Lecture With Pamphlet in Improving Maternal Knowledge and Skills On Home Management of Fever, Cough and Diarrhea in Children 0-5 Years Old in Barangay Batu, Siay, Zamboanga Sibugay Province

Loosen constrictive clothing and clear the airway from any obstruction.
LECTURE WITH PAMPHLET IN IMPROVING MATERNAL KNOWLEDGE

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AND
SKILLS ON
HOME MANAGEMENT OF FEVER, COUGH
AND DIARRHEA IN CHILDREN 0-5 YEARS OLD IN
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BARANGAY
BATU,
SIAY,
ZAMBOANGA
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Make sure the patient with danger signs is referred immediately to the health cente
drink or feed
ything
days in duration
atient must be calm):

sleepy or difficult to awaken
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ing
A RESEARCH
PAPER
TO
Encourage
the child
toPRESENTED
drink fluids regularly.
THE
FACULTY
OF
Breastfeeding.
ATENEO DE ZAMBOANGA UNIVERSITY

SCHOOL OF MEDICINE
Hygienic practice to avoid spread of infection to others by oro-nasal droplet
No danger signs
Do not give antibiotics unless prescribed by the physician.

Seek medical consult in 5 days if cough persists or conditions worsen.
IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE DEGREE OF
DOCTOR OF MEDICINE
BY:
CRISTAL JOYCE S. TEO

2015
APPROVAL SHEET
This research entitled LECTURE WITH PAMPHLET IN IMPROVING MATERNAL
KNOWLEDGE AND SKILLS ON HOME MANAGEMENT OF FEVER, COUGH AND
DIARRHEA IN CHILDREN 0-5 YEARS OLD IN BARANGAY BATU, SIAY,
ZAMBOANGA SIBUGAY PROVINCE prepared and submitted by CRISTAL JOYCE S.
TEO, in partial fulfillment of the requirements for the degree of DOCTOR OF MEDICINE, is
hereby accepted.
Dr. Anna Eunice Aujero-Sapasap

Adviser
Approved by the Oral Examination Committee with a grade of PASSED.
Dr. Mario R. Arciaga

Chairman
Dr. Anna Eunice Aujero-Sapasap

Member
Dr. Afdal B. Kunting

Member
ACCEPTED in partial fulfillment of the requirements for the degree of

DOCTOR OF MEDICINE.
_________________
Dr. Mario R. Arciaga
Associate Dean for Research
Ateneo de Zamboanga University
School of Medicine
TABLE OF CONTENTS
APPROVAL SHEET
LIST OF FIGURES
iv
LIST OF TABLES
iv
ACKNOWLEDGMENT
ABSTRACT
vi
CHAPTER I
INTRODUCTION
Background of the Study
Statement of the Problem
Research Objectives
Hypotheses of the Study
Conceptual Framework
Significance of the Study
Scope and Delimitation
1
1
5
5
6
7
8
8
CHAPTER II
REVIEW OF RELATED LITERATURE
CHAPTER III
METHODOLOGY
Research Design
Research Setting
Respondents
Sampling Design
Research Instruments
Research Intervention
Data Gathering Procedure
Data Analysis
Flow of Activities
14
14
14
15
15
15
19
20
21
22
CHAPTER IV
RESULTS
23
CHAPTER V
DISCUSSION
30
CHAPTER VI
CONCLUSION AND RECOMMENDATION
34
BIBLIOGRAPHY
36
APPENDICES
A. Questionnaire (English Version)
B. Questionnaire (Visayan Version)
C. Skills Checklist
D. Knowledge Scores of the Respondents
E. Skills Assessment Scores of the Respondents
F. Lecture Module (English Version)
G. Lecture Module (Visayan Version)
H. Pamphlet (English and Visayan Version)
CURRICULUM VITAE
38
40
42
44
47
50
54
58
62
LIST OF FIGURES
Figure
Page
1.
2.
Flow of Activities
22
LIST OF TABLES
Table
Page
1.
Demographic Profile of the Respondents
23-24
2.
Comparison of Knowledge Mean Scores of Mothers before

and after the intervention
26
3.
Number of Passers on the Skills Assessment before and after

the intervention
27
4.
Comparison of Skills of Mothers before and after the intervention

using McNemars Test
28
ACKNOWLEDGEMENT
Indeed, no man is an island. Without the support of these people, I wouldn't be able to
successfully complete my research. Hence, I would want to give credit to the following:
First and foremost, I would like to praise and thank my Creator, God Almighty, for giving
me the gift of life and for the other countless blessings He has given me. Undeniably, nothing is
impossible to You.
To Dr. Sam Cristobal, thank you so much for making it possible for me to be one step
closer to reaching my lifelong dream of becoming a doctor. I would not be where I am right now
without your help. You are truly a blessing and an inspiration.
To the members of the research committee, most especially to my research adviser Dr.
Anna Eunice Aujero-Sapasap, thank you for all the helpful advices since the start of my research.
To our community preceptor Dr. Ruhida Sarabi-Saydil, a huge thanks to you for the
guidance and support in our community projects and research activities. Also, to the community
residents of our second home, salamat kaayu sa inyung tanan. Dili posible mahuman ang akuang
research kung wala ang inyuhang suporta.
To Kuya Yrl and Mary Doll, thank you for sharing your expertise in the Visayan dialect.
To Kuya Dave, thank you for always being there, and also for teaching me how to run the
statistics of my research.
To United Laboratories (UNILAB), I am indebted to you for granting the financial
assistance needed to complete this research.
To the ROCKISTAs (Su, King, John, Kah Jeh, Shenna, Iard, Ly, & Kah Pre), thank you
for rocking my world. Despite our differences, we managed to meet halfway and live
peacefully and happily in our own version of PBB House. To my DREAMERS family, finally,
we are almost near in making our childhood dream a reality. Thank you for the friendship and
support.
To my beloved Ahia and Achi, thank you for constantly reminding me that I can do it. I
love you both.
To Mon-Mon, youre the best partner I could ever have. I consider myself blessed to have
you in my life. I love you 5ever. I also owe a huge debt of gratitude to Mami & Dadi for theyve
shown me great love and care. Thank you for making me feel that were already a family.
Lastly, to my Mama and Papa, I dedicate this paper to you, my heroes. Thank you for
everything you have done for me. I am who I am because of your love. I love you so much Ma
and Pa.
Tal-Tal
ABSTRACT
Diarrhea and pneumonia continue to be among the leading causes of under-5 mortality in many
developing countries like the Philippines. Knowledge and skills deficits on proper home
management of fever, cough and diarrhea were evident in Barangay Batu based on the survey
conducted. This pre- and post-intervention study aimed to determine if lecture with distribution
of pamphlets are effective in improving the maternal knowledge and skills on basic assessment
and home management of fever, cough and diarrhea in children 0-5 years old in Barangay Batu,
Siay, Zamboanga Sibugay Province. The convenience method of sampling was employed. The
knowledge of the 82 respondents was assessed using a questionnaire composed of fifteen (15)
multiple choice questions. To evaluate the skills of the mothers before and after the intervention,
a checklist was used. The skills assessment was composed of 6 stations, evaluated with a pass or
fail rating. The skills evaluated were the following: temperature taking, detection of danger signs
in a child with fever, counting of respiratory rate, detection of danger signs in a child with
cough, detection of danger signs in a child with diarrhea, and preparation of homemade oral
rehydration solution (ORS). Data collection was carried out before, immediately after, and two
months after the educational intervention. Data were analyzed using SPSS version 20 with
repeated measures ANOVA for knowledge and McNemars test for the skills. There was a
significant increase in the mean knowledge score of the mothers from 5.8537 before the
intervention to 11.7805 right after the intervention. Knowledge decay 2 months after the
intervention was noted from the decrease of the scores from post-intervention 1 (11.7805) to
post-intervention 2 (10.6098). For the skills, results revealed that there was an improvement on
the skills of the mothers on all of the stations right after the intervention with a P-value of 0.000.
Unlike the knowledge wherein significant decay was noted, the skills of the mothers were
retained 2 months after the intervention. This study then concludes that lecture with distribution
of pamphlets were effective in improving maternal knowledge and skills on basic assessment and
home management of fever, cough and diarrhea in children 0-5 years old.
CHAPTER I
INTRODUCTION
Background of the Study
Around 29,000 children under the age of five die every day, that is approximately 21
child deaths every minute, mainly from easily preventable and treatable illnesses such as
diarrheal dehydration and acute respiratory infections (ARI) (UNICEF, 2005). Diarrhea and
pneumonia continue to be among the leading causes of under-5 mortality in many developing
countries like the Philippines. The difficulties faced because of these diseases are especially
evident in rural or peri-urban communities in developing countries. According to a study
conducted in the rural areas in India, this could be attributed to lack of information among
mothers and caregivers of under-5 children on how to manage these illnesses at home and when
to bring the child to the nearest heath facility (Mane, Dohare, & Gitte, 2010).
A significant challenge in developing countries is to devise strategies with established
effectiveness extensively available to disadvantaged or underserved populations due to
socioeconomic disparities. Key interventions that were considered effective in decreasing child
morbidity and mortality due to diarrhea and pneumonia are vaccinating against the major causes
of pneumonia and diarrhea, encouraging infant breastfeeding, improving access to clean water
and sanitation, offering antibiotics for pneumonia and rehydration solutions for diarrhea, and
improving key family practices to better prevent illness in the home, managing illness when it
occurs and seeking preventive and curative services when necessary (World Health Organization,
2011). The knowledge and skills gap is addressed by one of the strategies of the Integrated
Management of Childhood Illnesses (IMCI), that is to equip the mothers or the primary
caregivers with the knowledge and skills needed to properly manage childhood illnesses at home
and to promptly refer the child to the nearest health facility, thus reducing child mortality.
The gaps in maternal knowledge and skills were apparent in Barangay Batu, Siay,
Zamboanga Sibugay Province where the two leading causes of child morbidity and mortality
from 2012-2014 were ARI and diarrhea (Barangay Batu Health Center Records, 2012-2014).
Last June 2014, the researcher conducted a house-to-house survey among 118 mothers with
children 0-5 years old regarding their practices on home management of fever, cough and
diarrhea. The following highlight the practices of mothers: in managing fever alone, 36% of the
mothers give antibiotic medications such as Cotrimoxazole, Chloramphenicol and Amoxicillin,
without seeking medical consult. For the management of acute cough in children, 68% of the
mothers administer antibiotic medications such as Amoxicillin and Cefalexin, mostly from
previous prescriptions and from the neighbors advice. In managing diarrhea at home, according
to 68% of the mothers, they give antibiotics such as Cotrimoxazole and Metronidazole to their
children. Forty-six percent (46%) of the mothers expressed that they let their children have soda
drinks, mostly Sprite. A number (17%) of the mothers give antidiarrheal to decrease the bowel
movements of their children. Despite the promotion of oral rehydration solutions (ORS) thru
advertisements in the media and procurement by the Department of Health of ORS packets for
giving away at barangay health centers nationwide, only 22% of the mothers give ORS to their
children at the first sign of diarrhea. Regarding awareness of ORS, 79% of the mothers are aware
of its existence. Despite these mothers being aware of ORS, only 32% actually tried giving ORS
to their children. Reasons for not giving ORS were lack of knowledge on the preparation of
homemade ORS, the diarrhea was not severe and the unavailability of the solution. These
improper practices make a difference in a childs life; hence, it is vital to change these wrong
practices to correct ones.
Every time a child gets sick, the parents, who are the primary caretakers, are the first to
respond. They are the first ones to make a quick judgement regarding the signs and symptoms,
especially looking into the severity of the illness and what management could be done to treat the
ailment. The major determinant of the amount and type of care that a child receives is the
knowledge of the mother and caregivers (Kamau-Thuita, Omwega, & Muita, 2002). Thus, health
education targeting the mothers is vital. When the mothers are properly educated on important
health information such as the signs and symptoms of pneumonia and diarrhea, timely
recognition of the onset of disease, proper home management which includes prompt and correct
fluid replacement and timely medical consult with compliance to antibiotic treatment, they can
save the lives of their children.
Health education has already established its effectiveness in improving key family
practices. As stated by Das et al. (2013) in their study on the effect of community-based
interventions on childhood diarrhea and pneumonia, community-based health education
interventions led to significant rise in care-seeking behaviors with 13% and 9% increase in careseeking for pneumonia and diarrhea respectively. These interventions were associated with 160%
increase in the use of ORS. There was a 75% decline in the unnecessary use of antibiotics for
diarrhea and a 40% decrease in treatment failure rates for pneumonia (Das, Lassi, Salam, &
Bhutta, 2013). Also, involvement of health care personnel and medical students in targeted health
education classes is efficacious. Educational interventions done by health care professionals may
prove more effective than formal general health education classes taught by uninterested,
unenthusiastic, untrained school teachers (Agble & Arafa, 1999).
Regardless of so many educational strategies, the oldest and most commonly used
approach in delivering information is lecture. The lecture has many advantages which include
providing information to a large number of people, covering a large amount of material quickly,
and providing cost-effectiveness and efficient use of time (Comello, Russell, & Wright, 2007). In
the study conducted by Sarmiento (2008) on traditional healers, it was concluded that lecture is
an effective tool in improving the knowledge and skills of the respondents. But then, the
respondents who failed were subjected to tutorials to improve and to sustain retention of their
skills over time.
As stated by Tyler (2009), lectures will only address part of the learning cycle and appeal
most to participants who are primarily auditory learners or have an assimilating learning style,
while others may disengage from the presentation of the material. Therefore, other educational
strategies will be of benefit to supplement lecture in addressing the issues on various styles of
learning and deterioration of knowledge and skills.
Distribution of pamphlets is another effective strategy in conveying health information.
The advantages of pamphlet include its cost-effectiveness, convenience, and ease of preparation,
production and distribution. The pamphlet also serves as a reminder to the mother what to do
every time her child has an illness. Another advantage is that mothers who cannot read can find
the pictures helpful, or they can have a family member or friend read out the written instructions
on the pamphlet, thus other people will also learn from the pamphlet (Wadhwani, 2014). It was
stated in the study Knowledge Retention from Preoperative Patient Information that the use of
pamphlets to inform patients and to improve retention of skills is warranted (Stern & Lockwood,
2005).
Thus, the researcher would like to conduct a study on the effectiveness of the
combination of lecture and pamphlet distribution on the knowledge and skills of mothers. The
driving force for this study is the perceived health issue associated with knowledge and skills
deficit on basic assessment and proper home management of fever, cough and diarrhea.
Strategies to improve the knowledge and skills of the mothers in this community will be helpful
to avoid the consequences of improper home management of these illnesses and late referral to
the health care facility.
Statement of the Problem
Is lecture with pamphlet distribution effective in improving the knowledge and skills of
mothers on home management of fever, cough and diarrhea in children 0-5 years old in Barangay
Batu, Siay, Zamboanga Sibugay Province?
General Objective
To determine the effectiveness of the educational intervention through lecture with

