community Resources:
The community resource
they have is they will only
buy from their neighbor's
sari-sari store.
Preventive ● High 3/ 1/ The potential preventive
Potential ● Moderate 2 1 2/3 measure of this is high for
● Low 1 1/3 the reason that the student
nurses can promote
hygienic practices that can
prevent the family from
getting health issues
related to poor hygiene.
Salience of ● Needs 2/ 1/ This health problem
the Problem immediate requires immediate
attention attention since the family
● Does not 1 1 ½ has no knowledge about
need their personal hygiene, this
immediate will also spread infectious
attention disease to the other family
● Not a 0 0 members which may
problem cause a health threat to
the family.

TOTAL SCORE 4.6

29
Family # 1
Family member No.: 1
Problem: Inadequate exercise of JS. L
Actual
Criteria Standards Score Weight Justification
Score
Nature of ● Health Deficit 3/ 1/ Client's physical inactivity is
the Problem ● Health Threat 2 1 2/3 associated with a lower quality
● Foreseeable 1 1/3 of life. This is considered a
Crisis foreseeable crisis because it
encompasses diminished
overall well-being of the client.
The client states that, "wala
koy gana mag exercise."
Modifiability ● Removable 2 2 Current knowledge:
of the Problem ● Partial 1/ 2 1/ The client is fully aware of her
Modifiable physical condition as she
● Not Modifiable 0 0 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 for other people's
physical health such as zumba
or light physical activity.
Preventive ● High 3/ 1/ The potential preventive
Potential ● Moderate 2 1 2/3 measure of this is high
● Low 1 1/3 because. Since it is modifiable,
the student nurses can
educate the client about the
benefits and the importance of
having physical exercise.
Salience of ● Needs 2/ 1/ Since it is a foreseeable crisis,
the Problem immediate it does not need immediate
attention 1 1 ½ attention because the client
● Does not can still have light physical
need activity such as doing
immediate household chores and work.
attention
● Not a problem 0 0
TOTAL SCORE 2.3

30
Family # 1
Family member No.:
Problem: Environmental Hazard
Actual
Criteria Standards Score Weight Justification
Score
Nature of ● Health Deficit 3/ 1/ Client's house is just beside
the Problem ● Health Threat 2 1 2/3 a big old tree and in the
● Foreseeable 1 1/3 long run may cause
Crisis casualties in the family if
there is an earthquake or
flooding that will occur in
the community.
Modifiability ● Removable 2 2 Current knowledge:
of the Problem ● Partial 1/ 2 1/ The client is fully aware of
Modifiable the risk of this hazard but
● Not Modifiable 0 0 still insists that it will not
happen in the near future.
Family resources:
The family has no choice in
deciding to eliminate this
risk, since they are just
living just enough to
support the family
Student nurse
Resources: Provided
health teaching about the
possible risk of the tree in
the long run and advise to
at least think about
removing this hazard for
this safety.
Community Resources:
The community has no
available resources to
resolve this problem.
Preventive ● High 3/ 1/ The potential preventive
Potential ● Moderate 2 1 2/3 measure of this is moderate
● Low 1 1/3 since we cannot force the
family to get rid of it as of
the moment, and we are
still dependent on the
financial capacity of the
family.
Salience of ● Needs 2/ 1/ Since it is a foreseeable
the Problem immediate crisis, it does not need
attention 1 immediate attention since
● Does not 1 ½ this could not harm the
need family in their current
immediate household.
attention
● Not a problem 0 0
TOTAL SCORE 2.4

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 Personal Hygiene Deficit 4.6

3 No Potable Water 3.2

4 Imbalanced Nutrition of SS. L 3.2

5 Inadequate Food 3.2

6 Breast Pain of LS. L 3.1

7 Environmental Hazard 2.4

8 Inadequate exercise of JS. L 2.3

32
Chapter V - Family Care Plan

HEALTH FAMILY GOALS OBJECTIVES INTERVENTIONS METHODS RESOURCES EVALUATION

PROBLEMS NURSING METHODS OF REQUIRED
(Primary PROBLEMS NURSING
Assessment) (Secondary FAMILY
Assessment) CONTACT

