Lagundi ( Vitex negundo) Asthma, Cough & Fever - Decoction ( Boil raw fruits or leaves in 2 glasses of wa ter for

15 minutes)Dysentery, Colds & Pain - Decoction ( Boil a handful of leave s & flowers in water to produce a glass, three times a day) S in diseases (dermatitis, scabies, ulcer, eczema) - Wash & clean the s in/wound with the decoction Headache - Crush leaves may be applied on the forehead Rheumatism, sprain, contusions, insect bites - Pound the leaves and apply on aff ected area Yerba (Hierba) Buena ( Mentha cordifelia) Pain (headache, stomachache) Boil chopped leaves in 2 glasses of water for 15 mi nutes. Divide decoction into 2 parts, drin one part every 3 hours. Rheumatism, arthritis and headache Crush the fresh leaves and squeeze sap. Massa ge sap on painful parts with eucalyptus Cough & Cold Soa 10 fresh leaves in a glass of hot water, drin as tea. (expect orant) Swollen gums Steep 6 g. of fresh plant in a glass of boiling water for 30 minute s. Use as a gargle solution Toothache Cut fresh plant and squeeze sap. Soa a piece of cotton in the sap and insert this in aching tooth cavity Menstrual & gas pain Soa a handful of leaves in a lass of boiling water. Drin infusion. Nausea & Fainting Crush leaves and apply at nostrils of patients Insect bites Crush leaves and apply juice on affected area or pound leaves until li e a paste, rub on affected area Pruritis Boil plant alone or with eucalyptus in water. Use decoction as a wash o n affected area. Sambong ( Blumea balsamifera) Anti-edema, diuretic, anti-urolithiasis Boil chopped leaves in a glass of water for 15 minutes until one glassful remains. Divide decoction into 3 parts, drin one part 3 times a day. Diarrhea Chopped leaves and boil in a glass of water for 15 minutes. Drin one p art every 3 hours. Tsaang Gubat ( Carmona retusa) Diarrhea - Boil chopped leaves into 2 glasses of water for 15 minutes. Divide de coction into 4 parts. Drin 1 part every 3 hours Stomachache Boil chopped leaves in 1 glass of water for 15 minutes. Cool and str ain. Niyug-Niyogan ( Quisqualis indica L.) Anti-helmintic - The seeds are ta en 2 hours after supper. If no worms are expel led, the dose may be repeated after one wee . (Caution: Not to be given to child ren below 4 years old) Bayabas/Guava( Psidium guajava L.) For washing wounds - Maybe use twice a day Diarrhea - May be ta en 3-4 times a day As gargle and for toothache - Warm decoction is used for gargle. Freshly pounded leaves are used for toothache. Boil chopped leaves for 15 minutes at low fire. Do not cover and then let it cool and strain A apul o( Cassia, alata L.) Anti-fungal (tinea flava, ringworm, athlete s foot and scabies) - Fresh, matured l eaves are pounded. Apply soap to the affected area 1-2 times a day

Ulasimang Bato( Peperonica pellucida Lowers uric acid (rheumatism and gout) One a half cup leaves are boiled in two g lass of water over low fire. Do not cover pot. Divide into 3 parts and drin one part 3 times a day Bawang/Garlic Hypertension - Maybe fried, roasted, soa ed in vinegar for 30 minutes, or blanch ed in boiled water for 15 minutes. Ta e 2 pieces 3 times a day after meals. Toothache - Pound a small piece and apply to affected area Ampalaya Diabetes Mellitus (Mild non-insulin dependent) - Chopped leaves then boil in a glass of water for 15 minutes. Do not cover. Coo l and strain. Ta e 1/3 cup 3 times a day after meals Bag technique a tool ma ing use of public health bag through which the nurse, du ring his/her home visit, can perform nursing procedures with ease and deftness, saving time and effort with the end in view of rendering effective nursing care. Public health bag - is an essential and indispensable equipment of the public he alth nurse which he/she has to carry along when he/she goes out home visiting. I t contains basic medications and articles which are necessary for giving care. Rationale To render effective nursing care to clients and /or members of the family during home visit. Principles The use of the bag technique should minimize if not totally prevent the spread o f infection from individuals to families, hence, to the community. Bag technique should save time and effort on the part of the nurse in the perfor mance of nursing procedures. Bag technique should not overshadow concern for the patient rather should show t he effectiveness of total care given to an individual or family. Bag technique can be performed in a variety of ways depending upon agency polici es, actual home situation, etc., as long as principles of avoiding transfer of i nfection is carried out. Special Considerations in the Use of the Bag The bag should contain all necessary articles, supplies and equipment which may be used to answer emergency needs. The bag and it s contents should be cleaned as often as possible, supplies replace d and ready for use at any time. The bag and it s contents should be well protected from contact with any article i n the home of the patients. Consider the bag and it s contents clean and /or steri le while any article belonging to the patient as dirty and contaminated. The arrangement of the contents of the bag should be the one most convenient to the user to facilitate the efficiency and avoid confusion. Hand washing is done as frequently as the situation calls for, helps in minimizi ng or avoiding contamination of the bag and its contents. The bag when used for a communicable case should be thoroughly cleaned and disin fected before eeping and re-using. Contents of the Bag Paper lining Extra paper for ma ing bag for waste materials (paper bag) Plastic linen/lining Apron Hand towel in plastic bag Soap in soap dish Thermometers in case [one oral and rectal]