distribution of pamphlets in improving the knowledge and skills of mothers on home
management of fever, cough and diarrhea in Barangay Batu, Siay, Zamboanga Sibugay Province.
Specific Objectives
1. To determine the knowledge of mothers on home management of fever, cough and

diarrhea before and after the lecture with pamphlet distribution.
2. To compare the knowledge of mothers on home management of fever, cough and diarrhea
before and after the lecture with pamphlet distribution.
3. To determine the skills of mothers on home management of fever, cough and diarrhea
4. To compare the skills of mothers on home management of fever, cough and diarrhea
Hypothesis
1. Null Hypothesis
The lecture and pamphlet have no effect on the knowledge and skills of mothers on home
management of fever, cough and diarrhea in Barangay Batu, Siay, Zamboanga Sibugay
Province.
2. Alternative hypothesis
The lecture and pamphlet have a positive impact on the knowledge and skills of mothers
in Barangay Batu, Siay, Zamboanga Sibugay Province regarding home management of
fever, cough and diarrhea.
PROBLEM
ARI and diarrhea two leading causes of under-five morbidity and mortality in Siay
Knowledge and skills deficit on proper home management of fever, cough and diarrhea
Educational intervention thru

lecture with pamphlet distribution
RESULT
RESULT
Improvement of maternal knowledge

and skills
No effect on maternal knowledge and

skills
Figure 1. Conceptual Framework
It was noted that in this community, mothers resort to home management first in treating
child illnesses such as fever, cough and diarrhea, however, with inadequate knowledge and
improper skills. The combination of two educational interventions (lecture with pamphlets) will
be assessed as to their effectiveness in improving the knowledge and skills of mothers regarding
home management of fever, cough and diarrhea.
Significance of the Study

The primary importance of this study is to determine the effectiveness of lecture with
pamphlet in improving the knowledge and skills on home management of fever, cough and
diarrhea among mothers. If these educational strategies are proven to be effective in improving
maternal knowledge and skills, health information drives conducted by community health
workers can then include lecture with distribution of pamphlets.
Scope and Delimitation

This study was designed to concentrate on the knowledge and skills of mothers who have
a child 5 years old and below on home management of three common childhood signs/symptoms
fever, diarrhea and cough. Two educational interventions, lecture and pamphlet, were used in
combination to determine their impact on maternal knowledge and skills. The content of the
lecture and pamphlets included information on the basic assessment and home management of a
sick child with fever, diarrhea and cough. Information on basic assessment included the vital
signs (temperature and respiratory rate) taking and the danger signs or the manifestations that
should be closely monitored or looked for prompting the parent to seek immediate medical
advice. On home management, the content focused on promotion of breastfeeding, appropriate
drug use and preparation of homemade oral rehydration solution.
CHAPTER II
REVIEW OF RELATED LITERATURE
According to the Philippine Health Statistics, ARI and diarrhea remained to be the 1 st and
3rd leading causes of mortality of Filipino children less than 5 years old from 2004 to 2009. The
Pediatric Infectious Disease Society of the Philippines have also expressed that around 37
Filipino children below five years old die every day because of pneumonia and it is followed by
diarrhea which claims the lives of 13 children in this age group daily. Despite the availability of
preventive measures such as the vaccines, these two childhood illnesses remain to be the top
killers of Filipino children.
The study Determinants of Two Major Early Childhood Diseases and their Treatment in
the Philippines: Findings from the 1993 National Demographic Survey of the Philippines looked
into the levels of healthcare utilization which revealed that overall, only 52% of the children who
had suffered from ARI during the two-weeks before the survey had seen a doctor or other health
care professional. Of the children who had suffered diarrhea, 45% had seen a health care
professional, and only 18% had received ORS. This shows that mothers or other primary
caregivers resort to home management first before seeking medical treatment from health care
professionals. Also, it was discovered in this research that although efforts had been made to
recommend the use of ORS in the treatment of diarrheal diseases and to make it available, a
number (17%) of Filipino families were still treating diarrhea with expensive and inappropriate
medications such as antibiotics and antidiarrheal. Through the results of this study, they have
concluded that the Philippine Department of Health needs to continue to extend its services,
despite the commendable outcomes already seen (Costello, Lleno, & Jensen, 1996).
To answer these problems, the World Health Organization and United Nations Children
Funds have developed the Integrated Management of Childhood Illnesses (IMCI). IMCI is a
well-studied and integrated approach to child health that aims to reduce mortality, illness and
disability, and to promote improved growth and development among children under five years of
age. IMCI includes both preventive and curative elements that can be implemented not only by
health care workers, but also by families. One of the three components of IMCI, Community
IMCI, highlights the importance of action at the level of the home and community because the
practices of caretakers are crucial to preventing and treating child illness effectively. Community
IMCI delivers child health interventions to mothers and children who need them. It does this by
improving key family practices to better prevent illness in the home, managing illness when it
occurs and seeking preventive and curative services when necessary. Activities included in
community IMCI focus on improving availability and quality of health education, communitybased services, essential commodities and infrastructure (World Health Organization, 2011).
Effective educational techniques are essential for educating parents about proper child
care and home management of common childhood illnesses. Many studies have been done to
establish the effectiveness of different educational interventions in improving the knowledge and
enhancing the skills of their respondents.
The research entitled The Effect of Health Education on the Knowledge and Attitude
regarding Responsible Self Medication on Common Illnesses among Mothers of Barangay San
Jose, Aurora, Zamboanga del Sur by Gapor (2006) showed that health education intervention
through lecture is an effective tool in improving the knowledge of mothers on responsible selfmedication. His study emphasized that health education through lecture is an effective method to
increase knowledge, but still additional strategies are recommended to sustain knowledge
retention. Immediately after the intervention, an increase in knowledge mean score was noted,
from a mean score of 21.29 to 24.26. This pointed out that the respondents had gained
knowledge after the intervention was done. However, one month after the intervention, a
decrease in mean knowledge score was noted, from 24.26 to 22.64. The decrease in mean
knowledge score was significant. This indicated that the respondents had knowledge decay. The
effect of health education on the attitude remains to be proven otherwise, as the respondents in
this study already had a positive attitude on the topic.
Sarmiento (2008) conducted a research on the effect of health education on the