Poor Inability to provide After nursing After 3 home visits 1. Emphasized the Home Visits Material CRITERIA:
Environmental a home interventions, and nursing importance of a clean Resources: 1. Cleanliness of
Sanitation, such as environment that is the family will interventions, the and healthy house and
a. Inadequate conducive to be able to family will be able environment through Visual aids to be surroundings.
living space health maintenance effectively to: discussion of facts. used in 2. Proper
b. Improper and personal promote and 1. Recognize the Rationale: To impart discussing the garbage
garbage development due maintain an effects of poor knowledge about proper ways of disposal
disposal to: environment sanitation to their environmental garbage disposal 3. Knowledge
a. Inadequate conducive to health and sanitation and its on adequate
family resources health. well-being. advantages. Human living space.
(financial, a. Give 2. Discussed with the Resources:
inadequacy, and importance family their present STANDARD:
lack of space to to the schedule and habits After 3 visits,
construct facility) advantages of cleaning the Time and effort the family has
b. Lack of adequate environment. of both clients partially met
of/inadequate living space Rationale: To have and student their goal of
knowledge b. Determine the family include nurses. taking
regarding risk factors regular cleaning in necessary
preventive that their daily routine. actions to
measures . contribute 3. Explained the improve and

33
to crowding advantages of having maintain the
the area. an adequate living sanitation of
c. Emphasize space and ways on their
the how to maximize the immediate
importance available living space. surroundings.
of proper Rationale: Promotes They have
waste physical health by started cleaning
disposal and providing a safe their house by
proper environment and arranging the
sanitation to fosters a conducive things properly,
have a space for personal cleaning their
healthy and familial growth. front and back
environment 4. Discussed with the yards, and
. family the different started to
d. Acquire methods of proper adhere to the
adequate garbage disposal: proper disposal
information a. Recycling of their
about the b. Segregating garbage.
diseases c. Composting
associated Rationale: Raises
with poor awareness about
environment responsible waste
al sanitation management and
2. Demonstrate promotes a cleaner
proper measures of living environment.
cleaning the 5. Encouraged the
environment. family to follow a
regular schedule of

34
a. Proper cleaning the
arrangemen environment.
t of things in Rationale: To improve
the house the family’s habits in
b. Recycling maintaining
c. Segregating sanitation.
d. Composting 6. Discussed with the
family the possible
diseases associated
with poor
environmental
sanitation.
Rationale: To raise
awareness and
promote preventive
measures.

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/

35
HEALTH FAMILY GOALS OBJECTIVES INTERVENTIONS METHODS RESOURCES EVALUATION
PROBLEMS NURSING METHODS OF REQUIRED
(Primary PROBLEMS NURSING
Assessment) (Secondary FAMILY
Assessment) CONTACT

Poor Personal Hygiene Inability to After the After the nursing 1. Discussed the ● Home Educational After 3 visits,
as Health Deficit recognize the nursing interventions, importance of visits materials the family has
existence of a interventions, the following knowing the ● Health partially met
problem due to the following should take necessary information Education their goal of
lack of knowledge are expected to place: about personal incorporating
about the take place: 1. The family hygiene to prevent good personal
importance of 1. Recognize should acquire any health hygiene
personal hygiene. the importance adequate complications. practices into
of maintaining information Rationale: Personal their daily
good personal about the hygiene knowledge is routine. They
hygiene. importance of crucial for preventing have started
2. Demonstrate good personal health complications washing their
how to improve hygiene. and reducing disease hands regularly,
personal 2. The family transmission. brushing their
hygiene habits. should recognize 2. Provided adequate teeth twice a
the health risks knowledge on various day, and taking
associated with ways of maintaining a regular baths.
poor personal healthy lifestyle.
hygiene. Rationale: Ensuring a
3. The family healthy lifestyle is
should crucial as it
incorporate good encompasses various
personal hygiene factors that contribute

36
practices into to overall health and
their daily well-being.
routine. 3. Demonstrated
proper hygiene
practices such as
hand washing, dental
care, and regular
bathing.
Rationale:
Demonstrating proper
hygiene practices like
hand washing, dental
care, and regular
bathing helps
individuals learn the
correct techniques
and ensures their
proper execution.
4. Encouraged the
family to incorporate
these hygiene
practices into their
daily routine.
Rationale: Promoting
daily hygiene
practices within the
family fosters
habituality and

37
promotes a healthy
home environment
where everyone
understands and
contributes to
maintaining
cleanliness.

Reference : Curran, A. (2023, February 17). Self Care Deficit Nursing Diagnosis and Care Plan. NurseStudy.Net
https://nursestudy.net/self-care-deficit-nursing-diagnosis/

38
HEALTH FAMILY GOALS OBJECTIVES INTERVENTIONS METHODS RESOURCE EVALUATION
PROBLEMS NURSING METHODS OF S
(Primary PROBLEMS NURSING REQUIRED
Assessment) (Secondary FAMILY
Assessment) CONTACT