2 pairs of scissors [1 surgical and 1 bandage] 2 pairs of forceps [ curved and straight] Syringes [5 ml and 2 ml] Hypodermic needles g. 19, 22, 23, 25 Sterile dressings [OS, C.B] Sterile Cord Tie Adhesive Plaster Dressing [OS, cotton ball] Alcohol lamp Tape Measure Baby s scale 1 pair of rubber gloves 2 test tubes Test tube holder Medicines betadine 70% alcohol ophthalmic ointment (antibiotic) zephiran solution hydrogen peroxide spirit of ammonia acetic acid benedict s solution Steps/Procedures Actions Rationale 1. Upon arriving at the client s home, place the bag on the table or any flat surf ace lined with paper lining, clean side out (folded part touching the table). Pu t the bag s handles or strap beneath the bag. To protect the bag from contamin ation. 2. As for a basin of water and a glass of water if faucet is not available. Pla ce these outside the wor area. To be used for handwashing. To protect the wor field from being wet. 3. Open the bag, ta e the linen/plastic lining and spread over wor field or are a. The paper lining, clean side out (folded part out). To ma e a non-contaminat ed wor field or area. 4. Ta e out hand towel, soap dish and apron and the place them at one corner of the wor area (within the confines of the linen/plastic lining). To prepa re for handwashing. 5. Do handwashing. Wipe, dry with towel. Leave the plastic wrappers of the towel in a soap dish in the bag. Handwashing prevents possible infection from one care provider to the client. 6. Put on apron right side out and wrong side with crease touching the body, sli ding the head into the nec strap. Neatly tie the straps at the bac . To prote ct the nurses uniform. Keeping the crease creates aesthetic appearance. 7. Put out things most needed for the specific case (e.g.) thermometer, idney b asin, cotton ball, waste paper bag) and place at one corner of the wor area. To ma e them readily accessible. 8. Place waste paper bag outside of wor area. To prevent contamination of clea n area. 9. Close the bag. To give comfort and security, maintain personal hygiene and hasten recovery. 10. Proceed to the specific nursing care or treatment. To prevent contamination of bag and contents. 11. After completing nursing care or treatment, clean and alcoholize the things used. To protect caregiver and prevent spread of infection to others. 12. Do handwashing again. 13. Open the bag and put bac all articles in their proper places. 14. Remove apron folding away from the body, with soiled sidefolded inwards, and

the clean side out. Place it in the bag. 15. Fold the linen/plastic lining, clean; place it in the bag and close the bag. 16. Ma e post-visit conference on matters relevant to health care, ta ing anecdo tal notes preparatory to final reporting. To be used as reference for futu re visit. 17. Ma e appointment for the next visit ( either home or clinic), ta ing note of the date, time and purpose. For follow-up care. After Care 1. Before eeping all articles in the bag, clean and alcoholize them. 2. Get the bag from the table, fold the paper lining ( and insert), and place in between the flaps and cover the bag. Evaluation and Documentation 3. Record all relevant findings about the client and members of the family. 4. Ta e note of environmental factors which affect the clients/family health. 5. Include quality of nurse-patient relationship. 6. Assess effectiveness of nursing care provided. Expended program for Immunization (EPI) Principles of EPI include: 1. Epidemiological situation 2. Mass approach 3. Basic Health Service The 7 immunizable diseases are: 1. Tuberculosis 2. Diptheria 3. Pertussis 4. Measles 5. Poliomyelitis 6. Tetanus 7. Hepatitis B Vaccine Content Form & Dosage # of Doses Route BCG Live attenuated bacteria Freeze dried infant- 0.05ml Preschool-0.1ml 1 ID DPT DT- wea ened toxin P- illed bacteria liquid-0.5ml 3 IM OPV wea ened virus liquid-2drops 3 Oral Hepa B Plasma derivative Liquid-0.5ml 3 IM Measles Wea ened virus