knowledge and skills of traditional healers on the assessment and management of fever, ARI and
loose bowel movement (LBM) in 5 selected barangays of Sergio Osmea, Sr., Zamboanga Del
Norte. Results had shown a significant increase in the knowledge mean score of respondents
from 6.67 before the intervention to 8.94 immediately after the intervention. The results of the
study revealed that lecture on fever, ARI and LBM as an interventional tool is effective in
improving the knowledge and skills of traditional healers.
The study The Effect of Lecture versus Lecture with Pamphlet on the Knowledge and
Practices of Mothers regarding Proper Use of Antibiotics in Alicia, Zamboanga Sibugay
Province conducted by Hassan-Samain (2010) revealed that the combination of lecture with
pamphlet is a better tool in increasing the knowledge of the respondents, improving their
practices and producing more compliance than using lecture alone. She concluded through this
research that lecture was indeed effective in enhancing the knowledge and practices of the
respondents but the combination of a lecture and pamphlet was more effective as people tend to
remember things if they are presented visually. The pamphlet served as a constant reminder
which they can read from time to time, unlike lecture which was conducted only once.
In Nepal, a study conducted by Ansari, Ibrahim, & Shankar (2012) entitled Mothers
Knowledge, Attitude and Practice regarding Diarrhea and its Management in Morang Nepal: An
Interventional Study revealed that the effect of a sustained, meaning done again 1, 3 and 6
months after the first lecture discussion, educational interventions were beneficial in significantly
improving mothers overall knowledge, attitude and practices of managing diarrhea at home. The
median scores of knowledge, attitude and practice increased from 14, 7, 6 to 26, 9, 13,
respectively, due to the repeated interventions. The interventions were carried out in the form of
educational sessions (containing both text as well as pictures) in which the informational
contents were based on the protocol that was developed on the basis of United States Agency for
International Development (USAID) and WHO guidelines. The main limitations of the series of
educational interventions were financial and time constraints.
Tan (2014) conducted a study, which also focused on mothers, on the effect of health
education on the knowledge and skills on home management and prevention of diarrhea in
children 0 - 5 years of age in Barangay Paradise, Diplahan, Zamboanga Sibugay Province. The
objectives of his study was to determine the knowledge and skills of mothers regarding detection
of danger signs, timely referral, proper hand washing, preparation of oral rehydration solution
and management of acute diarrhea at home. He used a combination of lecture, visual aids,
pictures, actual demonstration, and return demonstration of skills by the respondents. The results
of his study showed that the educational interventions he utilized were effective in improving the
knowledge and skills, however, with noted knowledge and skills decay after 2 months.
The studies cited pointed out that different educational strategies have a positive impact
on improving the knowledge and skills of their respondents. Numerous studies have proven that
mothers, even if they have no educational background on health matters, can be taught so that
they can properly and promptly manage the common childhood illnesses at home. Different
modes of teaching or information dissemination have different advantages and disadvantages.
Also, Akmam (2001) from Japan emphasized in his study Maternal Education as a Strategy for
Children's Survival and Health in Developing Countries that in order to ensure children's
survival, the governments of third world countries, world organizations, donor countries and
Non-Government Organizations, must take initiatives to ensure literacy and sufficient healthknowledge for the mothers and also provide appropriate conditions and environment for them to
apply that knowledge. Due to the health burden on the three child illnesses fever, diarrhea and
cough, and with the established fact that the complications from these illnesses can be prevented
with proper health education among primary caregivers, the research on the effectiveness of
lecture with pamphlet on the knowledge and skills of mothers on home management of
childhood illnesses deemed significant.
CHAPTER III
METHODOLOGY
Research Design
This study utilized a pre- and post-interventional research design to determine the effect
of the combination of two educational interventions which are lecture and distribution of
pamphlets on the knowledge and skills of mothers on home management of fever, cough and
diarrhea in children 0-5 years old in Barangay Batu, Siay, Zamboanga Sibugay Province.
Research Setting
The study was conducted in Barangay Batu, Siay, Zamboanga Sibugay Province.
Barangay Batu has a total land area of 892 hectares, including 20 hectares of irrigated land. It has
10 puroks and most are located along the highway. Purok 6 is near the coast line while Purok 7 is
in the mountain area. The barangay has one health center manned by a rural health midwife
where the people could seek medical consult. For conditions which the rural health midwife
could not manage, the patient is referred to the Rural Health Unit located at Poblacion, with an
estimated distance of 11 kilometers, which could be reached by riding a motorcycle or bus.
Based on the data gathered at the Rural Health Unit, the three leading causes of morbidity
and mortality among children under five years of age in the municipality of Siay last 2013 were
upper respiratory tract infection, diarrhea and pneumonia. In Barangay Batu, the two leading
causes of morbidity among children 0-5 years old were also upper respiratory tract infection and
diarrhea.
Respondents
Mothers were the respondents for this study since according to the survey they are the
primary caregivers and the decision-makers when it comes to health issues. At first, the mothers
with a child aged 0-5years old were identified by the researcher through house-to-house survey.
A list of identified mothers was created, after which a series of home visits were done to
establish rapport and to ask the consent of the mothers to be the respondents for this study.
Drop-out Criteria
Respondents who failed to take the post-intervention questionnaire 1 and/or postintervention questionnaire 2.
Sampling Design
Convenience sampling was used in selecting the respondents. The study sample
comprised of mothers with children 5 years old and below who were available and were willing
to be respondents of this study. Only 89 mothers were available during the pre-intervention
assessment and all of them have taken the pre-intervention knowledge and skills exams.
However, 7 respondents were considered drop-outs after failing to complete the post-intervention
knowledge and skills assessment due to unavailability during the time allotted for the
assessment.
Research Instruments
The research instruments used were self-administered questionnaire and checklist. The
questionnaire was utilized to evaluate the knowledge of mothers on home management of fever,
cough and diarrhea, whereas the checklist was used to evaluate the skills of the mothers on
proper home management of fever, cough and diarrhea.
Questionnaire
A questionnaire was formulated with most of the questions adapted from the
questionnaire devised by Sarmiento (2008) in his study The Effect of Health Education on the
Knowledge and Skills of Traditional Healers on the Assessment and Management of Fever, ARI
and LBM in 5 Selected Barangays of Sergio Osmea, Sr., Zamboanga Del Norte. Questions from
Sarmientos study that were not applicable to the respondents of this study were revised by the
researcher to make it more relevant to the mothers.
The questionnaire was composed of two (2) parts. The first part focused on the sociodemographic profile of the mother and the second part concentrated on the knowledge of
mothers on home management of fever, cough and diarrhea in children. The first part included
data on name, age, occupation, religion, ethnicity, civil status, educational attainment, family
monthly income and the number of children aged 5 years and below. The second part of the
questionnaire contained fifteen (15) multiple choice questions; five (5) questions were allotted
for each child manifestation/illness fever, cough and diarrhea. Knowledge questions focused on
the important assessment findings such as vital signs (temperature and respiratory rate) and the
danger signs or the manifestations that should be closely observed prompting the parent to seek
medical advice and on proper home management and timely referral to a health care facility.
The questionnaire formulated in English (see Appendix A) was translated to Bisaya (see
Appendix B), the local dialect of the respondents, by a Level IV Medical Student of Ateneo de
Zamboanga fluent in the said dialect. This was translated back by a registered nurse proficient in
the English language and Visayan dialect with the intention of verifying the accuracy and clarity
of the questionnaire. The questionnaire was pre-tested among twelve (12) mothers residing at
Barangay Coloran, Siay, Zamboanga Sibugay. The barangay was chosen because it has similar
sociocultural features with Barangay Batu. The pre-testing served as an opportunity wherein
terms and questions that were unclear were clarified and corrected.
Checklist
For the assessment and evaluation of the skills of the mothers pre- and post-intervention,
an all-or-none checklist (see Appendix C) was used. There were a total of 6 stations; 2 stations
for every child illness. Each respondent was evaluated on a one-on-one basis, based on their
ability to assess and manage simulated cases on fever, cough and diarrhea. The skills were
graded as pass or fail, meaning the respondents must obtain a pass rate in all items for each
station in order to get an overall pass rate for the skill. The skills evaluated were the following:
1. Fever
a. STATION 1: Temperature taking
To pass this station, the mothers should be able to demonstrate the four steps
in taking the temperature of the child correctly. The following are the four
steps: shake down the thermometer until it reads below 35C, insert the
thermometer into the armpit, leave the thermometer in place for 3 to 5
minutes, and read the thermometer where the line of mercury ends.
b. STATION 2: Detection of danger signs and timely referral
To pass this station, the mothers should be able to enumerate at least 2 danger
signs to look for in a child with fever and to give the proper management for
the case, which is to refer the child to the nearest health care facility and
sponge bath the child on the way to the health care facility. The following are
the danger signs to look out for in a child with fever: bleeding at different sites
(nose, stools, gums, vomitus), generalized rashes, body rigidity or stiff neck,
pus draining from the eyes and mouth ulcers.
2. Cough
a. STATION 3: Counting of respiratory rate
To pass this station, the mothers should be able to demonstrate the proper
steps in counting the respiratory rate of the child and to give the correct actual
respiratory rate and fast breathing rate for the child.
b. STATION 4: Detection of danger signs and timely referral
To pass this station, the mothers should be able to detect chest indrawing and
stridor in a child with cough and to give the proper management for the case,
which is to refer the child to the nearest health care facility and to ensure
adequate ventilation.
3. Diarrhea
a. STATION 5: Detection of danger signs and timely referral
To pass this station, the mothers should be able to identify sunken eyes versus
normal eyes, to identify poor skin turgor, to check for the childs general
condition and to give the proper management for the case, which is to offer
the child with fluids and to refer the child to the nearest health care facility.
b. STATION 6: Oral rehydration solution preparation
To pass this station, the mothers should be able to demonstrate accurately how
to prepare homemade oral rehydration solution with the correct amount of
ingredients.
Research Intervention
Lecture Guide
The lecture (see Appendices F & G) was based on the teaching module formulated by
Sarmiento (2008) in his study The Effect of Health Education on the Knowledge and Skills of
Traditional Healers on the Assessment and Management of Fever, ARI and LBM in 5 Selected
Barangays of Sergio Osmea, Sr., Zamboanga Del Norte. Sarmientos teaching module was a
simplified version of the Integrated Management of Childhood Illness guidelines. The content of
this teaching module included information on the basic assessment and home management of
fever, cough and diarrhea.
1. Fever
a. Temperature taking
b. Danger signs to look out for when the child has fever
c. Home management of fever
2. Cough
a. Respiratory rate counting
b. Fast breathing rate per age group
c. Danger signs to look out for when the child has cough
d. Home management of cough
3. Diarrhea
a. Physical assessment (skin turgor, eyes)
b. Danger signs to look out for when the child has diarrhea
c. Home management of diarrhea (to include ORS preparation)
The researcher served as the lecturer in the health education sessions. Integrated
Management of Childhood Illness training video presentations were used for better appreciation
and understanding of the lecture.
Pamphlet
The pamphlets distributed have basically the same content with the lecture which was
adapted from the lecture module devised by Sarmiento (2008). The pamphlet (see Appendix H)
formulated in English was translated to Bisaya by a Level IV Medical Student of Ateneo de
Zamboanga fluent in the said dialect. Before distribution, the pamphlet was referred to the rural
health midwife to assess the content for clarity and correctness.
Data Gathering Procedure