No Potable Water Inability to After the Within the 2-3 home 1. Established rapport to the ● Home Time effort After 3 visits,
as Health Threat provide a home nursing visits, the family will family. Visits with the goal was
environment intervention, be able to: Rationale: Serves as a participation of partially met,
conducive to the family will foundation for effective the family and the family was
health reconsider a. Recognize the communication. student nurse. able to consider
maintenance and taking dangers associated taking
personal appropriate with using the deep 2. Assessed the family’s Health appropriate
development due action(s) well's water causing willingness to participate in Teachings action(s) about
to: about diarrheas, solving the problem materials. prioritizing
prioritizing dysenteries, Rationale: Assessing the home facilities
a. Inadequate home salmonellosis, family’s willingness enables Transportation for a proper
family resources facilities for a hepatitis, and the development of expenses of water supply.
specifically: proper water giardiasis. strategies that align with the the student
limited financial supply family's level of nurses.
resources b. Appreciate the engagement, leading to
value of hygiene, more successful outcomes in
b. Lack of especially for young addressing the problem
inadequate children.
knowledge of 3. Informed the family of
importance of c. Demonstrate the the dangers of relying
hygiene and proper way of water permanently on a deep well
sanitation storage and acquiring for water
safe water supply. Rationale: Educating about
c. Lack of skill in the dangers helps
carrying out to communities understand the
improve home importance of sustainable
environment water management, and

39
promotes diversification of
water sources to ensure a
reliable and safe water
supply for the long term.

4. Discussed potential
illnesses that could be
contracted from taking a
bath in the deep well such
as: Typhoid Fever, severe
dehydration and diarrhea,
amoebiasis.
Rationale: Discussing
potential illnesses contracted
from bathing in a deep well
is crucial to raise awareness
about health risks associated
with contaminated water.
Highlighting these potential
illnesses helps communities
understand the importance
of accessing safe and clean
water sources for personal
hygiene.

5. Broadened the knowledge

of the family in determining
the proper site of water
source that is ideal for
consumption in their daily
needs.
Rationale: Broadening the
family's knowledge about

40
the sources of clean water
aids in making informed
decisions, reducing health
risks associated with
consuming contaminated
water.

6. Monitored the family’s

compliance to health
teaching.
Rationale: To assess the
effectiveness of the health
education provided and
guides future strategies for
improved wellness within the
family.

Reference : VERA, M. (2014) Family Nursing Care Plan: Assessment & Diagnoses in Family Nursing Practice.

41
Chapter VI - Health Education Plan
HEALTH EDUCATION PLAN

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
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.

GOALS/OBJECTIVES General Objective:

After a 30-minute health teaching session, the student nurses will be able to empower the Lucky 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 Lucky Family will specifically be able:

Knowledge:
1. To verbalize at least 7 out 10 steps 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 articulate at least 7 out of 10 techniques and methods employed in cleaning and sanitizing, including proper
hand hygiene, surface disinfection, and safe food handling measures.

Skills:
1. To maintain clean grounds, fold & organize unused cloth, pour stagnant water such as in old tires, plant pots

42
and cans.
2. 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
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.

43
LEARNING OUTCOMES CONTENT OUTLINE METHODOLOGY TIME RESOURCES/ EVALUATION
ALLOTMENT MATERIALS

Upon mastering the content Introduction I. Pre-Session 2 minutes Visual aids 1. After a 30-minute
of this health education 1. Brief overview of Preparation health teaching,
session, Lucky Family will be the importance of 1. Ensured the family members
able to: environmental venue is set up recognized the
1. Recognize the critical sanitation. with necessary critical importance
importance of ● In the family materials for of environmental
environmental and practical sanitation in
sanitation in community, demonstrations. preventing diseases.
preventing diseases. environmenta 2. Displayed visual 2. After a 30-minute
2. Demonstrate l sanitation is aids in a visible health teaching,the
knowledge of proper crucial for manner. family members
waste segregation, preventing 3. Welcome demonstrated
mosquito control, and diseases, participants and knowledge of
sanitation techniques. ensuring a establish a proper waste
3. Apply learned healthy living comfortable and segregation,
practices, including environment, interactive mosquito control,
waste disposal and reducing atmosphere. and sanitation
mosquito net usage, in healthcare 5 minutes Name tags, techniques.
daily life. costs, and II. (Icebreaker markers, sticky 3. After a 30-minute
4. Actively engage in fostering Activity notes health teaching,the
discussions on overall 1. Engaged family members
vector-borne diseases, well-being participants with applied learned
emphasizing and a brief practices, including
community-wide resilience. icebreaker waste disposal and
impact. 2. Introduction to the related to mosquito net usage,
5. Reflect on key points impact of environmental in daily life.