Freeze dried- 0.5ml 1 Subcutaneous Schedule of Vaccines: Vaccine Age at 1st dose Interval between dose Protection BCG At birth DPT 6 wee s 4 wee s DPT OPV 6wee s 4wee s Poliomyelitis Hepa B @ birth @birth,6th wee ,14th wee HepaB Measles 9m0s.-11m0s. measles 6 months earliest dose of measles given in case of outbrea 9months-11months- regular schedule of measles vaccine 15 months- latest dose of measles given 4-5 years old- catch up dose Fully Immunized Child (FIC)- less than 12 months old child with complete immuniz ations of DPT, OPV, BCG, Anti Hepatitis, Anti measles. Vaccine Minimum age interval % protected Duration of Protection TT1 As early as possible 0% 0 TT2 4 wee s later 80% 3 years TT3 6 months later 95% 5 years TT4 1year later/during next pregnany 99% 10 years TT5 1 year later/third pregnancy 99%

Lifetime There is no contraindication to immunization except when the child is immunosupp ressed or is very, very ill (but not slight fever or cold). Or if the child exp erienced convulsions after a DPT or measles vaccine, report such to the doctor i mmediately. Malnutrition is not a contraindication for immunizing children rather, it is an indication for immunization since common childhood diseases are often severe to malnourished children. Cold Chain under EPI: Cold Chain is a system used to maintain potency of a vaccine from that of m anufacture to the time it is given to child or pregnant woman. The allowable timeframes for the storage of vaccines at different levels ar e: o 6months- Regional Level o 3months- Provincial Level/District Level o 1month-main health centers-with ref. o Not more than 5days- Health centers using transport boxes. Most sensitive to heat: Freezer (-15 to -25 degrees C) o OPV o Measles Sensitive to heat and freezing (body of ref. +2 to +8 degrees Celcius) o BCG o DPT o Hepa B o TT Use those that will expire first, mar X / exposure, 3rd- discard, Transport-use cold bags, let it stand in room temperature for a while befor e storing DPT. Half life pac s: 4hours-BCG, DPT, Polio, 8 hours-measles, TT, Hepa B. FEFO ( first expiry and first out ) vaccine is practiced to assure that all vaccines are utilized before the expiry date. Proper arrangement of vaccines and/or labeling of vaccines expiry date are done to identify those near to expire vaccines. COPAR Definitions of COPAR: A social development approach that aims to transform the apathetic, individualis tic and voiceless poor into dynamic, participatory and politically responsive co mmunity. A collective, participatory, transformative, liberative, sustained and systemati c process of building people s organizations by mobilizing and enhancing the capab ilities and resources of the people for the resolution of their issues and conce rns towards effecting change in their existing oppressive and exploitative condi tions (1994 National Rural Conference) A process by which a community identifies its needs and objectives, develops con fidence to ta e action in respect to them and in doing so, extends and develops cooperative and collaborative attitudes and practices in the community (Ross 196 7) A continuous and sustained process of educating the people to understand and dev elop their critical awareness of their existing condition, wor ing with the peop le collectively and efficiently on their immediate and long-term problems, and m obilizing the people to develop their capability and readiness to respond and ta e action on their immediate needs towards solving their long-term problems (CO: A manual of experience, PCPD) Importance of COPAR:

1. COPAR is an important tool for community development and people empowerment a s this helps the community wor ers to generate community participation in develo pment activities. 2. COPAR prepares people/clients to eventually ta e over the management of a dev elopment programs in the future. 3. COPAR maximizes community participation and involvement; community resources are mobilized for community services. Principles of COPAR: 1. People, especially the most oppressed, exploited and deprived sectors are ope n to change, have the capacity to change and are able to bring about change. 2. COPAR should be based on the interest of the poorest sectors of society 3. COPAR should lead to a self-reliant community and society. COPAR Process: A progressive cycle of action-reflection action which begins with small, local a nd concrete issues identified by the people and the evaluation and the reflectio n of and on the action ta en by them. Consciousness through experimental learning central to the COPAR process because it places emphasis on learning that emerges from concrete action and which enri ches succeeding action. COPAR is participatory and mass-based because it is primarily directed towards a nd biased in favor of the poor, the powerless and oppressed. COPAR is group-centered and not leader-oriented. Leaders are identified, emerge and are tested through action rather than appointed or selected by some external force or entity. PHASES OF COPAR I. Pre-entry Phase A. Is the initial phase of the organizing process where the community/organizer loo s for communities to serve/help. B. It is considered the simplest phase in terms of actual outputs, activities an d strategies and time spent for it. Activities include: 1. Designing a plan for community development including all its activities and s trategies for care development. 2. Designing criteria for the selection of site 3. Actually selecting the site for community care II. Entry Phase A. Sometimes called the social preparation phase as to the activities done here includes the sensitization of the people on the critical events in their life, i nnovating them to share their dreams and ideas on how to manage their concerns a nd eventually mobilizing them to ta e collective action on these. B. This phase signals the actual entry of the community wor er/organizer into th e community. She must be guided by the following guidelines however. 1. Recognizes the role of local authorities by paying them visits to inform them of their presence and activities. 2. The appearance, speech, behavior and lifestyle should be in eeping with thos e of the community residents without disregard of their being role models. 3. Avoid raising the consciousness of the community residents; adopt a low- ey p rofile. III. Organization Building Phase A. Entails the formation of more formal structures and the inclusion of more for mal procedures of planning, implementation, and evaluating community-wide activi ties. It is at this phase where the organized leaders or groups are being given trainings (formal, informal, OJT) to develop their s ills and in managing their own concerns/programs. IV. Sustenance and Strengthening Phase A. Occurs when the community organization has already been established and the c ommunity members are already actively participating in community-wide underta in

gs. At this point, the different communities setup in the organization building phase are already expected to be functioning by way of planning, implementing an d evaluating their own programs with the overall guidance from the community-wid e organization. 1. Strategies used may include: a. Education and training b. Networ ing and lin aging c. Conduct of mobilization on health and development concerns d. Implementing of livelihood projects e. Developing secondary leaders TRAITS AND QUALITY OF A HEALTH WORKER 1. Efficient plans with the people, organizes, conducts, directs health education activities according to the needs of the community nowledgeable about everything relevant to his practice; has the necessary s ill s expected of him 2.Good listener hears what s being said and what s behind the words always available for the participant to voice out their sentiments and needs 3.Keen observer eep an eye on the proceedings, process and participants behavior 4.Systematic nows how to put in sequence or logical order the parts of the session 5.Creative/Resourceful uses available resources 6.Analytical/Critical thin er decides on what has been analyzed 7.Tactful brings about issues in smooth subtle manner does not embarrass but gives constructive criticisms 8.Knowledgeable able to impart relevant, updated and sufficient input 9.Open invites ideas, suggestions, criticisms involves people in decision ma ing accepts need for joint planning and decision relative to health care in a partic ular situation; not resistant to change 10.Sense of humor nows how to place a touch of humor to eep audience alive 11.Change agent involves participants actively in assuming the responsibility for his own learni ng 12.Coordinator brings into consonance of harmony the community s health care activities 13.Objective unbiased and fair in decision ma ing 14.Flexible able to cope with different situations FUNCTIONS OF HEALTH WORKER Community Health Service provider carries out health services contributing to the promotion of health, prevention of illness, early treatment of illness and rehabilitation. appraises health needs and hazards (existing or potential) Facilitator helps plan a comprehensive health program with the people

continuing guidance and supervisory assistance Health Counselor provides health counseling including emotional support to individuals, family, g roup and community Co-researcher provides the community with stimulation necessary for a wider or more complex st udy or problems. enforce community to do prompt and intelligent reporting of epidemiologic invest igation of disease. suggest areas hat need research (by creating dissatisfaction) participate in planning for the study in formulating procedures assist in the collection of data helps interpret findings collectively act on the result of the research Member of a Team in operating within the team, one must be willing to listen as well as to contri bute, to teach as well as to learn, to lead as well as to follow, to share as we ll as to wor under it helps ma e multiple services which the family receives in the course of health c are, coordinated, continuous and comprehensive as possible consults with and refers to appropriate personnel for any other community servic es Health Educator health education is an accepted activity at all levels of public wor s. A health educator is the one who improves the health of the people by employing various methods of scientific procedures to stimulate, arouse and guide people to health ful ways of living. She ta es into consideration these aspects of health educati on: information provision of nowledge education change in nowledge, attitude and s ills communication exchange of information