Pre-intervention (October 3, 6 and 7, 2014)
A house-to-house visit was conducted to identify mothers who qualify for the study and
to obtain consent from them. Each participant was assured the right of confidentiality. With all
due respect, all other rights were upheld. The mothers who qualified and consented to participate
were gathered in their purok meeting place where pre-interventional assessment of knowledge
and skills was conducted. For those who were not able to go to the purok meeting place but were
willing to participate in the study, a house-to-house pre-interventional assessment was done. The
respondents were allowed to answer the questionnaire in 30 minutes. After that, they were
informed regarding the date, time and place of the scheduled small group lecture per purok.
Intervention (October 9-10, 2014)
During the pre-intervention assessment, the selected respondents were informed
regarding the date, time and place of the lecture on home management of fever, cough and
diarrhea in children. The lecture was conducted in groups of thirty mothers at their respective
purok meeting places. The 30-minute lecture session was conducted by the researcher. Visual
aids were used to show pictures on important assessment findings in children with diarrhea.
Video presentations from IMCI were also utilized to demonstrate how to assess for stridor and
chest indrawing in a child with cough, and also how to assess the hydration status of a child with
diarrhea. The mothers were allowed to attend only one lecture session. Two sessions of lecture
were conducted on the first day (one in the morning and one in the afternoon) and the last session
was conducted on the next day. The pamphlets were distributed before the start of the lecture.
Post-Intervention (October 9-11, 2014, December 5-7, 2014)
Two (2) post-intervention assessments were completed for this study. The first postintervention assessment of knowledge and skills was conducted right after the intervention. The
respondents answered the same questionnaire as the one given during the pre-intervention
assessment. The respondents were given 30 minutes to answer the questionnaire.
After
answering the questionnaire, the respondents were evaluated on their skills on home
management through simulated cases on fever, cough and diarrhea. The medical students
assigned in Barangay Batu helped in proctoring the skills examination.
The second post-intervention assessment was held 2 months after the intervention to
assess for knowledge and skills retention. The same questionnaire and checklist were utilized.
Data Analysis
Data on socio-demographic profiles of the respondents were analyzed by frequency and
percentage. In comparing the knowledge of the participants before and after the educational
intervention, repeated measures ANOVA was used. In measuring the skills of the respondents
before and after the intervention, McNemars statistical analysis was utilized. These data were
analyzed using the Statistical Package for Social Sciences (SPSS) version 20.
Flow of Activities
PREPARATION PHASE:
Lecture modules
Pamphlets
Questionnaires & Checklists
PRE-TESTING AND FINALIZATION OF QUESTIONNAIRES
SELECTION OF RESPONDENTS (Mothers)
PRE-INTERVENTION
ASSESSMENT
INTERVENTION PHASE:
LECTURE with PAMPHLETS
POST-INTERVENTION ASSESSMENT 1
(immediately after the intervention)
POST-INTERVENTION ASSESSMENT 2
(2 months after the intervention)
DATA COLLECTION, ANALYSIS

AND INTERPRETATION
Figure 2. Flow of Activities

CHAPTER IV
RESULTS
DEMOGRAPHIC PROFILE
There were a total of 89 mothers who participated in the study. These are the identified
mothers with children 0-5 years of age in Barangay Batu, Siay, Zamboanga Sibugay Province.
However, only 82 mothers were able to complete the post-intervention exams. Table 1
summarizes the demographic profile of the 82 respondents.
Table 1. Demographic Profile of the Respondents

Variables
Frequency
Percentage
21-25
26-30
31-35
36-40
41-45
46-50
51-55
Civil Status
6
21
18
17
14
3
3
7.3%
25.6%
22.0%
20.7%
17.1%
3.7%
3.7%
Married
Widowed
Separated
Occupation
77
4
1
93.9%
4.9%
1.2%
Age
Housewife
Helper
Fish Vendor
Farmer
Educational Attainment
73
4
3
2
89.0%
4.9%
3.7%
2.4%
Elementary Level
Elementary Graduate
High School Level
High School Graduate
College Level
College Graduate
Ethnicity
27
13
19
15
6
2
32.9%
15.9%
23.2%
18.3%
7.3%
2.4%
Bisaya
Subanen
Ilonggo
Kalibogan
Religion
58
17
4
3
70.7%
20.7%
4.9%
3.7%
Roman Catholic
Iglesia Ni Cristo
Filipinista
KKDA
Seventh Day Adventist
Church of the Body of
Christ
Family Monthly Income
54
10
7
7
2
2
65.9%
12.2%
8.5%
8.5%
2.4%
2.4%
10
8
10
17
8
8
8
4
3
4
2
12.2%
9.8%
12.2%
20.7%
9.8%
9.8%
9.8%
4.9%
3.7%
4.9%
2.4%
0-500
501-1000
1001-1500
1500-2000
2001-2500
2501-3000
3001-3500
3501-4000
4001-4500
4501-5000
5001-5500
Number of children 0-5 years

old
1
2
3
54
22
6
65.9%
26.8%
7.3%
As shown in the table, the age of most mothers which comprise 25.6% of the group
ranges from 26 to 30 years old. Only 6 (7.3%) belong to the 21-25 years old age group, 18 (22%)
belong to the 31-35 years old age group, 17 (20.7%) are part of the 36-40 years old age group,
and 14 (17.1%) belong to the 41-45 years old age group. The least number of respondents belong
to the two oldest age groups (46-50 and 51-55 years old) with each comprising 3.7% of the total
respondents.
Most of the respondents are married. In terms of the occupation of the mothers, 73 or
89% stay at home as housewives, 4.9% of the respondents are helpers, 3 or 3.7% of them are fish
vendors, and 2 or 2.4% are farmers. As to the respondents educational attainment, 32.9% of the
mothers have only reached elementary level, followed by those who reached high school level
(23.2%). Sixteen percent (16%) have graduated from elementary and 18.3% have graduated from
high school. Only 7.3% of the respondents have reached college level and 2.4% graduated from
college.
Bisaya is the predominant ethnicity or tribe of the mothers accounting to 70.7%, followed
by Subanen (20.7%). Sixty-six percent (66%) of the respondents are Roman Catholics. The
family monthly income of most respondents (20.7%) ranges from 1,500 to 2,000 pesos. Sixty-six
percent (66%) of the mothers have only 1 child age 5 years old and below. While 26.8% have 2
and 7.3% have 3 children.
KNOWLEDGE
The knowledge of the 82 respondents was assessed using a questionnaire composed of
fifteen
(15)
multiple
choice
questions
five
(5)
questions
for
each
childhood
manifestation/illness fever, cough and diarrhea. To compare the knowledge of the mothers
before and after the educational intervention, repeated measures ANOVA was used.
Table 2. Comparison of Knowledge Mean Scores of Mothers before and after the
intervention
Test Comparison
Pre-intervention
and Post-intervention 1
Pre-intervention
Post-intervention 1
Mean Score
5.8537
11.7805
5.8537
10.6098
11.7805
10.6098
Mean Difference
5.9268
P-value
0.000*
4.7561
0.000*
1.1707
0.004*
*significant at P-value of <0.05
Based on the results seen in Table 2, there was an increase in the mean knowledge score
of the mothers from 5.8537 during the pre-intervention phase to 11.7805 right after the
intervention with a mean difference of 5.9268. The increase was significant with a P-value of
0.000. Therefore, the educational intervention was effective in improving the knowledge of the
mothers.
After which, the second post-intervention exam was given two months after the
intervention. Results revealed that there was an increase in the mean knowledge score from
5.8537 before the intervention to 10.6098 two months after the intervention with a mean score
difference of 4.7561. The mean score difference was also significant with a P-value of 0.000.
To evaluate for knowledge retention, the scores from post-intervention 1 to postintervention 2 were compared and analyzed. Mean score difference from these two exams was
1.1707. The decrease was significant with a P-value of 0.004. This indicates that there was
knowledge decay 2 months after the intervention.
SKILLS
To evaluate the skills of the mothers on assessment and home management of fever,
cough and diarrhea before and after the intervention, a checklist was used. The skills assessment
was composed of 6 stations, assessed with an all-or-none checklist to be rated as pass or fail as
the final rating for each skill. The respondents must obtain a pass rate in all items for each station
in order to get an overall pass rate for the skill.
Table 3. Number of Passers on the Skills Assessment before and after the intervention
Skills
Pre-Intervention
Post-Intervention 1
Home Management Of Fever