44
covered during the vector-borne sanitation. 4. After a 30-minute
session and articulate diseases on 2. Encouraged health teaching,the
plans for community health. participants to family members
implementation. ● Vector-borne share their actively engaged in
6. Effectively diseases experiences or discussions on
communicate the significantly thoughts on the vector-borne
importance of impact topic. diseases,
environmental community 3. Established a emphasizing
sanitation to others. health by connection community-wide
7. Provide constructive causing between impact.
feedback, use session widespread personal 5. After a 30-minute
references for further illnesses, experiences and health teaching,the
exploration, and increased the importance family members
actively participate in healthcare of reflected on key
evaluation sessions. burden, environmental points covered
economic sanitation.) 3 minutes Visual aids during the session
strain, and and articulated
potential III. Lecture/ plans for
long-term Interactive implementation.
health Discussion 6. After a 30-minute
complications 1. Briefly health teaching,the
. They often introduced the family members
lead to session's communicated
decreased objectives and effectively the
productivity, outline. importance of
absenteeism 2. Utilized a environmental
from work real-life scenario sanitation to others.
and school, or story to 7. After a 30-minute

45
and can illustrate the health teaching,the
disproportion impact of poor family members
ately affect environmental provided
vulnerable sanitation. constructive
populations. 3. Connected the feedback, used
Effective importance of session references
vector control the topic to the for further
measures are participants' exploration, and
crucial to daily lives. actively participated
mitigate 4. Facilitated a in evaluation
these discussion on sessions.
impacts and the impact of
enhance vector-borne
overall diseases and the
community role of
well-being. environmental
3. Role of sanitation.
environmental 5. Encouraged
sanitation in disease participants to
prevention. share their
● Environment understanding
al sanitation of the
prevents importance of
waterborne maintaining a
diseases, clean
controls environment.
vectors like 6. Related vector
mosquitoes, control to the

46
halts prevention of
foodborne diseases,
illnesses, emphasizing the 15 minutes Visual aids,
ensures community-wide materials for
hygiene, impact. waste disposal,
reduces cleaning, and
respiratory IV. Interactive sanitizing (e.g.,
and Discussion/ Return waste bins,
soil-transmitt Demonstration cleaning supplies),
ed infections, 1. Utilized visuals mosquito nets,
safeguards for a brief hand sanitizers,
water quality, presentation on handsoap, water
supports and waste basin, water.
contributes management,
to community covering types
health goals. of waste,
environmental
Content Delivery impact,
segregation
1. Presentation on 10 methods, and
steps of proper proper disposal.
waste segregation 2. Initiated a
and disposal. discussion on
a. Learn waste mosquito
categories: breeding
organic, grounds,
recyclable, prompting
non-recyclabl participants to

47
e, hazardous. share
b. Label bins experiences and
clearly for insights.
easy sorting. 3. Facilitated a
c. Separate dialogue on the
organic associated risks
waste for and stress the
compost. importance of
d. Educate on eradication
local measures.
recycling 4. Led a discussion
guidelines. on the
e. Dispose significance of
hazardous mosquito net
waste at usage.
designated 5. Addressed
points. common
f. Empty bins misconceptions
regularly to and challenges,
prevent emphasizing the
cross-contam role of mosquito
ination. nets in
g. Encourage preventing
reduce and vector-borne
reuse diseases.
practices. 6. Conducted a
h. Recycle hands-on
electronic demonstration

48
waste of cleaning and
responsibly. sanitizing
i. Conduct techniques,
periodic including hand
awareness hygiene, surface
campaigns. disinfection, and
j. Collaborate safe food
with local handling.
government Encourage
units (LGU) active 5 minutes
for participation and
implementati questions from
on of participants.
Material
Recovery V. Discussion
Facility(MRF)
2. Discussion on 10 1. Facilitated a
steps of eliminating brief reflection
mosquito breeding on the session's
grounds; key points.
a. Eliminate 2. Asked
stagnant participants to
water. share how they
b. Clean gutters plan to
regularly. implement what
c. Change the they've learned.
animal's bath 3. Reiterated the
water importance of

49
frequently. environmental Printed feedback
d. Cover water sanitation for forms, pencil,
storage personal and ballpen, Handouts
tightly. community or digital
e. Maintain well-being. resources with
pools and additional reading
use covers. VI. Structured materials
f. Trim Questionnaires
vegetation to 1. Opened the
reduce floor for a
resting spots. question-and-
g. Use answer session.
nets/screens 2. Addressed any
on queries or
doors/windo concerns related
ws. to waste
h. Dispose of disposal,
water-collecti mosquito
ng items. control, or
i. Treat sanitation.
stagnant 3. Provided
water with additional
larvicides. clarification and
j. Promote resources as
community needed.
mosquito 4. Distributed
awareness. feedback forms
3. Demonstration of to gather

50
the correct use of participants'
mosquito nets; thoughts on the
Hang net over bed, session.
tuck it in, repair any 5. Use the
damage promptly, feedback to
use it every night, improve future
keep it sessions and
well-ventilated, and tailor content to
prevent entry from participants'
underneath. needs.
4. Overview of the 10 6. Provided
steps of cleaning additional
and sanitizing resources for
techniques, further reading.
including surface 7. Shared contact
disinfection, and information for
safe food handling. any follow-up
5. Proper questions or
Handwashing clarification.
Techniques:
a. Wet Hands:Use
clean, running
water.
b. Apply Soap:
Sufficient amount to
cover all hand
surfaces.
c. Rub Palms

51
Together: Creating
a lather.
d. Interlace
Fingers:Scrub
thoroughly,
including between
fingers.
e. Rub Backs of
Hands:Including
knuckles.
f. Clean Under Nails:
Use fingertips of the
opposite hand.
g. Scrub Thumbs:In a
rotational motion.
h. Wash Wrists
i. Rinse Thoroughly
j. Dry with Clean
Towel

52
HEALTH EDUCATION PLAN

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. (Hygiene, n.d.)

GOALS/OBJECTIVES General Objective:

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:
At the end of 30-minute health teaching, the Lucky Family will specifically be able:
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 like washing hands before handling food, 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.

53
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

LEARNING OUTCOMES CONTENT OUTLINE METHODOLOGY TIME RESOURCES/ EVALUATION

ALLOTMENT MATERIALS

Upon mastering the Introduction I. Pre-Session 2 minutes Visual aids After a 30-minute
content of this health 1. Brief overview of the importance of Preparation health teaching
education session, Lucky personal Emphasize the role of 1. Ensured the session, the client
Family will be able to: personal hygiene in disease venue is set up were able to;
1. Recognize the prevention. with necessary A. Recognized
importance of Goals/ Objectives materials for the
proper personal 1. State the overall goal and objectives practical importance
hygiene and its of the session. demonstrations. of personal
roles in preventing Content Delivery 2. Displayed visual hygiene
infectious diseases. 1. Presentation on different ways to aids in a visible and its
2. Demonstrate maintain personal hygiene. manner. benefits for
knowledge of 2. Discussion on the importance of 3. Welcomed the their
proper proper hand washing before handling participants and health.
handwashing, things like food. established a B. Demonstra
bathing, and oral 3. Demonstration of the proper hand comfortable and ted/perfor
hygiene techniques. washing techniques. interactive med all the
3. Actively engage in atmosphere. techniques
discussions on II. (Icebreaker of personal
vector-borne Activity) hygiene
diseases, 1. Engaged 5 minutes Name tags, taught

54
emphasizing participants with markers, sticky during the
community-wide a brief notes health
impact. icebreaker teaching
4. Reflect on key related to session.
points covered personal C. Applied all
during the session hygiene. that they
and articulate plans 2. Encouraged have
for implementation. participants to learned
5. Effectively share their from the
communicate the experiences or health
importance of thoughts on the teaching
personal hygiene to topic. session to
others. 3. Established a improve
6. Provide constructive connection health and
feedback, use between physical
session references personal status.
for further experiences and
exploration, and the importance
actively participate of personal
in evaluation hygiene.
sessions.
III. Lecture/
Interactive
Discussion 3 minutes Visual aids
1. Briefly
introduced the
session's
objectives and

55
outline.
2. Utilized a
real-life scenario
or story to
illustrate the
impact of poor
personal
hygiene.
3. Connected the
importance of
the topic to the
participants'
daily lives.
Interactive Discussion
4. Encouraged
participants to
share their
understanding
of the
importance of
maintaining a
clean
environment.
5. Emphasized the
benefits of good
hygiene in
infectious
disease

56
prevention,
ensuring a 15 minutes Visual aids
community-wide
impact.

IV. Interactive
Discussion/ Return
Demonstration
1. Utilized 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. Facilitated a
brief reflection
on the session's
key points.

57
2. Asked
participants to
share how they
plan to
implement what
they've learned.
3. Reiterated the
importance of
hygiene for 5 minutes Printed feedback
personal and forms, pencil,
community ballpen, Handouts
well-being. or digital resources
with additional
VI. Structured reading materials
Questionnaires
1. Opened the
floor for a
question-and-
answer session.
2. Addressed any
queries or
concerns related
to proper hand
washing,
bathing, and
oral hygiene
techniques.
3. Provided

58
additional
clarification and
resources as
needed.
4. Distributed
feedback forms
to gather
participants'
thoughts on the
session.
5. Used the
feedback to
improve future
sessions and
tailor content to
participants'
needs.
6. Provided
additional
resources for
further reading.
7. Shared contact
information for
any follow-up
questions or
clarifications.