(Temperature Taking)
(Detection Of Danger Signs)
Home Management Of Cough
(Counting Of Respiratory Rate)
Home Management Of Diarrhea
(Preparation Of ORS)
0 (0%)
65 (79.3%)
Post-Intervention
2
60 (73.2%)
0 (0%)
57 (69.5%)
53 (64.6%)
0 (0%)
28 (34.1%)
25 (30.5%)
0 (0%)
44 (53.7%)
41 (50%)
0 (0%)
46 (56.1%)
39 (47.6%)
0 (0%)
67 (81.7%)
71 (86.6%)
As shown in Table 3, all of the respondents failed the six stations before the intervention.
Right after the intervention, there was an increase in the number of respondents who were able to
properly execute the skills on basic assessment and home management of fever, cough and
diarrhea. However, there was a noted decrease in the number of passers 2 months after the
intervention in all of the stations except for the station on preparation of oral rehydration
solution.
Table 4. Comparison of Skills of Mothers before and after the intervention using McNemars
Test
Skills
(Temperature Taking)
(Counting Of Respiratory Rate)
(Preparation Of ORS)
Test Comparison
Pre-intervention Post-intervention 1
Post-intervention 1 Post-intervention 2
P value
0.000*
0.000*
0. 332
0.000*
0.000*
0.388
0.000*
0.000*
0.581
0.000*
0.000*
0.700
0.000*
0.000*
0.281
0.000*
0.000*
0.541
*significant at P-value of <0.05
Table 4 shows the improvement of skills after the intervention and the skills retention or
decay 2 months after intervention. Results revealed that there was an improvement on the skills
of the mothers on all of the stations right after the intervention with a P-value of 0.000. Also,
there was an improvement on the skills from the pre-intervention to post-intervention assessment
conducted 2 months after the intervention.
To note for skills decay or retention, results of the assessment between the 1 st and 2nd
post-intervention were compared. Results revealed that there was no skills decay on all of the
stations. The deterioration in skills from the 5 stations was not significant with a P-value of 0.332
for the station on temperature taking, P-value of 0.388 for detection of danger signs in fever, Pvalue of 0.581 for the station on counting of respiratory rate, P-value of 0.700 for the station on
detection of danger signs in cough, and P-value of 0.281 for the station on detection of danger
signs in diarrhea. Likewise, the improvement of skills for the station on preparation of ORS was
also not significant with a p value of 0.541.
CHAPTER V
DISCUSSION
Educational interventions employed at the grassroots level is essential in order to
effectively ensure that primary caregivers, even before they refer the sick child to the health care
facility, will be able to initiate basic assessment and proper home management of child illnesses.
According to the 2005 Cambodia Demographic and Health Survey, mothers and other primary
caretakers do not have the adequate knowledge of the danger signs alerting them to bring the
child to the nearest health facility. This was also the problem in Barangay Batu, Siay, Zamboanga
Sibugay Province. Hence, educational interventions are deemed important in improving the
knowledge and skills of the mothers on basic assessment and home management of fever, cough
and diarrhea in order to avoid consequences such as increased complications and mortality.
A simplified version of the IMCI guidelines for fever, cough and diarrhea devised by
Sarmiento (2008) was used as the reference for the educational interventions. The content of the
lecture and pamphlet include information on basic assessment and home management of fever,
cough and diarrhea. The respondents of this study were mothers with children age 5 years old
and below residing at Barangay Batu, Siay, Zamboanga Sibugay Province. Majority (89%) of the
mothers were housewives which is the usual situation in a rural community. Most (90.3%) of the
respondents were not able to go to college. The socioeconomic statuses of the mothers, most
especially the educational attainment, deserve attention since these have an effect on the
perceptions and behaviour on health and child care. As stated by Akmam (2001), general
education equips the mothers with literacy, giving her access to books and to the mass media,
which keeps her up-to-date regarding new information on health affairs.
KNOWLEDGE
The knowledge of 82 mothers on home management of the three most common child
illnesses was assessed using the 15-item questionnaire. The mean knowledge score before the
intervention was only 5.8537. This indicates poor maternal knowledge which is also evident in a
study conducted in India entitled Child Health: Understanding the home care practices in some
illnesses among Underfive children in IMNCI implemented rural area. It was concluded in this
study that there were gaps in the knowledge of mothers on home-based management of fever,
ARI and diarrhea, thus indicating a need to address this knowledge gap in the community (Mane,
Dohare, & Gitte, 2010).
Immediately after the intervention, the mean knowledge score significantly increased to
11.7805 with a P-value of 0.000. This evident increase indicates that the lecture with distribution
of pamphlets was definitely effective in improving the knowledge of the mothers on basic
assessment and home management of fever, cough and diarrhea. The study result was similar to
that of Sarmiento (2008) that utilized lecture in increasing the knowledge of the traditional
healers on assessment and management of fever, cough and diarrhea.
Despite the positive results shown on the knowledge right after the intervention, decay
was significant two (2) months after the intervention. From a knowledge mean score of 11.7805
right after the intervention, it has decreased to 10.6098 two (2) months after the intervention.
This outcome can be explained by several theories that elucidate why retaining information in
our memory is of limited capacity and period. One of these theories is the Decay Theory which
believes that knowledge acquired simply dissolves over time unless we go over or review the
new information (Decay Theory, 2014).
The Displacement Theory by Miller (1956) also
explains knowledge decay by proposing that our memory has only limited slots that can be filled.
Thus implying that old information already present in our memory is gradually replaced by new
information.
SKILLS
Lecture with distribution of pamphlets have also shown to be effective in improving the
skills of the mothers on basic assessment and home management of fever, cough and diarrhea.
The skills assessed were temperature taking, detection of danger signs in a child with fever,
counting of respiratory rate, detection of danger signs in a child with cough, preparation of ORS
and detection of danger signs in a child with fever.
All of the mothers failed the skills evaluation for all the six (6) skills before the
introduction of the educational interventions. This indicates that mothers have improper skills in
home management of these three common childhood illnesses. To a remarkable degree, maternal
skills have significantly improved after the lecture and distribution of pamphlets with a P-value
of 0.000. The study result is congruent to that of several other studies concluding that lecture can
effectively improve the skills of their respondents. A study by Tan (2014) entitled The Effect of
Health Education on the Knowledge and Skills of Mothers in the Home Management and
Prevention of Acute Diarrhea in Children 0 5 Years Old in Barangay Paradise, Diplahan,
Zamboanga Sibugay Province showed that health education through lecture is effective in
improving the skills of the mothers on home management of diarrhea. Moreover, Sarmiento
(2008) also stated in his study that lecture is effective in improving the skills of the traditional
healers on management of fever, ARI and diarrhea.
Unlike for the knowledge wherein decay was noted, the skills of the mothers were
retained 2 months after the intervention. In Sarmientos study, the traditional healers who failed
the skills evaluation were immediately subjected to tutorials until the respondents were able to
demonstrate the correct skills, thus their skills continued to improve and were retained over time.
However, in this study utilizing lecture with pamphlet as educational interventions, mothers were
not given tutorials after the evaluations, but remarkably, their skills were retained. This could be
attributed to the effectiveness of the distribution of pamphlets as a supplementary educational
intervention to lecture in sustaining skills retention. In the study A Comparative Study on the
Effectiveness of Pamphlet versus Pamphlet with Actual Demonstration on Breast SelfExamination Among Women Ages 30-60 of Barangays Adante and North Poblacion Pinan,
Zamboanga del Norte, Fronda (2003) concluded that pamphlet with actual demonstration was
effective in improving the skills of the respondents on breast self-exam. The obtained results in
this study then further support that a combination of passive and active educational intervention
is effective in improving the skills of the respondents. According to Wadhwani (2014), the
pamphlet has several advantages. The pamphlet serves as a reminder to the mother what to do
every time her child has diarrhea. Another advantage is that mothers who cannot read can find
the pictures helpful, or they can have a family member or friend read out the written instructions
on the pamphlet, thus other people will also learn from the pamphlet.
CHAPTER VI
CONCLUSION AND RECOMMENDATION
Conclusion
Analysis of the results concluded that the educational interventions lecture with pamphlet
were effective in improving the knowledge and skills of the mothers on basic assessment and
home management of the three most common childhood illnesses - fever, cough and diarrhea.
The positive effect of the lecture and pamphlet on maternal skills was evident. Before
the intervention, all of the mothers failed to execute the six skills properly. Right after the
intervention, there was a significant improvement in maternal skills. Also, there was no skills
decay noted two months after the intervention. The distribution of pamphlets is therefore an
effective supplementary educational intervention to lecture in sustaining skills retention.
Comparing the knowledge of the mothers before and after the introduction of the
interventions, their knowledge on basic assessment and home management of fever, cough and
diarrhea has significantly increased. However, there was noted knowledge decay 2 months after
the intervention.
Recommendation
The researcher recommends the following:

A. Assessment of the baseline maternal knowledge and skills on home management of
fever, cough and diarrhea in different barangays/municipalities in the Philippines,
especially those areas having pneumonia and diarrhea as their top causes of morbidity
and mortality. Through this, appropriate interventions can be planned and devised to
fill the knowledge and skills gaps.
B. Training of the health workers such as the midwives and barangay nutritional scholars
to conduct series of health teaching and to distribute pamphlets utilized by the
researcher since these interventions have been proven to be effective in enhancing the
knowledge and improving the skills of the mothers.
C. Designing a pamphlet with illustrations that effectively conveys the important
information on basic assessment and home management of other common childhood
illnesses, besides the ones included in this study.
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APPENDIX A
QUESTIONNAIRE
(ENGLISH VERSION)
GENERAL DATA:
NAME: _______________________________
AGE: ____________
OCCUPATION: ________________________
CONTACT No.: ____________________________
RELIGION: ____________________________
ETHNICITY: ______________________________
CIVIL STATUS:
SINGLE
MARRIED
WIDOW
PUROK: ___________
SEPARATED
EDUCATIONAL ATTAINMENT:
ELEMENTARY LEVEL
ELEMENTARY GRADUATE
HIGH SCHOOL LEVEL

HIGH SCHOOL GRADUATE
COLLEGE LEVEL
VOCATIONAL
COLLEGE GRADUATE NONE
FAMILY MONTHLY INCOME:
0 500
501 1,000
1,001 1,500
_______________
3,001 3,500
4,501 5,000
3,501 4,000
5,001 5,500
4,001 4,500
OTHERS
1,501 2,000
2,001 2,500
2,501 3,000
NAME OF CHILDREN 0-5 YEARS OLD

1.
2.
3.
4.
KNOWLEDGE ASSESSMENT:
Encircle the letter corresponding to your best answer.
HOME MANAGEMENT OF FEVER
AGE
1. How many minutes should you put the thermometer in the axilla before reading it?
A.
10 seconds
C.
2 minutes
B.
30 seconds
D.
5 minutes
2. What is the normal upper limit of axillary body temperature?
A.
36.7 C
C.
B.
37.7 C
D.
38.7 C
39.7 C
3. What are the danger signs to look for when the child has fever?
A.
Convulsion
C.
B.
Body rigidity
D.
Bleeding
All of the above
4. How will you manage a child with fever without danger signs?
A.
Give antibiotics
C.
B.
Cover the child with many blankets
D.
Sponge bath
All of the above
5. How will you manage a child with fever and convulsion?

A.
Observe
B.
Refer immediately to the health center or hospital
C.
Bathe child in cold water
D.
Give antibiotics
HOME MANAGEMENT OF COUGH
6. What is the range of fast breathing for 2 months to 1 year of age?
A.
60 breaths per minute or more
C.
B.
D.

7. Which of the following is a danger sign to look for when the child has cough?
A.
Unable to drink
C.
Wheezing
B.
Nose bleeding
D.
Productive cough
8. How will you manage a child with cough of 2 days duration?
A.
Give antibiotics (such as Amoxicillin)
C.
B.
Increase fluid intake
D
Observe
All of the above
9. A 3-year-old child is breathing fast if the respiratory rate is:

A.
22 breaths per minute
C.
B.
D.

10. How will you manage a child with cough and fast breathing?
A.
Give antibiotics (such as Amoxicillin)
C.
B.
Increase fluid intake
D.
Observe
Refer to health center or hospital
HOME MANAGEMENT OF DIARRHEA

11. What are the danger signs to look for when the child has diarrhea?
A.
Convulsion
C.
Difficult to awaken
B.
Sunken eyes
D.
All of the above
12. How will you manage a child with diarrhea of 1 day duration without danger signs?
A.
Give antibiotics
C.
Give antidiarrheal (Loperamide)
B.
Give soft drinks such as Sprite
D.
Give ORESOL
13. How is homemade oral rehydration solution (ORESOL) prepared?
A.
1 liter of clean water, 8 teaspoons of sugar, 1 teaspoon of salt
B.
C.
D.
1 liter of clean water,

1 teaspoon of sugar, 8 teaspoons of salt

5 teaspoons of sugar, 2 teaspoons of salt
10 teaspoons of sugar, 5 teaspoons of salt
14. The prepared oral rehydration solution (ORESOL) should be consumed within:
A.
12 hours
C.
3 days
B.
24 hours
D.
1 week
15. How will you manage a child with diarrhea, blood in the stools and sunken eyes?
A.
Observe
C.
Give
antibiotics
B.
Refer to health center or hospital
D.
Give
antidiarrheal (Loperamide)
APPENDIX B
QUESTIONNAIRE
(VISAYAN VERSION)
GENERAL DATA:
NGALAN: _______________________________
EDAD: _________
TRABAHO: _____________________________
CONTACT No.: _______________________
RELIHIYON: ____________________________
TRIBO: ______________________________
CIVIL STATUS:
ULITAWO
MINYO
BALO
PUROK: _________
BULAG
NAHUMAN SA PAG-ESKWELA:
ELEMENTARY LEVEL
ELEMENTARY GRADUATE
HIGH SCHOOL LEVEL

HIGH SCHOOL GRADUATE
COLLEGE LEVEL
COLLEGE GRADUATE
VOCATIONAL
WALA
BINULAN NGA KITA SA PAMILYA:
0 500
501 1,000
1,001 1,500
1,501 2,000
2,001 2,500
2,501 3,000
NGALAN SA BATA 0-5 KA TUIG
3,001 3,500
3,501 4,000
4,001 4,500
EDAD
1.
2.
3.
4.
MGA PANGUTANA KABAHIN SA NAHIBALOAN:

Linginan ang letra sa hustong tubag.
PAG-ATIMAN SA BATA NGA NAAY HILANAT
1. Unsa ka dugay ibutang ang termometer sa ilalum sa ilok ayha basahun?
A.
10 ka segundo
C.
2 ka minuto
4,501 5,000
5,001 5,500
UBAN _______________
B.
30 ka segundo
D.
5 ka minuto
2. Hangtud pila ang normal nga temperatura sa ilok?

A.
36.7 C
C.
38.7 C
B.
37.7 C
D.
39.7 C
3. Unsa ang mga delikadong sinyales nga kinahanglan pangitaon sa bata nga naay hilanat?
A.
Kombulsyon
B.
Pag-gahi sa lawas
C.
Pagdugo
D.
Ang tanan nga nahisulat
4. Unsa-on nimo pag-atiman sa bata nga naay hilanat?

A.
Pa-imnon og antibiotics
C.
B.
Habolan ang bata
D.
Trapuhan ang kalawasan og basa nga labakara

5. Unsa-on nimo pag-atiman sa bata nga naay hilanat og kombulsyon?

A.
Obserbahan
B.
Dad-on dayon sa health center o ospital
C.
Paliguan ang bata gamit ang bugnaw nga tubig
D.
PAG-ATIMAN SA BATA NGA NAAY UBO
6. Pila ang paspas nga pag-ginhawa sa 2 ka bulan hangtud 1 ka tuig nga bata?
A.
60 ka ginhawa kada minuto o labaw pa
C.
B.
D.
7. Unsa ang mga delikadong sinyales nga kinahanglan pangitaon sa bata nga naay ubo?
A.
Dili makainom
C.
Gihubak na pag-ginhawa
B.
Pagsunggo
D.
Ubo nga naay plema
8. Unsa-on nimo pag-atiman sa bata nga naay 2 ka adlaw nga ubo?
A.
Pa-imnon og antibiotics (Amoxicillin)
C.
B.
Pa-imnon og daghan nga tubig
D.
Obserbahan
9. Paspas ang pag-ginhawa sa 3 ka tuig nga bata kung ang iyang gininhawaan muabot og:
A.
22 ka ginhawa kada minuto
C.
B.
35 ka ginhawa kada minute
D.
10. Unsa-on nimo pag-atiman sa bata nga naay ubo og paspas nga pagginhawa?
A.
Pa-imnon og antibiotics (Amoxicillin)
C.
Obserbahan
B.
Pa-imnon og daghan nga tubig
D.
PAG-ATIMAN SA BATA NGA NAAY KALIBANGA
11. Unsa ang mga delikadong sinyales nga kinahanglan pangitaon sa bata nga naay kalibanga?
A.
Kombulsyon
C.
Lisud pukawon
B.
Lalum ang mata
D.
12. Unsa-on nimo pag-atiman sa bata nga naay 2 ka adlaw nga kalibanga nga walay delikadong sinyales?
A.
C.
Pa-imnon og antidiarrheal (Loperamide)
B.
Pa-imnon og soft drinks (Sprite)
D.
Pa-imnon og ORESOL
13. Pila ka tubig, asukar ug asin ang kinahanglan sa paghimu og homemade oral rehydration solution (ORESOL)?
A.
1 ka litro nga limpyu nga tubig, 8 ka kutsarita nga asukar, 1 ka kutsarita nga asin
B.
C.
D.
14. Hangtud kanus-a pwede mainom ang gihimo nga oral rehydration solution (ORESOL)?
A.
Sa sulod sa 12 oras
C.
Sa sulod sa 3 adlaw
B.
Sa sulod sa 24 oras
D.
Sa sulod sa 1 semana
15. Unsa-on nimo pag-atiman sa bata nga nagkalibanga nga naay sagol dugo ang ta-e og lalum ang mata?
A.
Obserbahan
C.
B.
D.
Pa-imnon og antidiarrheal (Loperamide)
APPENDIX C
SKILLS CHECKLIST
NAME:
PUROK:
HOME MANAGEMENT OF FEVER:

TEMPERATURE TAKING
Shook down the thermometer until it reads below 35C.
Inserted the thermometer into the armpit.
Left the thermometer in place for 3 to 5 minutes.
Read the thermometer where the line of mercury ends.
Gave Paracetamol to the child with fever.
Did sponge bath.
OVERALL RATE:
PRE
POST-1
POST-2
HOME MANAGEMENT OF FEVER:

DETECTION OF DANGER SIGNS
Looked for bleeding at different sites (nose, stools, gums, vomitus).
Looked for generalized rashes.
Looked for body rigidity or stiff neck.
Looked for pus draining from the eyes.
Looked for mouth ulcers.
Management: Brought the child to the health center/hospital.
Did sponge bath.
OVERALL RATE:
PRE
POST-1
POST-2
HOME MANAGEMENT OF COUGH:

COUNTING OF RESPIRATORY RATE
Expose the abdomen for clearer view.
Calm the child before counting the respiratory rate.
Count the respiratory rate in 1 full minute.
Did the mother tell the correct respiratory rate.
Correct fast breathing rate for the child.
PRE
POST-1
POST-2
OVERALL RATE:
HOME MANAGEMENT OF COUGH:

Looked for and able to detect for chest indrawing.
Detected for stridor.
Management: Brought the child to the health center/hospital.
Ensure adequate ventilation.
OVERALL RATE:
PRE
POST-1
POST-2
HOME MANAGEMENT OF DIARRHEA:

Looked for sunken eyes. Identified sunken eyes versus normal eyes.
Identified poor skin turgor. Demonstrated skin pinch.
Checked for general condition. (Restless and irritable, abnormally sleepy or
difficult to wake.)
Offered child some fluid, looked for increased thirst/ unable to drink.
Management: Referred the child to the health center/hospital.
OVERALL RATE:
PRE
POST-1
POST-2
HOME MANAGEMENT OF DIARRHEA:

PREPARATION OF ORESOL
Used 1L (5 cups) of clean drinking water.
Dissolved 1 tsp. of salt into the 1L bottle of water.
Dissolved 8 tsp. of sugar into the 1L bottle of water.
Discard after 1 day/ 24 hours.
OVERALL RATE:
PRE
POST-1
POST-2
APPENDIX D
KNOWLEDGE SCORES OF THE RESPONDENTS
50
51
52
APPENDIX E
SKILLS ASSESSMENT SCORES OF THE RESPONDENTS
53
54
55
APPENDIX F
Module 1: Assessment and Management of Children with Fever
Objectives:
At the end of the lecture, mothers will be able to:
1. Identify the danger signs of fever.
2. Know when to bring the child to the nearest hospital.
3. Learn how to use a thermometer.
4. Learn how to sponge bath a child with fever.
Materials needed:
1. Thermometer
2. Sponge cloth
3. Basin
4. Water
How to use thermometer:

Step 1 - Shake down the thermometer until it reads below 35 degrees.
Step 2 - Insert the thermometer into the armpit.
Step 3 - Leave the thermometer in place for 3 to 5 minutes.
Step 4 - Read the thermometer where the line of mercury ends.
Clean a glass thermometer with soap and water. Sterilize it by soaking it in alcohol.
Make sure the child with danger signs is referred IMMEDIATELY to the
Danger Signs of fever
If with bath
one or
signs
Sponge
themore
child danger
on the way.
Does the child have:
Fever 3 days in duration
A child with danger signs needs URGENT attention.
Convulsion
Persistent vomiting
Bleeding/ Bloody
Nose
Gums
Sponge bath
Vomit
Stools
Give Paracetamol for high fever (38.5C or above).
Black vomitus
Black stools
Do not over-dress or under-dress the child, or wrap the child i
Look for:
Encourage the child to drink fluids regularly.
Generalized rash
No danger signs
Body rigidity or stiff neck
Seek medical consult in 2 days if fever persists.
Pus draining from the eyes
Mouth ulcers
Module 2: Assessment and Management of Children with Cough