59
HEALTH EDUCATION PLAN

TOPIC: Importance of Potable Water

PURPOSE/RATIONALE: According to the World Health Organization (2023), 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. Grady et al., 2014, stated that 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, 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 (World Health Organization, 2023). 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.

GOALS/OBJECTIVES General Objective:

After a 30-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:
At the end of 30-minute health teaching, the Lucky Family will specifically be able:

Knowledge:
1. To verbalize the benefits of potable water, distinguishing it from non-potable sources and the health risks
associated with consuming contaminated water, including the potential for water-borne diseases, gastrointestinal
issues, and other adverse health effects.

60
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 methods for making water potable through boiling and for storing water to
prevent contamination, including the use of covered containers, cleaning storage vessels regularly to avoid
cross-contamination.
2. To identify common contaminants that can compromise water quality, including chemical pollutants, physical
impurities, and microbial agents such as Salmonella typhi, E.coli, and amoeba.

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: Creating & storing an emergency water supply. (2023, April 19). Centers for Disease Control and Prevention.
https://www.cdc.gov/healthywater/emergency/creating-storing-emergency-water-supply.html
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%20bacteri
a%2C%20and%20parasites.
Water and healthier drinks. (2022, June 6). Centers for Disease Control and Prevention.
https://www.cdc.gov/healthyweight/healthy_eating/water-and-healthier-drinks.html#:~:text=Benefits%20of%2
0Drinking%20Water&text=Getting%20enough%20water%20every%20day,to%20constipation%20and%20kidne
y%20stones.
World Health Organization: WHO. (2023, September 13). Drinking-water.

61
https://www.who.int/news-room/fact-sheets/detail/drinking-water#:~:text=Safe%20and%20sufficient%20
water%20facilitates,and%20numerous%20neglected%20tropical%20diseases.

LEARNING OUTCOMES CONTENT OUTLINE METHODOLOGY TIME RESOURCES/ EVALUATION

ALLOTMENT MATERIALS

Upon mastering the content of this I. Pre-Session I. Pre-Session 5 minutes Visual aids After the 30-minutes of
health education session, Lucky Preparation. Preparation health education, the
Family will be able to: 1. Brief overview of 1. Ensured the family members present
1. Understand the term "potable the definition of venue is set up were able to:
water" as water that is safe potable water. with necessary A. Acknowledged the
for drinking and free from 2. Introduction to the materials for importance of
harmful contaminants. drinking practical drinking water and
2. Recognize the benefits of non-potable water demonstrations. its positive impacts
potable water in maintaining on community 2. Displayed visual on their well-being.
health. health. aids in a visible B. Discussed their
3. Verbalize and apply knowledge 3. Emphasize the role manner. learnings regarding
on how to acquire potable of drinking potable 3. Welcomed the potable water by
water. water in disease participants and conversing with the
4. Learn about the specific health prevention. established a student nurse.
risks associated with comfortable and C. Applied the method
consuming contaminated interactive in boiling the water
water. atmosphere. to make it drinking
5. Reflect on key points covered water.
during the session and II. Icebreaker II. Icebreaker 2 minutes Name tags, D. Learned about the
articulate plans for Activity markers, sticky illnesses that can
implementation. 1. Provide an 1. Engaged notes spread due to

62
6. Provide constructive feedback, interesting participants with contaminated water.
use session references for icebreaker session a brief
further exploration, and in accordance to the icebreaker
actively participate in topics. related to
evaluation sessions. potable water.
2. Encouraged
participants to
share their
experiences on
where and how
they acquire
their drinking
water.
3. Established a
connection
between
personal
experiences and
the importance
of drinking
potable water.

III. Goals/ Objectives III. Lecture/ 10 minutes Visual aids

Interactive
Discussion
1. State the overall 1. Briefly introduce
goal and objectives the session's
of the session. objectives and

63
outline.
2. Use a real-life
scenario or story
to illustrate the
impact of people
drinking
non-potable
water.
3. Connected the
importance of
the topic to the
participants'
daily lives.
4. Facilitated a
discussion on
the specific
health risks that
contaminated
water poses to
children,
highlighting the
vulnerability of
young
individuals to
waterborne
diseases.
5. Encouraged
participants to

64
share their
understanding
of the
importance of
drinking potable
water.