Objectives:
1. Identify the danger signs of cough/ acute respiratory infection (ARI).
2. Know the range of fast breathing per age group.
3. Know when to refer a child with cough/ acute respiratory infection.
Materials needed:
1. Watch
AGE OF CHILD:
Less than 2 months old
2 months up to 1 year old
1 year to 5 years old
FAST BREATHING IS:

Module 3: Assessment and Management of Children with Diarrhea

Objectives:
1. Identify the danger signs of diarrhea and dehydration.
2. Know when to refer the child with diarrhea.
3. Know the indications and benefits of rehydration solutions and breast feeding.
4. Learn how to prepare oral rehydration solutions.
Materials needed:
1. Refined sugar
2. Salt
3. Boiled water
4. Water container
Breast-feeding
Has valuable nutritional and immunological properties.
Decreases stool volume and prevents hypernatremia.
Rice Water Solution
Reduce stool output and lessen frequency of watery stools.
Should be offered together with other semi-solid foods.
Oral Rehydration Salts
Direction: dissolve 1 sachet (27.9 g) in 1 liter of cooled freshly boiled water. Use solution within
24 hours only.
Homemade Oral Rehydration Solution
Substitute for Oral Rehydration Solution (ORS) when ORS is not available
Ingredients:
1 teaspoonful fine salt
8 teaspoonful of refined sugar
1 liter drinking water
Dissolve the salt and sugar in the water.
Signs ofwithin
diarrhea:
Danger
Use solution
24 hours only.
Voluminous diarrhea
Vomit everything
Convulsion
Blood in the stool
Diarrhea of 3 days in duration
Sunken eyes
Observe:
Abnormally
sleepy
difficult to awaken
Restless and irritable
or
Offer fluid:
Not able to drink or drinking
poorly
Drinking eagerly or thirsty
Pinch the skin of the abdomen:
Does it go back Very slowly (longer than 2
seconds)
Slowly
Continue breastfeeding.
If with one or
more danger signs
No danger signs
Make
the child
danger
If
ablesure
to drink,
givewith
ORS.
Use
signs
is
referred
ORS for volume per volume
IMMEDIATELY
to theLet
health
replacement
of fluids.
the
center
or
hospital.
child consume as much as
he/she can.
Continue breastfeeding.
If able
drink,
give ORS.
Let
Do
not togive
antibiotics
unless
the
child
consume
as
much
prescribed by the physician. as
he/she can.
Seek medical consult in 5 days if
A diarrhea
child with
dangerorsigns
needs
persists
condition
URGENT
attention
worsens.
APPENDIX G
Module 1: Pag-atiman sa bata nga naay Hilanat
Katuyoan:
Pagkahuman sa pag-tuon ang mga inahan:
1. Mahibalo sa pag-bantay sa peligrong sinyales sa hilanat.
2. Kahibalo kanus-a ang bata ipakunsulta sa iyang kahimtang.
3. Kahibalo unsa-on pag-gamit sa termometer.
4. Mahibalo unsaon pagtrapo (sponge bath) sa pasyente nga dunay hilanat.
Mga gamiton:
1. Termometer
2. Gamay nga tualya o labakara
3. Palanggana
4. Limpyong tubig
Ang pamaagi sa paggamit sa termometer::

Una Uyogon ang termometer hangtod sa mabasa kini 35C paubos.
Ikaduha Iipit ang termometer sa ilok.
Ikatulo Ipabilin ang termometer nga nakaipit sulod sa 3-5 ka minutos.
Ikaupat Pagabason ang termometer kung asa ang linya sa mercury miundang.
Hugasan ang termometer pinaagi sa tubig ug sabon. Kung e-isterelays ihumol sa alkohol.
Peligrong Sinyales sa Hilanat:

Ang bata ba naay:
Hilanat nga tulo na ka adlaw

Kombulsyon
Walay undang ang pagsuka
Pag-dugo sa
o Ilong
o Lagus
o Suka
o Ta-e
Itum nga suka
Itum nga ta-e
Unsa ang pangitaon:
Pula-pula sa kalawasan
Pag-gahi sa kalawasan o li-og
Pag-nana sa mata
Lu-as
Kung usa o
daghang
peligrosong
sinyales nga ma
obserbahan
Kinahanglan dad-on dayon ipakunsulta

sa health center o ospital
Ipadayon ang pagtrapo sa bata samtang
ginahatud.
Ang
bata nga na-a sa peligro

kinahanglan og DAYONG pagtagad.
Trapuhan ang kalawasan og basa

nga labaka.
Kung walay
peligrosong
sinyales
Hatagi og Paracetamol kung ang

temperatura moabot na og 38C
pataas
Kinahanglan husto ra ang pagsuot
og sanina, dili kulang o
pasobrahan.
Gina awhag sa regular
pagpainom og tubig.
nga
Ipakonsulta human sa 2 ka adlaw

kung nagpadayon o mas nagrabe
Module 2: Pag-atiman sa bata nga naay Ubo ang sakit.
Katuyoan:
1. Mahibalo sa pag-bantay sa peligrong sinyales sa ubo.
2. Kahibalo sa han-ay na paspas nga pag-ginhawa uyon sa edad.
3. Kahibalo kanus-a ang bata ipakunsulta sa iyang kahimtang.
Mga gamiton:
2. Relo (adunay segundo)
EDAD:
PASPAS NGA PAG-GINHAWA
< 2 ka bulan
2 ka bulan - 1 ka tuig
1 5 ka tuig
60 kada minuto og labaw pa

Peligrong Sinyales sa Ubo:
Dili maka-inum o kaon

Kanunay mosuka
Kombulsyon
Ubo sa tulo ka adlaw
Kung usa o
daghang
peligrosong
sinyales nga ma
obserbahan
Unsa ang pangitaon
Abrihan ang mga guot nga

sapot aron maayo ang
paggihawa.
Pag-hatag og hamugaway
nga pagginhawa.
Ayaw pag hatag og mainom.
Kinahanglan dad-on dayon

ipakunsulta sa health center o
ospital.
(kinihanglan kalmado ang bata):
Kanunay katulgon o lisud
pukawon
Maglisod mag-ginhawa
Mag lagum
Pag-lalum sa gusok
Banha o paspas nga pag-ginhawa
Dunga-gan o padaghanon
pagpa-inom og tubig.
Kung walay
peligrosong
sinyales
ang
Pag-tambag sa bata nga likayan

mu-ubo og sikma sa lain nga
tawo.
Ayaw hatagi og antibiotic kung dili
giprescribe sa doctor.
kung nagpadayon o mas nagrabe
ang sakit.
Module 3: Pag-atiman sa bata nga naay Kalibanga

Katuyoan:
1. Mahibalo sa peligrosong sinyales sa kalibanga o mahut-dan og tubig sa lawas.
2. Mahibalo kung kanus-a ipakunsulta ang bata nga dunay kalibanga
3. Mahibalo sa mga benipisyo sa pag-inom ug oresol og ang pagpasuso.
4. Mahibalo unsaon pag-andam sa mga inumon (oresol) para sa batang dunay kalibanga.
Mga gamiton:
1. Puti nga asukal
2. Asin
Pagpasuso sa Bata
3. Limpyong tubig
4. Sudlanan sa tubig
Dunay hataas nga kalidad sa nutrisyon og pagsanta sa mga sakit.

Pag-kunhod sa kantidad sa ta-e.
Tubig Gikan sa Bugas

Pag-kunhod sa pag-tae og pagkalibang nga basa.
Gikinahanglan inumon uban sa mga dili gahi nga mga pagkaon.
Oral Rehydration Salts
I-timpla ang usa ka pakete (27.9 gramo) sa isa ka litro nga pinabugnaw nga pinabukalang tubig.
Gamiton ang oresol sulod sa 24 oras lamang.
Homemade Oral Rehydration Solution
Unsaon paghimo sa asukal og asin nga ORESOL?
Mga Gamit:
1 ka kutsaritang pino nga asin
8 ka kutsaritang puting asukar
1 kaSinyales
litro ngasatubig
mainom
Peligrong
Kalibanga:
Itimpla ang asin og asukal sa tubig.
Gamiton
sulod sa 24 oras lamang.
Kalibangaang
ngaoresol
daghan
Gisuka ang tanang kina-on
Kombulsyon
Dugo sa Ta-e
Kalibanga sa tulo ka adlaw
Lawom og mata
Obserbasyon:
Kanunay katulgon og lisud
pukawon
Dili mahimtang og irritable
Tagaan og tubig:
Dili muinom og tubig
Perme uhawon
Kusi-on ang panit dapit sa tiyan:
Mubalik ba kini Dugay kaayo (abot 2
segundo) mubalik
Dugay
Kung usa o
daghang
peligrosong
sinyales nga ma
obserbahan
ka
Kung walay
peligrosong
sinyales
Kung
ginapasuso,
pagpadayon
Kinahanglan
dad-on
dayon
og
pasuso.
ipakunsulta sa health center o
ospital.
Kung makainom, taga-an og
ORESOL.
Kung wala,
taga-an
Kung
ginapasuso,
pagpadayon
og pasuso.
limpyong tubig. Pa-imnon
og
ORESOL
sama
sa
kadaghanon
sa
tubig
nga
Kung makainom, taga-an og
muguwas
lawaswala,
sa bata.
ORESOL.saKung
taga-an
og limpyong tubig. Painom
Ayaw
hatagi
hangtud sa iyang
mahurot. og
antibiotic/antidiarrheal kung
dili giprescribe sa doctor.
kung nagpadayon o mas
nagrabe ang sakit.
APPENDIX H
FEVER
Danger signs:
Look
Fever 3 days in duration

Convulsion
Persistent vomiting
Bleeding/ Bloody
- Nose
- Vomitus
- Gums
- Stools
Black vomitus
Black stools
for:
Generalized rash
Body rigidity or stiff neck
Pus draining from the eyes
Mouth ulcers
Management:
WITH Danger sign/s
Refer IMMEDIATELY
Sponge bath the child on the way
WITHOUT Danger sign
Sponge bath
Paracetamol for high fever (38.5C or
above)
Do not over-dress or under-dress
Encourage to drink fluids regularly
Seek medical consult in 2 days if fever
persists
Hygienic practice to avoid spread of

infection
Do not give antibiotics unless prescribed
by the doctor
Seek medical consult in 5 days if it
persists or worsens
COUGH
Danger Signs:
Not able to drink or feed