IV. Content Delivery IV. Interactive 5 minutes Visual aids, kettle,

Discussion/ Return pot, stove,
Demonstration handsoap, water
1. Presentation on 1. Utilized visuals basin, water.
making water for a brief
potable through presentation on
boiling (Centers for how to make
Disease Control and water potable.
Prevention, 2022). 2. Initiated a
2. Discussion on the discussion on
impact of drinking the health
potable water to benefits
one's health acquired from
(Centers for Disease drinking potable
Control and water.
Prevention, 2022). 3. Conducted a
3. Discussion on how hands-on
to store drinking demonstration
water (Centers for of making
Disease Control and potable water
Prevention, 2023). using

65
instruments
found in
households.
5 minutes Visual aid
V. Discussion

1. Facilitated a
brief reflection
on the session's
key points.
2. Ask participants
to share how
they plan to
implement what
V. Conclusion and they've learned.
Reflection 3. Reiterated the
1. Recap key points importance of
covered. drinking potable
2. Discuss the water for
importance of personal and
implementing community
learned practices in well-being.
daily life. 3 minutes Printed feedback
3. Encourage VI. Structured forms, pencil,
questions and Questionnaires ballpen, Handouts
reflections from the 1. Opened the or digital
participants. floor for a resources with
question-and- additional reading

66
answer session. materials
2. Addressed any
queries or
concerns related
to acquiring
VI. Evaluation & potable water.
Feedbacking Sessions 3. Provided
1. Remind participants additional
of the importance of clarification and
the information resources as
shared. needed.
2. Provide the 4. Distributed
reference for further feedback forms
reading and to gather
exploration. participants'
thoughts on the
session.
5. Used the
feedback to
improve future
sessions and
tailor content to
participants'
needs.
6. Provided
additional
resources for
further reading.

67
7. Shared contact
information for
any follow-up
questions or
clarification.

68
Chapter VII - Findings, Conclusion, and
Recommendations

FINDINGS

Among the eight (8) identified health problems for each family member, the top
priority, ranked at 1, is Poor Environmental Sanitation, with a score of 4.6. This priority
was determined based on findings that revealed inadequate waste disposal, improper
sewage systems, and an overall lack of cleanliness and organization both inside and
outside the household, posing an increased risk for the transmission of infections. The
second-highest priority, ranked at 2, is Hygiene Deficit, also scoring 4.6. Despite the
family's practice of proper handwashing and awareness of the process, there is a notable
lack of knowledge regarding appropriate self-care practices. The third-highest priority,
ranking at 3, is the absence of potable water, scoring 3.2. While the family typically refills
their water, there are instances when they resort to drinking water from the well due to
shortages. This practice elevates the risk of waterborne diseases. The family faces
additional identified health problems, with the fourth priority being Imbalanced Nutrition
for SS.L, scoring 3.2. The fifth priority is Inadequate Food, also scoring 3.2. The sixth
priority involves Breast Pain for LS.L, scoring 3.1. The seventh priority pertains to
Environmental Hazard, scoring 2.4 with a score of 2.4. Lastly, the eighth priority is
Inadequate Exercise for JS.L, which scored 2.3. Each of these issues contributes to the
overall health challenges faced by the family.

CONCLUSION

The Lucky Family faces various health threats, with issues ranging from poor
environmental sanitation to inadequate nutrition and hygiene practices. Limited family
and community resources contribute to these challenges. Immediate attention is crucial
for problems like poor environmental sanitation and inadequate food, while others have a
foreseeable impact on long-term well-being. Based on the comprehensive analysis of the
collected data, it is evident that addressing the health challenges of the Lucky Family
requires a prioritized approach. The ranking of health problems according to their scores
emphasizes key areas that demand immediate attention and intervention. The top
priority is Poor Environmental Sanitation where the elevated score indicates that poor
environmental sanitation poses a substantial health threat to the Lucky Family.
Inadequate waste disposal and hygiene practices contribute to the spread of infectious
diseases, demanding urgent intervention. The family's high knowledge level presents an

69
opportunity for effective health education. Immediate attention is crucial to prevent
enduring repercussions on the family's overall health and well-being. The second priority
is the Hygiene Deficit, on par with poor environmental sanitation, the hygiene deficit also
presents a critical health threat. Inadequate personal cleanliness heightens the risk of
infections, underscoring the importance of immediate attention. The family's lack of
awareness about personal hygiene necessitates swift intervention to prevent the spread
of infectious diseases within the family. Promoting hygienic practices becomes imperative
for sustained health improvement. The third priority is No Potable Water, scoring 3.2.
While not as immediately critical as the top two priorities, No Potable Water is also one
of the significant challenges confronting the family. The reliance on well water during
shortages poses a potential risk of waterborne diseases, emphasizing the importance of
addressing this concern. In conclusion, the prioritization based on scores underscores
the need for immediate intervention in addressing poor environmental sanitation,
hygiene deficit, and no potable water within the Lucky Family. These health challenges, if
unattended, could have enduring consequences on the family's health.

RECOMMENDATIONS

With all the health problems and health concerns of the Lucky Family, the
following recommendations help to create sustainable changes that promote overall
well-being and empower the Lucky Family to navigate their health challenges more
effectively. First, engage with local community groups or government bodies to organize
clean-up drives, waste management programs, and educational sessions on proper
sanitation practices. Create awareness about the impact of poor environmental sanitation
on health. Second, investigate local community gardens, co-ops, or nutrition programs
that provide affordable, healthy food options. Connect the family with available
resources, such as subsidized food programs or nutrition workshops. Third, for no
potable water, work with local authorities to advocate for improved water sources in the
community. Seek partnerships with organizations that focus on providing clean drinking
water to underserved areas. Promote water conservation practices within the family.
Fourth, in terms of inadequate food, connect the family with local food banks,
government assistance programs, or NGOs that provide food aid. Offer guidance on
budget-friendly yet nutritious food choices. Collaborate with community initiatives
addressing food insecurity. For the breast pain of LS. L, explore options for subsidized or
donated medications for LS. L’s breast pain. Connect the family with healthcare resources
that offer assistance programs. Emphasize the importance of seeking medical attention
and consider community health clinics for affordable care. For Hygiene Deficit, it is

70
recommended to conduct regular health education sessions on the significance of
personal hygiene. Provide practical tips and demonstrations on proper hygiene practices.
Collaborate with community health workers to reinforce these teachings. Finally, for the
Inadequate Exercise of JS. L, it should be noted to promote physical activity tailoring
exercise recommendations to JS. L preferences and energy levels. Encourage activities
like household chores, walking, or light exercises. Explore community-based fitness
programs or virtual resources for accessible and enjoyable physical activities.

71
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water%20every%20day,to%20constipation%20and%20kidney%20stones.

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.

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Appendices

HEALTH EDUCATION

Photo #1. Health Teaching on Proper Handwashing

The Student Nurses conducted an informative health session on proper

handwashing for the Lucky Family. Despite their daughter being away at school, the
family actively participated in the discussion. When questioned about their handwashing
practices, they affirmed that they indeed follow proper hand hygiene procedures.

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Photo #2. Health Teaching on Proper Waste Segregation and Environmental Sanitation

The Student Nurses conducted a health education session for the Lucky Family,
focusing on the vital topic of proper waste segregation. During the session, they
emphasized the significance of responsible waste management, elaborating on the
potential health risks and illnesses that can arise from improper waste segregation.

Photo #3. Health Teaching on Proper Nutrition

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The Student Nurses conducted a health education session for the Lucky Family,
about proper nutrition. Throughout the session, it was discussed about the importance
of maintaining a well-balanced diet, which has a positive impact on overall health and
well-being. The discussion covered essential aspects such as nutrient intake, food
groups, and the role of proper nutrition in preventing various health issues. The aim
was to empower the Lucky Family with knowledge and practical tips for making
informed dietary choices that contribute to their long-term health.

Photo #4. Health Teaching on Preventing Heatstroke and Flu

With a focus on proactive measures, the student nurses discussed the signs and
symptoms of flu and heatstroke, equipping the family with the necessary information to
identify and address these health concerns promptly. The session aimed to empower
the Lucky Family with practical strategies and preventive measures, fostering a
proactive approach to their well-being.

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PROBLEMS

Photo #5. Poor Environmental Sanitation

This is the house of the Lucky Family. It is a makeshift house, surrounded by

chicken dens.

Photo #6: Poor Environmental Sanitation

When you step into the Lucky Family's house, you'll find their sleeping area right
away, but things are a bit scattered and not neatly arranged. The house only has two
windows, and there's a hole in the roof where mosquitoes can get in. The family
mentioned they don't wear slippers inside the house.

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Photo #7: Poor Environmental Sanitation

Additionally, the Lucky Family has a kitchen on the left side of their house where
they do their cooking. In the photo, you can see that their kitchen is quite messy, with
various items underneath that could potentially contaminate the food they prepare.

Photo #8: Poor Environmental Sanitation

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The Lucky Family also has a bamboo-type chair where they sit down, and
sometimes the chickens also sit in the chair. Additionally, many things on the chair make
it appear disorganized.

Photo #9: Hygiene

The Lucky Family doesn't have a dedicated bathroom; instead, they share one
with their extended family. At times, they even find themselves using a bathroom (refer
to photo above) located 15 meters away from their house.

Photo #10: No Potable Water

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The Lucky Family faces challenges with their water supply, lacking a proper
system. They rely on a well, utilizing it for washing clothes, and occasionally resorting
to drinking from it, particularly during periods of water scarcity when refilled water is
limited.

Photo #11: Photo with the Lucky Family

This photo features all the Lucky Family and the student nurses. The Lucky
Family appears highly supportive throughout the case study process, demonstrating
active participation and engagement.

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