Vomit everything
Convulsion
AGE OF
CHILD:
< 2 months
old
2 mos - 1 yr
old
1 yr - 5 yrs
old
Cough of 3
DIARRHEA
FAST BREATHING
IS:
60 breaths per
minute
50 breaths per
minute
40 breaths per
minute
days in duration
Look (the patient must be calm):

Abnormally sleepy or difficult to
awaken
Difficulty of breathing
Cyanosis
Chest indrawing
Stridor
Fast breathing
Voluminous diarrhea
Vomit everything
Convulsion
Blood in the stool
Diarrhea of 3 days in duration
Sunken eyes
Abnormally sleepy or difficult to
awaken
Restless and irritable
Not able to drink or drinking poorly
Drinking eagerly or thirsty
Pinch the skin of the abdomen:

It goes back very slowly (longer
than 2 seconds)
Management:
WITH Danger sign/s
Management:
Refer IMMEDIATELY
Continue breastfeeding
If able to drink, give ORS
WITH Danger sign/s

Ensure adequate ventilation
Restrict any fluid intake
Refer IMMEDIATELY
WITHOUT Danger sign
WITHOUT Danger sign

Encourage to
breastfeeding
Danger Signs:
drink
fluids
regularly;
Continue breastfeeding
If able to drink, give ORS
Do not give antibiotics unless prescribed

by the doctor
Seek medical consult in 5 days if it
persists or worsens
HOME
MANAGEMENT
OF COMMON
CHILDHOOD
ILLNESSES:
of Childhood Illness (2014),

National Center for Disease Control
and Prevention - Department of Health
How to prepare packaged Oral
Rehydration Solution (ORS)
How to prepare homemade Oral

Rehydration Solution (ORS)
FEVER, COUGH and

DIARRHEA
Prepared by:
Cristal Joyce S. Teo
Sources:
WHO/UNICEF Integrated Management
Use ORESOL within 24 hours only.
HILANAT
UBO
Peligrosong sinyales:
Hilanat nga tulo na ka adlaw

Kombulsyon
Walay undang ang pagsuka
Pag-dugo sa
- Ilong
- Suka
- Lagus
- Ta-e
Itum nga suka
Itum nga ta-e
Unsa ang pangitaon:
Pula-pula sa kalawasan
Pag-gahi sa kalawasan o li-og
Pag-nana sa mata
Lu-as
Pag-atiman sa bata nga naay Hilanat:
Kung naay peligrosong sinyales nga
maobserbahan
Kinahanglan dad-on dayon ipakunsulta sa
health center o ospital
Ipadayon ang pagtrapo sa bata samtang
ginahatud.
Ang bata nga na-a sa peligro kinahanglan
og DAYONG pagtagad
Kung walay peligrosong sinyales
Trapuhan ang kalawasan og basa nga
labaka (sponge bath)
Hatagi
og
Paracetamol
kung
ang
temperatura moabot na og 38.5C
pataas
Kinahanglan husto ra ang pagsuot og
sanina, dili kulang o pasobrahan
Gina awhag sa regular nga pagpainom og
tubig
Ipakonsulta human sa 2 ka adlaw kung
nagpadayon o mas nagrabe ang sakit.
Dili maka-kaon o inum

Kanunay mosuka
Kombulsyon
EDAD:
PASPAS NGA PAGGINHAWA

< 2 ka bulan
60 kada minuto og
labaw pa
2 ka bulan - 1 ka 50 kada minuto og
tuig
labaw pa
1 5 ka tuig
40 kada minuto og
labaw pa
Ubo sa tulo ka adlaw
Unsa ang pangitaon (kinihanglan kalmado
ang bata):
Kanunay katulgon o lisud pukawon
Maglisod mag-ginhawa
Mag lagum
Pag-lalum sa gusok
Banha o paspas nga pag-ginhawa

Pag-atiman sa bata nga naay Ubo:
Ayaw hatagi og antibiotic kung dili

giprescribe sa doctor
KALIBANGA
Kalibanga nga daghan

Gisuka ang tanang kina-on
Kombulsyon
Dugo sa Ta-e
Kalibanga sa tulo ka adlaw
Lawom og mata
Kanunay
katulgon
og
lisud
pukawon
Dili mahimtang og irritable

Dili muinom og tubig
Perme uhawon
Kusi-on ang panit dapit sa tiyan:
Dugay kaayo (abot 2 ka segundo)
mubalik
Pag-atiman sa bata nga naay
Kalibanga:
maobserbahan

maobserbahan
Abrihan ang mga guot nga sapot aron
maayo ang paggihawa. Pag-hatag og
hamugaway nga pagginhawa.
Ayaw pag hatag og mainom
Kinahanglan dad-on dayon ipakunsulta
sa health center o ospital
Kinahanglan dad-on dayon ipakunsulta sa

health center o ospital
Kung ginapasuso, pagpadayon og pasuso
Kung makainom, taga-an og ORESOL.
Kung wala, taga-an og limpyong tubig.
Painom hangtud sa iyang mahurot.

Dunga-gan o padaghanon ang pagpa-inom
og tubig
Pag-tambag sa bata nga likayan mu-ubo
og sikma sa lain nga tawo
Kung ginapasuso, pagpadayon og pasuso

Kung makainom, taga-an og ORESOL.
Kung wala, taga-an og limpyong tubig.
Pa-imnon
og
ORESOL
sama
sa
kadaghanon sa tubig nga muguwas sa

lawas sa bata.
Ayaw hatagi og antibiotic/antidiarrheal
kung dili giprescribe sa doctor
(HILANAT, UBO ug
KALIBANGA)
SA PANIMALAY
Prepared by:
Sources:
WHO/UNICEF Integrated Management
of Childhood Illness (2014),
National Center for Disease Control
and Prevention - Department of Health
UNSAON PAG-ANDAM SA ORESOL

MGA SIMPLENG
PAMAAGI SA
PAGTAMBAL SA MGA
SAKIT PAMBATA
PACKAGED
HOMEMADE
Gamiton ang oresol sulod sa 24 oras

lamang.
CURRICULUM VITAE
PERSONAL INFORMATION
Name:
Age:
25 years old
Sex:
Female
Civil Status:
Single
Date of Birth:
February 10, 1990
Address:
3rd floor Chan building, Canelar, Zamboanga City
Religion:
Roman Catholic
Father:
Mr. Luke L. Teo
Mother:
Mrs. Margaret S. Teo
EDUCATIONAL BACKGROUND
GRADUATE
Doctor of Medicine
School of Medicine
April 2015
COLLEGE
Bachelor of Science in Nursing
College of Nursing
March 2010
HIGH SCHOOL
Zamboanga Chong Hua High School
March 2006
ELEMENTARY
Zamboanga Chong Hua High School
March 2002

Lecture With Pamphlet in Improving Maternal Knowledge and Skills On Home Management of Fever, Cough and Diarrhea in Children 0-5 Years Old in Barangay Batu, Siay, Zamboanga Sibugay Province

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Lecture With Pamphlet in Improving Maternal Knowledge and Skills On Home Management of Fever, Cough and Diarrhea in Children 0-5 Years Old in Barangay Batu, Siay, Zamboanga Sibugay Province

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Loosen constrictive clothing and clear the airway from any obstruction.

LECTURE WITH PAMPHLET IN IMPROVING MATERNAL KNOWLEDGE

atient must be calm):

ATENEO DE ZAMBOANGA UNIVERSITY

Do not give antibiotics unless prescribed by the physician.

CRISTAL JOYCE S. TEO

Dr. Anna Eunice Aujero-Sapasap

Approved by the Oral Examination Committee with a grade of PASSED.

Dr. Mario R. Arciaga

Dr. Anna Eunice Aujero-Sapasap

Dr. Afdal B. Kunting

ACCEPTED in partial fulfillment of the requirements for the degree of

REVIEW OF RELATED LITERATURE

CONCLUSION AND RECOMMENDATION

Demographic Profile of the Respondents

Comparison of Knowledge Mean Scores of Mothers before

Number of Passers on the Skills Assessment before and after

Comparison of Skills of Mothers before and after the intervention

Statement of the Problem

To determine the effectiveness of the educational intervention through lecture with

1. To determine the knowledge of mothers on home management of fever, cough and

Educational intervention thru

Improvement of maternal knowledge

No effect on maternal knowledge and

Figure 1. Conceptual Framework

Significance of the Study

Scope and Delimitation

Sarmiento (2008) conducted a research on the effect of health education on the

Data Gathering Procedure

PRE-TESTING AND FINALIZATION OF QUESTIONNAIRES

SELECTION OF RESPONDENTS (Mothers)

DATA COLLECTION, ANALYSIS

Figure 2. Flow of Activities

Table 1. Demographic Profile of the Respondents

Number of children 0-5 years

*significant at P-value of <0.05

Home Management Of Fever

*significant at P-value of <0.05

The Displacement Theory by Miller (1956) also

The researcher recommends the following:

2, 2014, from BioMed Central Public Health: http://www.biomedcentral.com/14712458/13/S3/S29

CONTACT No.: ____________________________

HIGH SCHOOL LEVEL

FAMILY MONTHLY INCOME:

NAME OF CHILDREN 0-5 YEARS OLD

5. How will you manage a child with fever and convulsion?

40 breaths per minute or more

9. A 3-year-old child is breathing fast if the respiratory rate is:

42 breaths per minute

HOME MANAGEMENT OF DIARRHEA

1 liter of clean water,

1 teaspoon of sugar, 8 teaspoons of salt

CONTACT No.: _______________________

HIGH SCHOOL LEVEL

BINULAN NGA KITA SA PAMILYA:

NGALAN SA BATA 0-5 KA TUIG

MGA PANGUTANA KABAHIN SA NAHIBALOAN:

2. Hangtud pila ang normal nga temperatura sa ilok?

4. Unsa-on nimo pag-atiman sa bata nga naay hilanat?

Trapuhan ang kalawasan og basa nga labakara

5. Unsa-on nimo pag-atiman sa bata nga naay hilanat og kombulsyon?

HOME MANAGEMENT OF FEVER:

HOME MANAGEMENT OF FEVER: