SCHOOLHEALTHPROGRAMME

(CHE237)
DURATION:30HOURS
Programme DIPLOMAINCOMMUNITYHEALTH CourseCode CHE237 UNITS 2.0

CourseTitle Duration 30HOURS

SCHOOLHEALTHPROGRAMME
Course Acomprehensiveschoolhealthprogrammeisanintegratedsetofplanned,sequential,school-
affiliatedstrategies,activities,andservicesdesignedtopromotetheoptimalphysical,emotional,social,andeducationa
Description ldevelopmentofstudents.

Goal Thiscourseisdesignedtoequipstudentswiththeknowledgeandskillstoenablehim/
herprovideeffectiveschoolhealthprogramme

Attheendoftheunit,thelearnersshouldbeableto:
1.0 DescribeSchoolHealthProgrammeanditscomponents
Objectives 2.0 EducateteachersandparentsonSchoolHealthProgramme
3.0 EvaluateSchoolHealthProgramme
4.0 Beabletoprovidefirstaidserviceswiththeuseoffirstaidboxes

TOPIC PERFORMANCEOBJECTIVES CONTENT

1.0 Oncompletionofthiscourse,thestudentshouldbeableto:

SchoolHealthProgr
ammeanditscompo 1.1 DefinitionofschoolHealth
nents DefineSchoolHealthProgramme

1.2 DiscussthecomponentsofSchoolHealthProgramme ComponentsofSchoolHealthProgram

me(schoolhealthinstruction,schoolhea
lthservices,schoolenvironment,thesoc
ialstructureoftheschool)
1.3 Discussschoolinspection, Schoolinspection,inspectionoffoodve
ndor,treatmentofminorailments
1.4 Discussschoolmealservices

2.0 2.1 Discusstheimportanceoforganizingseminars/ Importanceoforganizingseminars/

Teachersandparent workshopsforteachersandparents workshopsforteachersandparentstoen
sEducation ablethemscreenandmanagecasesamo
ngschoolchildrenandtakeappropriatea
ction

2.2 Liststepsinorganisingaseminar/ Stepsinorganisingseminar/

workshopforteachersandparents workshopforteachersandparentsforeff
ectivescreeningandmanagementofhea
lthconditionsamongschoolchildren

1|Page
 2.3 ExplainhowschoolchildrenshouldprovideChild-to- Child-to-
ChildCare ChildCare(e.g.tepidsponging,feeding
,etc.)andguidelinesforprioritisingasse
ssedneeds

3.0 3.1 ExplainhowSchoolHealthServicescouldbeevaluatedthrought EvaluationofSchoolHealthServices(i

EvaluationofSchool
eachersinterview,directobservation,useofexistingrecords,stu nterview,directobservation,useofexist
HealthServices
dentquestionnaire,etc. ingrecords,studentquestionnaire)

4.0 4.1 WhatisFirstAid?

FirstAidInSchoolH ComponentsofaFirstAidBox
1a.WhyisFirstAidimportantInthescho
ealth olsetting?
1b.EssentialcomponentsofaFirstAidB
oxintheschoolsetting
1c.Managementofemergenciesinthes
choolsettingusingsimplefirstaidtec
hniques
4.2 HowtocarryoutCPR
DescribehowtocarryoutCPR(Cardio-

PulmonaryResuscitation)

4.3 Describefirstaidmanagementoffractures,drowning,convulsio 1. Firstaidmanagementoffractures,dr

n owning,convulsion

Deliverymethod Teacher’s Students’activitie Resources Methodofevaluatio References

activity s n

Lecture Didacticlecture Listening Relevantpublicat Questions(oral) Relevantpublicat

usingaudio-visuals ionsaudio- nsintheapproa
visuals es
FieldVisits Roleplays Observingthete Experiencesh Writtenassignme Current,correc
acher’sdemo aring nts ndcompletelis
nstrationsessi freadingmater
ons
ls

Demonstrationwith ReturnDemonst Multiplechoiceq

Audio- ration uestions(MCQ
visuals(video,co s)
mpactdisc,DVD,I
nternet)
Debate Respondingtote Observation
acher’squesti
ons

2|Page
 Resourcepersons Returndemonst Classpresentatio
ration ns

PROGRAMME: DIPLOMAINCOMMUNTYHEALTH

COURSETITLE: SCHOOLHEALTHPROGRAMME CODE: CHE237

SEMESTER: THIRDSEMESTER

DURATION: 30HOURS UNITS: 2.0

COURSEDISCRIPTON

Acomprehensiveschoolhealthprogrammeisanintegratedsetofplanned,sequential,school-
affiliatedstrategies,activitiesandservicesdesignedtopromotetheoptimalphysical,emotional,socialan
deducationaldevelopmentofstudents.

GOALS

3|Page
Thiscourseisdesignedtoequipstudentswiththeknowledgeandskillstoenablehim/
herprovideeffectiveschoolhealthprogramme.

LEARNINGOBJECTIVES

Attheendoftheunit,thelearnersshouldbeableto:

1.0 DescribeSchoolHealthProgrammeanditscomponents
2.0 EducateteachersandstudentsonSchoolHealthProgramme
3.0 EvaluateSchoolHealthProgramme
4.0 Beabletoprovidefirstaidserviceswiththeuseoffirstaidboxes

INRODUCTION

Theschoolbringstogetherlargepopulationofpupilswithvaryinghealthneeds.Itisessentialthatschoolc
hildrenshallbephysicallywell,mentallyalert,emotionallyandsociallystabilized.Thehealthoflearners
atalllevelsofeducationisofutmostimportanceiftheyaretobenefitfromtheschoolsofferingandbegoodp
roductivecitizensinfuture.

Theconcernaboutthehealthofyoungpeoplebeganwhensomeyoungmenwererecruitedtoserveinthew
ar,whentheywereexaminedmedicallyandfoundthat50%ofthemweresufferingfromonemedicaldisea
sesortheother.Variousmethodswereadoptedtoimprovethehealthstatusoftheyoungonesandoneofthe
semethodsisschoolhealthservices.Animportantpartoftheservicesisthemaintenanceofaccuratehealth
recordaboutthechild.(FunsuTope)

Thehealthoflearnersatalllevelsofeducationisveryimportant,iftheyaretobenefitfromschoolofferinga
ndbegoodcitizensinthefuture.Thehealthoflearnerscanbetakencareofathome,orcommunitysettingsb
uttheschoolbeingthesecondhomeoflearnersmustalsotakelearnershealthveryseriously.

4|Page
Thehealthprogrammeintheschoolsettingsthattakescareofthehealthneedsofbothstaffandmoreimport
antlythatofstudentsisknownasschoolhealthprogramme.Theschoolhealthprogrammeisbothaneducat
ionalandahealthprogrammedirectedtomeetthehealthofthestudentsandstaffnowlayinggoodfoundati
onfortheirfuturehealthstatuswithsupportofthehome,communityandthegovernment.

1.0 CONCEPTOFSHP

1.1 DEFINITIONOFTERMS

SCHOOL:Isaninstitutionforeducatinglearners;itincludesearlychild-
carecenter(ECC),primaryandsecondaryschoolsandNon-formaleducationcenter(NFE).

SCHOOLCOMMUNITY:Referstoallthepeopleliving/
workingwithintheschoolpremisesincludingpupils/students,theteachingandnon-
teachingstaffaswellasmembersoftheirfamilies.

HEALTH:Accordingtotheworldhealthorganization(WHO)“isastateofcompletephysical,mental,an
dsocialwell-beingandnotmerelytheabsenceofdiseaseorinfirmity”.

SERVICE/
PROGRAMME:Isasystemorarrangementthatsuppliespublicneeds.Itcouldbeorganizedbyanindivid
ual,grouporthegovernment.

SCHOOLHEALTHPROGRAMME:Couldbedescribedasthecombinationofvariousproject,proced
uresandactivitiesintheschoolenvironment,designtoprotectandpromotethewell-
beingofstudentsandothermembersoftheschoolcommunity.

SCHOOLHEALTHSERVICES:Thisreferstothevariousactionsthataretakenbythehealthteaminconj
unctionwithschoolauthority,teachersandparentstopromotethehighestpossiblelevelofhealthforscho
olchildrenthroughouttheiryearsofstudies.

5|Page
HEALTHPROMOTINGSCHOOL:AccordingtoWHOahealthpromotingschoolis“onethatisconsta
ntlystrengtheningitscapacityashealthsettingforliving,learningandworking”.

SCHOOLCHILD:Referstochildwhoattendsschoolortheage/
periodwhenachildnormallyattendsschool.

SCHOOLHEALTHTEAM:Theschoolhealthteammaycomprisesaminimumofthreemembers,thedo
ctorinchargewereavailable,primaryhealthcarefunctionaryandtrainedteacheroftheschool.

SCHOOLHEALTHCOMMITTEE:Itiscoordinatingbodythatischargedwiththeoverallresponsibilit
yofsmoothfunctioningoftheschoolhealthprogramme.Itisacommitteeconsistingofmembersrepresen
tingvariousfieldsofinterest.

EVALUATION:Itisanorganisingactivitythatbeginsatthejustidentificationofneededforaprogramme
processthroughouttheplanningandimplementationphaseandextendswellbeyondthelengthoftheprog
rammeitself.

MEASUREMENT:Itistheobjectiveprocessofdeterminingcapacity,qualityordimensionofanobjecti
ve,phenomenonoroutcome.

STANDARD:Isthedesiredquality,quantityorlevelperformancethatisestablishedascriteriaagainstw
hichworkersperformanceswillbemeasured.

SCHOOLHEALTHPROVIDER:AgeneralCommunityHealthPractitionerchargedwiththehealthcar
eoftheschoolagechildrenandschoolpersonnelinaneducationalsetting.

SCHOOLHEALTH:Itisapartofthecommunityhealthservicesthroughwithcomprehensivecareoftheh
ealthandwell-beingofchildrenthroughouttheschoolyearsistakencareof.

OBJECTIVESOFSCHOOLHEALTHPROGRAMME

 Toproduceawell-adjustedphysicallyvigorouschildwhoisfreefromdisease.
 Continuingappraisalofeachchild’shealthstatus.
 Understandingofyoungster’shealthneeds.
 Supervisionandguidanceofhealthofthechildren.
 Topreventtheoccurrenceofandspreadofcommunicablediseasesamongschoolchildren.
 Topromotehighlevelofsanitaryconditionintheschool.

6|Page
  Toprovidefirstaid/
careinaccidentandemergencyconditionofschoolchildrenandifnecessarythatoftheirteachers.
 Todevelophealthyphysical,socialandpsychologicalenvironmentfortheschoolchildren.
 Toencouragethecorrectionofremediabledefects.
 Tocreateawarenessontheavailabilityandproperutilizationofhealthrelatedresourcesinhealthp
romotion.
 Forearlydiagnosisofdiseasesandtreatmentofminorailmentoftheschoolchildren.
 Screeningandcontinuoussupervisionofschoolfoodvendors.
 Developmentofwholesomehealthattitude.
 Providespecialhealthprovisionfortheexceptionalchildren.
 Tocontinuouslyaccessthehealthconditionofthechildinordertoidentifyanydeviationfromnor
malsoastomanageitearly.
 Tomakeappropriatereferralintheschoolcommunity.
 Fosteringfriendly,healthandlearningenvironment.

1.2 COMPONENTSOFSCHOOLHEALTHPROGRAMME

i. HEALTHSERVICES:Thisincludesalltheproceduresemployedinordertoknowthehealthstat
usofthechild;howtoimproveitorpromoteit,itsmaintenanceastheneedmaybe.Someoftheproce
duresinclude,historytaking,physicalexamination,managementofidentifiedcases,referralser
vicesandimmunization.
Areastocoverinduringphysicalexaminationofaschoolchild
 Eye-test–
foractivityofvision,eyeexaminationfordefecte.gsquint,examinefordiseasesuchasVitaminA
deficiency;Trachoma;Conjunctivitis,etc.andtoexamineAnaemia.
 Teeth–lookforcaries;Spongy;Bleedinggum;Pyorrhoeaetc.
 Throat–lookforenlargeinflamedtonsils.
 Ears–testforhearing,lookforeardischarge.
 Chest–Auscultatesheartandlumps.

7|Page
  Abdomen–
Palpateenlargementofliverorspleen,lookfordefectsandpresenceoflumportenderness,andloo
kforundescendedtestis.
 Limbsandspine–
testforresidualparalysis,lookfordefectse.gkyphosis,clubfootetc.andlookforsignofrickets.
 Skinandhair–lookforredorhypo-
pigmentedpatcheswithlossofsensation,lookforulcers,boxes,ringwormorscabies,lookforpre
senceoflice.
 Managethedetectedminorailmentaccordingly,andreferthecomplicatedconditiontotheapp
ropriatecentre.

ii. HEALTHEDUCATION:Allknowledge,attitude,practicesandskillstoensurehealthfulliving
oftheschoolchild.Therearehealtheducationonpersonalandenvironmentalhygiene,firstaid,ba
lancediet,nutritionandsexeducation.

SIX(6)TOPICSFORHEALTHEDUCATIONINSCHOOL

1. Hygieneandsanitation
2. Growthanddevelopment
3. Substancesabuseandaddiction
4. Accidentprevention
5. Oralhealth
6. Adequatenutrition
7. Immunization
8. Childtochildcare
iii. SCHOOL,HOMEANDCOMMUNITYRELATIONSHIP:Thisembracesvariouscampaigns
,advocacy,outreachandmobilizationsaimedatbringingaboutacordialrelationshipbetweenthe
home,schoolandcommunity.Thismaygoalongwaytoinvolveotherrelatedorganizationsortea
mssuchasthecommittees,religiousorganizationsandsocialworkers.
iv. SAFESCHOOLENVIRONMENT:Thisistheprovisionofwholesomesurroundingsforschool
childrenandtheirteachers.Toachievethis,itmaybecomepertinenttoinvolveotherprofessional
groupssuchasoccupationalhealthandsafetyworkers.

8|Page
9|Page
1.3 SCHOOLHEALTHINSPECTION

10 | P a g e
 Thisreferstostructuredproceduretofollowwithaviewofensuringsafe,clean,andwell-
maintainedschoolenvironmentwithapositivepsychosocialclimateandculturethatcanboosthe
althofthestudentandthestaffaswellasstudents’educationalachievement.

RoleoftheHealthInspectorinSchoolHealthProgramme
TheHealthInspector(HI)istheofficeratthegrassrootlevelwhoisresponsibledirectlytotheMO
H,forschoolhealthactivities.
 HIshouldcollectdatatoplanschoolhealthactivitiesfortheforthcomingyear,eg:
•Informationaboutschoolmedicalinspectionswhichwereconductedduringthecurrentyear,an
dalsonotconductedduringthecurrentyear.
•Dataaboutthehealthproblemsofschoolchildrenwhichwereidentifiedduringtheyear(bothcor
rectedandnotcorrected).
•Analysisofcommonhealthproblemsencounteredduringcorrection,inorderofmagnitudeofth
eproblems.
•ProblemsandshortcomingsidentifiedduringtheSchoolSanitarySurvey,whichhavetobecom
municatedtotheEducationauthorities.
•Specialinformationonhealthprogrammesneededbytheschools.
•Informationonparentaleducationneeds.
•Detailsontheareasinwhichschoolparticipationneedstobestrengthened.
 PreparationoftheAnnualadvanceprogramme:
HIshoulddiscusswithallschoolprincipalsinthearea,anddecideonthetentativedatesfortheSch
oolMedicalInspectionintheirrespectiveschoolsandpreparetheannualadvanceprogrammeacc
ordingly.
 AllSchoolMedicalinspections(SMIs)tobeconductedduringtheforthcomingquartershouldbe
plannedandthequarterlyadvanceprogrammeshouldbepreparedinconsultationwiththeschool
principalsandotherfieldhealthstaffparticipatingintheSMIs.
 SchoolSanitarySurvey
AllHIsshouldcompletetheSchoolSanitarySurveyinalltheschoolsintheirrespectiveareas,duri
ngthefirstquarteroftheyear.Reportingonthefollowingareasareveryimportant;
i. Sanitationfacilities-notavailable/inadequate/nomechanismforcleaning-
nowatersupplytotoilet
ii. Availabilityofdrinkingwater/waterforwashingnotavailable/nowaterwashing

11 | P a g e
iii. Unprotectedwells
iv. Saleofunhealthyfoodsanddrinkswithinschoolpremises(referschoolcircular)
iv. Mosquitobreedingplaces
v. Garbagedisposalandwastemanagement
vi. Conditionofschoolbuildings
 HIshouldinspecttheschoolcanteenandfoodsellingoutletswithin/
aroundschoolpremisesandtakenecessaryactionifnotuptoappropriatestandards.
 HIpreparestheschoolsanitationsurveyformsintriplicateandhandthemovertotheMOH,withhi
srecommendations,beforetheendofthe1stquarteroftheyear.
 MOHtoo,shouldgiveitsfinalrecommendationsbeforetheendofthefirstquarterfortheyear,with
onecopybeinghandedovertotheschoolprincipal.OnecopyisfiledintheMOHOffice,andtheoth
ercopyfiledintheHI’soffice.TheHIshoulddiscussthefindingsandtherecommendationswithth
eschoolprincipalandguidehimintheimplementationofthecorrectiveactionstowardsimprovin
gsanitaryfacilitieswithintheschoolpremises.
 ThefindingsoftheschoolsanitationsurveyshouldbeanalyzedbytheHI,andshouldbesubsequen
tlysubmittedtotheMOHfordiscussionatthemeetingsofschoolprincipalsandatthemeetingsof
Zonal/Provincialschoolhealthcommittees.
 SchoolMedicalInspection(SMI)
 HIshouldmeettheschoolprincipalstwoweeksbeforetheappointeddateoftheSMIsinthequarter
lyadvanceprogrammeandconfirmthedate.
 SchoolMedicalInspection–someimportantconsiderations
 ShouldalwaysbeconductedbytheMedicalOfficerofHealth/School’shealthserviceprovider/
RegisteredorAssistantMedicalOfficer,whohasbeenidentifiedforthispurposewhenpreparing
thequarterlyadvancedprogramme.
 Allchildreninthedesignatedclassesshouldbeexaminedbythemedicalofficersandspecialattent
ionshouldbepaidtothedefectsidentifiedbytheHI,forconfirmationofthediagnosisandreferralt
ospecialistclinicsifsorequired.
 Childrenidentifiedbyteachersashavinglearningandbehavioralproblems,shouldbeexamined
andreferredtorelevantspecialistclinicswheneverrequired.
 HIshouldwillorassisttheMedicalOfficertocompletetheReferralCardofchildrenwhoarereferr
edtospecialistclinics,andadvisesuchchildrenandtheir

12 | P a g e
  Iftheschoolhasastudenthostel,sanitaryconditionswithinthehostelincludingthekitchenandme
alroomsshouldbesupervised.
 Makerecommendationsre-
grantingofapprovaltofoodhandlers,schoolcanteen,andtootherfoodsalesoutlets,withviewtop
rovidehealthyandsafefoodforschoolchildren.
 Schoolpremisesshouldbeinspectedtomakesurethattherearenounprotectedwells,pitsetc.posi
ngadangertostudents.
 Ensurethattherearenomosquitobreedingsiteswithinoraroundtheschoolpremises.
 Ensureavailabilityofadequatesupplyofwaterfordrinkingandwashing.
 Adviseandguidetheschoolauthoritiesonacquiringadequatesanitationfacilitiestotheirschools
,ifnotalreadyavailable.
 Adviseonpropergarbagedisposal.
 Adviseonmaintenanceofawell-
keptschoolgarden,withcultivationofvegetables,fruitsandflowers.

COMMUNITYHEALTHPRACTITIONERSINSCHOOLHEALTHPROGRAMME:Thisrefersto
practitionerregisteredandlicensedbyCommunityHealthPractitionersRegistrationBoardofNigeriapr
ovidingintegratedPrimaryHealthCareinschoolsetting/community.

ROLESANDRESPONSIBILTIESOFCHEWS:

i. Healthpromotionandspecificprotection.
ii. Earlydiagnosisandmanagementofcommonailment.
iii. Preventionofcomplicationandrehabilitation.
iv. Screeningofchildren,staffandfoodvendors.
v. Ensuresupplyofessentialdrugsandvaccine.
vi. Supervisionofmid-daymeals.
vii. Immunizationandhealtheducation.
viii. Referralservicesandfollowsup.

(ProvidesPromotion,Prevention,CurativeandRehabilitativeservices)

1.4 SCHOOLMEALSSERVICES

13 | P a g e
 Manyschoolchildrenarenoteatingnutritionaldietduetoseriesofreasonswhichincludespoverty
andnegligenceonthepartofparents.Sincestudentsspendhoursintheschool,theschoolmustbein
terestedintheirnutritionalintakeduringschoolhoursandinstitutesschoolmealsprogrammetoe
ducatelearnersontheimportanceofgoodnutrition.
Schoolmealsmaybeprovidedintwoforms,onewayisfortheschooltoemployworkerstoprepare
andcoordinateschoolmeals,theotherwayisfortheschooltoattractfoodvendorswhowillprepar
ethefoodontheirownathomeandbringtotheschooltosellinaffordableprice.
Itisexpedientasschoolhealthprogrammetohaveperiodicassessmentwherethemealsarebeingp
repared,hygienicconditionoffoodstuff,utensils,storagefacilitiesandmethodofrefusedisposal
.Alsoensureregularscreeningofthefoodvendors.

Rationalforschoolmeals:

o Thechildhastherightforadequatenutrition.
o Thetimespentintheschoolistoolongforchildtogoatastretchwithameal.
o Physicallyandmentallyenergyexpendedbytheschoolchildren,shouldmadeup.
o Toensureadequategrowthanddevelopmentofthepupils.
o Toavoidirritabilityandpoorattentionofthestudents.

Objectivesofschoolmeals:

o Theopportunityisusedtoidentifythechild’slearningneeds.
o Thechildrenaretaughtnormaltablemanners.
o Thechildrenareprovidedwithvarietyofnutritionaldietwithviewofsupplementingthehomedie
t.
o Tointroducethecourseofnutritiontothestaffandschoolchildren.

Theschoolfoodvendors:

Theschoolfoodvendorsarethosepeopleallowedtosalefoodtoschoolchildrenataveryminimalprofit.Sc
hoolfoodvendorsmustbeproperlyscreened,trained,medicallyfitandregisteredwithschoolauthority.

Criteriatoselectingschoolfoodvendors:

o Intendingschoolfoodvendormustbesubjectedtomedicalexaminations/screening.

14 | P a g e
 o Comprehensivehomeassessment/inspection.
o Foodvendorsshouldhaverequiredtrainingincookingschoolmeals.

2.0 TEACHERSANDPARENTSEDUCATION

2.1 ORGANIZINGSEMINAR/WORKSHOPFORTEACHERSANDPARENTS

Thisisbringingteachersandparenttogetherwithinaperiodoftime,sensitizingthemthrougheducation,i
nstructionandlecturesonthehealthneedsoftheschoolchildrenandhelpingthemtoidentifysolutiontothe
problems.ThiscanbeachievedthroughSeminarsandWorkshops

SEMINAR:Isamethodofeducationwhereseriesofpapersarepresentedanddiscussedondifferenttopic
underthesametheme.Itisalwaysasinglesessionorshortmeeting.

WORKSHOP:Isamethodofimprovingknowledgeofexperiencedpeopleintheirownfield.Itinvolvesdi
scussionandpracticalworktoshareknowledgeandexperience.

Rational:

i. Togatherdatafromparentsandteachers,e.gsocio-psychologicaldataofschoolchildren.
ii. Toeffectivelypasshealtheducationandinstructiontoparentsandteacherssimultaneously.
iii. Gapsbridgingbetweenteachersandparents.
iv. Itservesasaforumforteachertosolicitparent’ssupportinrespectofchildeducation.
v. Toidentifyavailableresourcesandusedasappropriate.
vi. Togetopportunityforparentstoembracetheirchildren’sprogressorotherwise.
vii. Itmotivatestotalinvolvementandcommunityownership.

2.2 STEPSINORGANIZINGASEMINAR/WORKSHOPFORTEACHERSANDPARENTS

i. Settheobjectivesandgoals

15 | P a g e
 Aswithanycorporateevent,everythingstartswithidentifyingthepurposeoftheseminar.Theobj
ectiveswillsetthetonefortheevent—
providingthebasisonhow,where,andwhentoconducttheseminar,aswellaswhomtoinvolvean
dhowmuchtospend.

ii. Taketimetoselectthebestrosteroftopicsandspeakers

Assoonasthebasicelementsoftheseminarhavebeenidentified(objectives,budget,eventdatean
dtime,venue,targetaudience),organizersarenowfreetomoveforwardtothenextphaseofthepre
paration.

Agreeingonthemainandsupportingtopicsoftheseminarisakeyfactorinensuringitssuccess—
soaretheindividualstowhomyouassignthemfordiscussion.Whilethechosentopicsareabletoar
ousecuriosityandinterestamongyourintendedaudienceevenbeforetheeventtakesplace,thech
oiceofspeakerscanalsocontributetheseminar’soverallsuccessintermsofattendanceandengag
ement.Thesetwoelementsarethe“heartandsoul”oftheevent.Don’tleavethesetochance,ortoco
mplacency.

iii. Eventdetailsandcostprojectionsmustbeidentified

Getyourpreferredspeakerstoconfirmtheircommitmenttotheseminar.Thisiswhenitgetsintere
sting.Assoonasyouhaveyourline-
upoftopicsandexpertsready,youarenowreadytogointofulleventplanningandaccountingmod
e.Createanoutlineoftheseminaractivitiesonanhourlybasis,andidentifythecostsassignedtoeac
hsegmentoftheprogram.Makesuretoincludenecessaryplansofactionneededforsettingupthev
enueandformarketingtheevent.

Onceyouhavethese,yourteamcannowcomeupwithmarketingmaterials,theseminar’sprogra
mflow,andthecomprehensiveexpensebudget.

iv. Preparealltheseminarmaterialsandothertechnicalrequirements

Basedonthetopicsandprogramsequenceprepared,taketimetoproofread,compileandprintallth
eseminarmaterialsonaper-
topicbasisatleastone(1)weekbeforetheactualevent,readyfordistributionandtakeourwordfori
t,alittletechnicalrehearsalcan’thurt!

16 | P a g e
 Makesureallthespeakers’visualpresentations(ifany)havebeentestedandgivenaquickrunthro
ughpriortotheevent.Justtomakesurethatallthefilesarecompatiblewiththeequipmentbeinguse
dandthatalltheequipmentareinoptimumcondition.

v. Scheduleonefinalproductionmeetingbeforetheactualevent
Onceallthedetailsareinplace,scheduleaproductionmeetingwiththeentireteam,suppliersands
peakersincluded,toensureasmooth-flowing(ifnotstress-free)seminar!

2.3 SCHOOLCHILD-CHILDCARE:

Thisisthehealthandgeneralcaregiventoyoungersiblingsbytheirolderones.

Objectivesofchild-to-childcare:

 Toinculcatespiritofcareandresponsiblelivingintochildren.
 Toprovideassistancetoparents.

17 | P a g e
  Toensureuseofavailableresources.
 Toactivelyinvolvechildrenasfamilymembersinprimaryhealthcareactivities.
 Forfastandeffectiveeducation(educationwithpractical).
 Toencouragechildrentomakeactionsbothindividuallyandinagroup.
 Tospreadhealthmessagesfastwithinthecommunities.
 Forsafetyofyoungerchildren.

Precautionarymeasuresinchild-to-childcare:

 Donotkeepmedicineandtoxicsubstanceswithinthereachofchildren.
 Mindtheageofthechildandthescopeoftheexpectedchild-to-childcare.
 Themessagemustbesimple,achievable,withoutriskfactors.

Typesofchild-to-childcare:

 Changeofwetclothes.
 Regularbathingasatwhendue.
 Adequatenutritionaldiet.
 Appropriateuseofapronandhandkerchief.
 Goodlatrine.
 Oralhygiene.
 Tepidsponging.
 Oralrehydrationtherapy.
 Appropriateuseofparent’sphonenumber.

HEALTHNEEDS/SERVICESOFTHESCHOOLCHILD

 HEALTHEDUCATION:Itismeanttogivethestudentstheopportunityofearlydevelopmentali
nsightintheimplicationofnegativeattitudestoissuesaffectingthehealthwiththis,pupillearnho
wtopromotegoodhealth,preventdiseasesandseekimmediatemedicalattention.Itscontentsincl
ude;personalandenvironmentalhygiene,hazardsofsmoking,drugabuseetc.Handicappedchil
drentheultimatesothatthechildwillbeabletoreachhismaximumpotentialtoleadasnormallifeas
possibletobecomeasindependentaspossibleandbecomeaproductionandself-
supportingmemberofsociety.

18 | P a g e
  ENVIRONMENTALSANITATION(HEALTHFULLSCHOOLENVIRONMENT):Bothp
upilsandteachersaremotivatedtomaintaingoodenvironmentalsanitationbykeepingtheschool
environmentfreefromthingsthatcancauseaccidente.guncompletedordilapidatedlatrineorbui
ldings,opentrenches,uncontrolledtippingmethodofrefusedisposal.Ventilation,illumination
buildings,acousticssafetyothersafeprogrammemustappropriatelybemanagedforthebenefito
fschoolchildren.
 ROUTINGMEDICALEXAMINATION:Studentandstaffneedtoundergomedicalhealthexa
minationperiodicallyespeciallyuponschoolentrytodetectareasneedingtreatment,referraledu
cationorcounseling.Medicalhealthexaminationmayreflectneedforcorrectionofvisionorhear
ingdefects.
 IMMUNIZATIONSERVICES:Thisshouldbeofferedoncontinuousbasis,itisnecessarytoide
ntifyandimmunizethosewhoareyettobeimmunizedsincechildhood(withinfirst2years).Apart
fromthese,childrenarebeingvaccinatedagainstsomecommondiseasesespeciallyduringepide
micsandboosterofimmunizationisgivene.gpoliovaccine.
 FIRSTAID/
EMERGENCYSERVICES:Adequatefirstaidservicesshouldbeestablished,thisistoattendto
minorillnessandinjury.
 EYES,EAR,NOSEANDTHROATSERVICES:Thisistodetectanyoftheailmentsearlyandtre
atorreferasthecasemaybe.
 DENTALHEALTHSEVICES:Thisistopreventdentalproblemsandtomanagetoothdecay.Ex
aminationofchildren’steethandhealtheducationonpreventingdentalproblems.
 NUTRITIONALCARE:Aimedatensuringthateveryschoolchildisingoodnutritionalconditio
nsoastoabletodevelopandgrowthnormally,maintainresistancetoinfectionandhenceenjoyph
ysical,socialandmentalhealth.
 PROVISSIONOFADEQUATEPOTABLEWATERSUPLY:Waterisveryessentialforlifean
dhealthylivingofschoolchildrenanditconstitutesmajorpercentageofbodyfluidwhichhelpsint
ransportationofnutrientsandcellstovariouspartsofthebody.Therefore,adequatesupplyofsafe
watertotheschoolcommunitywillcertainlyserveaspreventivemechanismtowaterrelateddisea
ses,andenhancepersonalhygiene.

19 | P a g e
SCHOOLHEALTHRECORDS:Itisessentialtomaintaincomplete,accurateandcontinuoushealthrec
ordsofschoolchildren.Suchhealthrecordswillbeusefulforprovidingneedbasedhealthcareandguidanc
etochildren.

Itwillbealsohelptoeducatetheschoolhealthservicesandassistfurther,developmentandimprovemento
fhealthservicesconsideredtoschoolchild.

3.0 EVALUATIONOFSCHOOLSERVICES

3.1 EVALUATIONPROCESSOFSHP

Evaluationisaprocessofcollectionofvitalinformationtomeasuretherelevance,progress,efficiency,eff
ectivenessandimpactofaparticularprogrammeorprojectsagainstsetobjectives.Ineffectitistheassess
mentofthevalueofwhatoneisdoingorhasdone.

Evaluationalsoreferstotheprocessofcollectingquantitativeandqualitativedatauseitandtakedecisiona
boutthedatacollected.Therefore,evaluationofschoolhealthservicesisaprocessoffindingouttheef
fectivenessoftheprogrammewiththeobjectiveofschoolhealthservicesinmind.

20 | P a g e
PURPOSE/RATIONALOFEVALUATION

a) Toclassifystudentseitherinacademicperformance,healthstatusetc.
b) Toserveasfeedbackontheextentofknowledge,socialattributesandfavourablehealthpractices
oflearners,theirparentsorguardians.
c) Ithelpstofindoutwhethertheexpectationofgovernmentandorcommunityabouttheknowledge,
attitudeandpracticesofin-schooladolescentsarebeingmet.
d) Evaluationofresultisatoolthatcanbeusedforseekingorfindinginterventionprogrammesinedu
cationalinstitutions.
e) Itisessentialtoenableexpertsjustifytheneedsforhealtheducation,curriculumchange,reconstru
ctionorrevision.
f) Itmaysuggesttheneedsforfurtherresearch.
g) Todeterminetheproblemencounteredintheimplementationphase
h) Tofindoutlevelofachievementofthesetobjectives.
i) Todeterminetheareasthatrequiremoreattention
j) Tohaveclearpictureoftheprogrammeatanypointoftime.
k) Determineobstaclesandplanforintervention.

Forpurposeofevaluationtobeachievable,certainprinciplesmustguideevaluationprocedures.

Therearevariousareasofschoolhealthprogrammethatcanbeevaluatedwhichcallsforprocedurestofoll
ow.Thefollowingareprinciplesthatcouldserveallpurpose

i. Wellstatedgeneralprogrammeobjectives.
ii. Precisestatementofspecificobjectivesthatwillserveasmeasurableoutcomes.
iii. Informationabouttheprogrammeshouldbecollectedearlyenoughtobeusefulinrevisingormod
ifyingtheprogrammeforimprovement.
iv. Effortshouldbemadetodeterminewhetherstudentscantransferorapplywhattheyhavelearnedf
romthehealthinstructionprogramme.
v. Evaluationoftheschoolhealthprogrammerequiresthatinformationbecollectedfrommanydiff
erentsourcesincludingtheschool,thehome,theneighbourhoodandlargercommunity.
vi. Thefinalevaluationoftheschoolhealthprogrammeinvolvesfirstcollectingvaliddataandthenex
ercisingexpertjudgmentinarrivingatdecisionsandprogrammerecommendations.

21 | P a g e
vii. Theresultofevaluationmustbeappliedtofuturesituationsbyrevisingtheprogrammeorperhaps
modifyingobjectivestoimproveitseffectiveness.

TYPESOFEVALUATION

1. FormativeEvaluation–
Thisistheevaluationthatforms,shapeordirectsteachingofhealthprogrammeservicestobeprov
ided.Ithelpstheschoolprogrammepersonnelandstudentstoassessallthatmakeeachsub-
divisionofschoolhealthprogrammetobemissiondrivenandgoaldirectedandobjectivelyapplie
d
2. DiagnosticEvaluation–
Thistypeofevaluationisusedtofindoutthefailureofserviceprovisionorpoorperformanceinhea
lthinstruction.

ProcessofEvaluation-
Alsocalledformativeevaluation,thisisanongoingproves,occurringduringtheformativestageo
faprogram.Thegoalofthisevaluationistoimprovetheprogramormaterialsbeingdesigned.Proc
essorformativeevaluationbeginswithinitialprogramdesignandcontinuesthroughimplementa
tion,observationandrevisions.

Thefirstphaseisaneedsassessment,whichestablishesbaselinedataontheneedforservices,prog
ramme,curriculumormaterials.Itshouldoccurbeforeembarkingonaproject.Duringdesigndev
elopmentandplanning,theschoolteamshouldtestinstrumentforcomprehensibility,persuasive
ness,userfriendliness,appealandotherfactors.

Duringfieldtesting,theprogrammeormaterialsaretestedforeffectiveness.Datacollectedwillh
elpfine-
tunematerials,pinpointanyproblems,aidintherevisionprocess,andassistinthedevelopmentof
newmaterials.Theprogrammedesignershouldusedifferentsituationorsettingstocarryoutthep
rogramme(reflectiveofthetargetaudience),whetheritbestudents,teachersand/orparents.

Incondense;theinstrumentsforprocessofevaluationaretheplanningschemeortimetable
oftheprogrammeandtherecordoftheprogramme.Theplanningschemeortimetableindi
cateswhat,when,howitwasdone,whodiditandwithwhatresources.

22 | P a g e
 3. PlacementEvaluation–
Thisevaluationlikethenamesuggestsfindouttowhatextentdoesalearnerknowaboutacourseor
subjecttherebyrevealingstudent’sability.
4. SummativeEvaluation–
Thisisanevaluationthatcomesupattheendofactivitiestomeasureachievementinlinewithsetob
jectivesofthehealthprogrammeintheschool.
5. OutcomeEvaluation-
Incontrast,outcomeevaluation(alsocalledsummativeevaluation)examinesthesuccessofthepr
ograminmeetingspecificobjectives,suchaswhethertherewerechangesinhealthbehaviororint
hehealthstatusofstudentsand/orstaff.Didtheprogrammakeadifference?
Forinstance,asaresultofaprogramtoimprovefoodhabitsofthestudents;didstudentseatlessjun
kfood?Shouldtheprogrambecontinued?

Outcomeevaluationsaredesignedtoanswerquestionabouttheimmediatechangesthatoccurasa
resultoftheprogramme.Participantsatisfaction,numbersserved,andobjectivemeasuresofcha
ngearecommondatacollectedforoutcomeevaluations.

6. ImpactEvaluation-Looksatlonger-
termchangesthatcanhelpanswerthequestionofoverallprogrameffectiveness.Someexamples
mayincludereducingcosts,improvementinstudenthealthorproductivity,orlowerratesofschoo
lviolenceoveranextendedperiodoftime.

Itmaybehelpfultoconsultaskilledexternalevaluatorforoutcomeandimpactevaluation;someo
newhoisexperiencedinconductingevaluations,hassomemedicalknowledge,andunderstandst
hemechanicsbehindday-to-
daytriageinahealthservicedelivery.Thebasisofanygoodoutcomeevaluationisasgoodmanage
mentinformationsystemforallchildrenintheprogramme.

Thereshouldperiodicreviewandevaluationoftheschoolhealthprogramme,tore-
examineateachparticularstagetheschoolhealthneedsandresourcesi.ethehealthproblemsandt
hemeansofgettingthoseproblemssolved.Thisreviewshouldcarryouttoseewhichoftheobjecti
veshavebeenachievedandwhichoneshavenotbeenachieved.

23 | P a g e
 VALIDITY:Thisistheextenttowhichatestmeasureswhatisdesignedorsettomeasure.Ifahealt
heducatortaughtstudentsonatopicaboutcommunicablediseases,knowledgetestsitemswillbe
onspecialcommunicablediseasesbeentaughttotheaudienceorassignmentmaybegiven.Thisis
useinvariouswaysbypsychologist.Predictivevalidityconnotesdetailedanalysisofatestinsays
electionprocedureandmeasurementofthesubsequentsuccessorfailureofatestbymeansofafoll
owupstudyusingcorrelationtechniques.

RELIABILITY:Generallyistheconsistencyatwhichatestmeasurewhatitsupposedtomeasur
e.Thismeansthatthetestsscorewillbethesameorwithsignificantvariationallthetimesthetestisa
dministeredtothesamegrouporlikegroupunderthesametestcondition.

METHODSUSEDINTHEINTERVIEWANDEVALUATIONOFSCHOOLHEALTHPROG
RAMME

 Teachers,interview
 Questionsaredesignedanddirectedtotheparentsorteacher.
 Thequestionsshouldcoveralltheobjectivesorneedsoftheprogramwiththeintentiontofindoutt
heteacher’sviewsandsuggestions.
 Theinterviewiscarriedoutbythehealthworkersandeachteacherisinterviewedseparately.
 StudentsQuestionnaires
 Thequestionnairearedesignedanddirectedtothepupils/students.
 Theyareusuallysetwithmanyresponsestobechosenfrom.
 Thequestionnairesaretestedfirstbeforedistributingthemtothechildren.
 Thechildrenfillthequestionnairesbythemselves.
 Afterfilling,theyarereturnedtotheteachersorhealthworkersforcompilation.
 Schoolattendancerecord.
 Areviewoftheschoolattendanceregisterforthatperiodwillshowtherateofabsenteeismduetosi
ckness.
 Ahighrateorlowrateshowstheimpactoftheprogramme,andwhathealthproblemsthatneedamo
reintensiveintervention.

 Observation

24 | P a g e
 Observationisacriticallookofanevent,personorgroupofpeopleintheschoolcommunitywithav
iewofretrievingtherequiredbehaviourfromtheobservedwhichwasdonebySHPteammembers
.

TYPESOFOBSERVATION

OpenObservationMethod:-
Inthistechnique,theobserverispartofthesettinginwhichtheobservationistakingplace,forexam
pleanurseryschoolteacherwhoisinstructedinstudying“Patternofinteractionamongnurserysc
hoolchildren”,canconductthestudyinhis/
herschoolusingobservationasamajortechniquefordatacollection.Inthiscasetheteacherispart
ofthesettinginwhichtheobservationiscarriedout,anotherresearcherwhoisinterestedincarryin
goutastudyonchildrearingpracticesoftheparticularcommunitymaysettleinthatcommunityfo
rthepurposeofcarryingouttheobservation.

ClosedObservationMethod:-
Inthismethodtheobserverisnotpartofthesettinginwhichtheobservationistakingplace,theobse
rverlivesawayfromthesettingbutonlycametoobservetheactivitiesoftheobservetakingnoteoft
herequiredaspectafterwhichhelefttohisresidence.

AdvantagesofObservation

i. Authenticinformationcanbeobtainedifopenedobservationmethodisused.
ii. Thismethodhelpstheobservertoobtainfirst-
handinformationbecausetheywatchandrecordbehaviourastheyoccurinanaturalsetting.
iii. Ismostusefulforobtaininginformationonhumanbehaviourcharacteristicsespeciallysitu
ationbasedbehaviours.

 Useofexistingrecords
Usefulinformationcanbeobtainedbyreviewingexistingrecordsparticularlywhentryin
gtodeterminethenatureofpreviousactivitiesunderSHP,thehealthpersonnelaswellasdi
seasepatternintheschool.Thisinformationcanbeobtainedfromexistingrecords.These

25 | P a g e
 recordsmaybefoundwithintherecordsofdailyroutineactivitiesofthetraininginstitutio
n.

4.0 FIRSTAIDINSCHOOLHEALTHPROGRAMME

4.1 COMPONENTSOFFIRST

1a

whatisfirstaid:Emergencycareortreatmentgiventoanillorinjuredpersonbeforeregularmedic
alaidcanbeobtained.

Weallneedhelpattimesinourlives.Weallhaveaccidentsnowandagainandweallgethurt.

Whenweareinjuredorsuddenlyunwell,whatwewantandneedissomeonetohelpsomeonewhok
nowswhattodo.Firstaidisallabouthelpingpeopleinemergencysituation.

1b EssentialcomponentsofaFirstaidboxintheschoolsetting

1. Visualacuitychart
2. Shark’sstrip
3. Weighingscale
4. Pentouch
5. Dressingequipment
6. Stethoscope
7. Sphygmomanometer
8. Diagnosticset
9. FirstaidBox
10. Essentialdrugs
11. consumables
12. Penandreferralform
13. Guidelinesforprioritizingassessedneeds

FUNDS:Forlogistics

26 | P a g e
Identificationofemergenciesconditionsintheschoolsetting

ACCIDENTS

 Sprains
 Fractures
 Trauma
 Laceration
 Bruises
 Inflammation
 Dislocation
 Smallcut
 BurnsandScald

EMERGENCY

 Snakebite
 Scorpionsting
 Dogbite
 Headinjury
 Bleeding
 Foreignbody(ineye,ear,noseandthroat)
 Obstructionofairways
 Unconsciousness
 Sicklecellcrisis
 Epilepsy
 Foodpoisoning
 Vomiting
 Diarrhoea
 Asthma
 Hernia
 Acuteabdominalpain
 Convulsion
 Drowning

27 | P a g e
OTHERS

 Drugabuse
 Emotionalstress
 Competitionofschoollife
 Peergroup
 Sexualassault/abuse

Note:BriefdescriptionsandmanagementoftheconditionsaboveareprovidedintherevisedNatio
nalStandingOrdersforCHEWandCHO.

4.2 HOWTOCARRYOUTCARDIO-PULMONARYRESUSCITATION(CPR)

EmergencyManagementTechniques

Gainpracticalexperienceinmanagingemergencysituations,andlearntorespondeffectivelyincrisissitu
ations.Examinethemanagementtechniquescommontoallemergencysituations,includingnaturaldisa
ster,fires,andmassmedicalandhazardousmaterialsincidents.Simulationsandopportunitiestoformsm
allincidentcommandgroupsandtosolveindustrialemergencyproblemsbasedonactualcasehistoriesar
eincluded.

CPRSteps

Cardiopulmonaryresuscitation(CPR)canhelpsavealifeduringacardiacorbreathingemergency.Howe
ver,evenaftertraining,rememberingtheCPRstepsandadministeringthemcorrectlycanbeachallenge.I
nordertohelpyouhelpsomeoneinneed,we'vecreatedthissimplestep-by-
stepguidethatyoucanprintupandplaceatdesignatedvisiblepointsbothathomeandschool.

BeforeGivingCPR

1.

Checkthesceneandtheperson.Makesurethesceneissafe,thentapthepersonontheshoulderands
hout"AreyouOK?"toensurethatthepersonneedshelp.

2. SendsomeonetocalltheattentionofSchoolHealthcareproviderforfurtheraction.

28 | P a g e
 3. Opentheairway.Withthepersonlyingonhisorherback,tilttheheadbackslightlytoliftthechin.

4. Checkforbreathing.Listencarefully,fornomorethan10seconds,forsoundsofbreathing.
(Occasionalgaspingsoundsdonotequatetobreathing.)IfthereisnobreathingbeginCPR.

CPRSteps

1.

Pushhard,pushfast.Placeyourhands,oneontopoftheother,inthemiddleofthechest.Useyourbo
dyweighttohelpyouadministercompressionsthatareatleast2inchesdeepanddeliveredatarateo
fatleast100compressionsperminute.

2.

Deliverrescuebreaths.Withtheperson'sheadtiltedbackslightlyandthechinlifted,pinchthenose
shutandplaceyourmouthovertheperson'smouthtomakeacompleteseal.Blowintotheperson's
mouthtomakethechestrise.Delivertworescuebreaths,andthencontinuecompressions.

Note:Ifthechestdoesnotrisewiththeinitialrescuebreath,re-
tilttheheadbeforedeliveringthesecondbreath.Ifthechestdoesn'trisewiththesecondbreath,thep
ersonmaybechoking.Aftereachsubsequentsetof100chestcompressions,andbeforeattemptin
gbreaths,lookforanobjectand,ifseen,removeit.

3.

ContinueCPRsteps.Keepperformingcyclesofchestcompressionsandbreathinguntiltheperso
nexhibitssignsoflife,suchasbreathing,anAEDbecomesavailable,orEMSoratrainedmedicalr
esponderarrivesonscene.

4.3.0Firstaidmanagementoffractures,drowning,andconvulsion.

4.3.1 FirstaidManagementofFracture

Fracture

Fractureisabreakinthecontinuityofabone.Fracturesusuallyoccurinoneofthreeways:

29 | P a g e
 1. Bydirectviolence
2. Byindirectviolence
3. Bymuscularviolence

Aimsoffirst-aidtreatment

Twomainaimsoffirst-aidtreatmentare:

a) Topreventasimplefracturebecomingacompoundfracture;
b) ToarrangethetransportationofthepatienttohospitalasquicklyaspossibleforanX-
rayandessentialtreatment.

Generalprinciplesoffirst-aidtreatmentforallfractures

1. Position

Thepatientshouldkeeplyingdownunlesstheparticularfracture;makethispositionunavailable.For
example,itismoreconvenienttohaveapersonwithfractureofribssittingupinachair.

2. Topreventinfection

Anywoundshouldbecoveredimmediatelywithascleanadressingaspossible.Infectionofboneisav
eryseriousconditionanddelaysthehealingprocess

3. Tostophaemorrhage

Ifobvioushaemorrhageispresentthismustbestoppedimmediatelybyallknownmeans.

4. Totreatforshock

Itistobeappreciatedthatwhetherthefractureissimpleorcompoundtherewillbeagreatdealofpainan
dacertainamountofhaemorrhage.Thispredisposestoshockanditshouldbetreated.Inthiswaymores
everesecondaryshockmaybeprevented.

5. Toimmobilizetheinjuredpart

Thismustbedoneasquicklyaspossibleusingcommonsenseandmaterialsathand.Twomethodsmay
beused:(BodyandMechanicalsplinting)

30 | P a g e
 6. Toarrangetransporttohospital

Thepatientmaybetransportedtohospitalbycar,lorryorambulance.Itmaybenecessarytotransferthe
patientfromthesiteoftheaccidenttoavehicle,thereforetemporaryorimprovisedtheaccidenttoaveh
icle,thereforetemporarycanbemadefrom:

7. Whennottomovethepatient

Apatientwithafractureshouldneverbemovedunlesstherearesufficientpeopletoliftandcarryhimor
hersatisfactorily.Ifthepatienthas,forexample,afractureofspineorpelvisthenitismuchsafertoleave
thepatientatthesiteoftheaccidentandgoforhelpratherthanriskfurtherdamagebytryingtomovethep
atientwithoutsufficientassistance.

Abrokenbone,orfracture,isasignificantandtraumaticinjurythatrequiresmedicalattention.However,g
ettingtimelyfirstaidfromtrainedhealthprofessionalsisnotalwayspossible—
somesituationsmaydelaymedicalcareformanyhoursordays.Evenindevelopedcountries,theaveragep
ersonsustainstwobrokenbonesduringtheirlifetime,sotheyarenotrareoccurrences.Assuch,it'simporta
nttoknowhowtoprovidefirstaidforbrokenbonesinordertohelpyourself,yourfamilyorotherswhofindt
hemselvesinemergencysituations.

 Assesstheinjuredarea.Inanemergencysituationwithnotrainedmedicalpeoplearound,younee
dtoquicklyassesstheseriousnessoftheinjury.Traumafromafalloraccidentcoupledwithsevere
painisnotaguaranteeofabrokenbone,butit'susuallyaprettygoodindicator.Fracturesinvolvingt
hehead,spineorpelvisaredifficulttotellwithoutanx-
ray,butyoususpectabreakinoneoftheseareasyoushouldnotattempttomovetheperson.Bonesin
thearms,legs,fingers,andtoeswilltypicallylookcrooked,misshapenorobviouslyoutofplacew
henbroken.Aseverelybrokenbonemightpokeoutthroughtheskin(openfracture)andinvolvepr
ofusebleeding.

Othercommonsymptomsofbrokenbonesinclude:limiteduseoftheinjuredarea(reducedmobili
tyorunabletoputanyweightonit),immediatelocalswellingandbruising,numbnessortinglingd
ownstreamfromthebreak,shortnessofbreath,nausea.

31 | P a g e
 Beverycarefulwhenassessingtheinjurynottocausemuchmovement.Movingapersonwithanin
juredspine,neck,pelvisorskullisveryriskywithoutmedicaltrainingandshouldbeavoided.

2.

Callforemergencyhelpiftheinjuryissevere.Onceyou'veestablishedthattheinjuryisseriousand
suspectthatabrokenboneislikely,thencallforanambulanceandgetprofessionalmedicalhelpon
theirwayasquicklyasyoucan.Providingimmediaterudimentaryfirstaidandsupportivecareare
certainlyhelpful,butit'snosubstitutefortrainedmedicalattention.Iftheschoolisclosetoahospit
aloremergencyclinicandyouarequitecertaintheinjuryisnotlifethreateningandonlyinvolvesal
imb,thenconsidertakingtheinjuredpersontothefacility.

Evenifyouthinkyourfractureisnotlifethreatening,resisttheurgetotakeyourselftothehospital.
Youmaynotbeabletooperateyourvehicleproperlyormayloseconsciousnessfromthepainandb
ecomearoadhazard.

Callemergencyservicesifyounoticethefollowing:callforemergencyhelpifthepersonisunresp
onsive,isn'tbreathing,orisn'tmoving;thereisheavybleeding;gentlepressureormovementcaus
espain;thelimborjointappearsdeformed;thebonehaspiercedtheskin;theextremityoftheinjure
darmorleg,suchasatoeorfinger,isnumborbluishatthetip;yoususpectaboneisbrokenintheneck
,headorback.

32 | P a g e
  ProvideCPRifnecessary.Iftheinjuredpersonisnotbreathingandyoucan'tfeelapulseonherwrist
sorneck,thenstartadministeringcardiopulmonaryresuscitation(ifyouknowhowto)beforethea
mbulancearrives.CPRinvolvesclearingtheairways,blowingairintothemouth/
lungsandtryingtorestarttheheartbyrhythmicallypushingonthechest.

Alackofoxygenformuchmorethanfivetosevenminutescauses,atleast,somedegreeofbrainda
mage,sotimeisoftheessence.IfyouarenottrainedinCPR,thenprovidehands-
onlyCPR,uninterruptedchestcompressionsatarateofabout100perminuteuntilparamedicsarri
ve.

Ifyou'rewell-trainedinCPR,beginwithchestcompressionsimmediately(about20–
30)andthenchecktheairwayforobstructionandstartdoingrescuebreathingaftertiltingthehead
backataslightangle.

Foraspine,neck,orskullinjury,donotusethehead-tilt-chin-liftmethod.Usethejaw-
thrustmethodofairwayopening,butonlyifyouhavebeentrainedhowtodoso.Thejaw-
thrustmethodinvolveskneelingbehindthepersonandplacingahandoneithersideofherface,mid
dleandindexfingersbeneathandbehindthejaw.Pusheachsideofthejawforwarduntilitjutsout.

33 | P a g e
4.

Stopanybleeding.Iftheinjuryisbleedingsignificantly(morethanafewdrops),thenyoumustatte
mpttostopitregardlessifthereisafractureornot.Significantbleedingfromthemainarterycanlea
dtodeathwithinafewminutes.Controllingthebleedingisahigherprioritythanaddressingabrok
enbone.Applyfirmpressuretothewoundwithasterileandabsorbentbandage(ideally),although
acleantowelorpieceofclothingwilldoinanemergency.Holditthereforafewminutestoencoura
gethebloodtoclotattheinjurysite.Securethebandagearoundthewoundwithanelasticbandageo
rpieceofclothifyoucan.

Ifthebleedingwon'tstopfromaninjuredlimb,youmayhavetotieatighttourniquetabovethewou
ndtotemporarilycutoffthecirculationuntilmedicalhelparrives.Atourniquetcanbemadeofvirt
uallyanythingthatcanbesecuredtight—
string,rope,cord,rubbertubing,leatherbelt,necktie,scarf,tee-shirt,etc.

Ifthereisalargeobjectpenetratingintotheskin,donotremoveit.Itmaybeclottingthewound,andr
emovingitcouldcauseseverebleeding.

34 | P a g e
 AddressingtheBrokenBone

1. Immobilizethebrokenbone.Aftertheinjuredpersonisstabilized,it'stimetoimmobilizethebrok
enboneifyouanticipateawaitofanhourorlongerforemergencymedicalpersonnel.Immobilizin
gitcanhelpreducethepainandprotectthebrokenbonefromfurtherinjurycausedbyinadvertentm
ovement.Ifyoudon'thavepropertraining,don'ttrytorealignthebone.Attemptingtoalignbroken
bonesimproperlycanleadtofurtherdamagetobloodvesselsandnerves,leadingtopotentialblee
dingandpotentialparalysis.Keepinmindthatsplintsonlyworkforlimbbones,notthoseofthepel
visortorso.

Thebestmethodofimmobilizationistomakeasimplesplint.Placeapieceofstiffcardboardorplas
tic,abranchorstick,ametalrod,orrolledupnewspaper/
magazineoneithersideoftheinjurytosupportthebone.Tiethesesupportstogetherfirmlywithtap
e,string,rope,cord,rubbertubing,leatherbelt,necktie,scarf,etc.

Whensplintingafracturedbone,trytoallowmovementintheadjacentjointsanddon'tsecureittoo
tight—allowappropriatebloodcirculation.

Splintingmaynotbenecessaryifemergencyservicesarecomingrightaway.Inthiscase,splinting
maycausemoreharmthangoodifyoudon'thavetheappropriatetraining.

35 | P a g e
 2.

Applyicetotheinjury.Oncethebrokenboneisimmobilized,applysomethingcold(preferablyic
e)toitassoonasyoucanwhileyouwaitfortheambulance.Coldtherapyhasmanybenefits,includi
ngnumbingthepain,reducinginflammation/
swellingandreducingbleedingbycausingthearteriestoconstrict.Ifyoudon'thaveicehandy,con
siderusingfrozengelpacksorbagsofvegetables,butmakesuretowrapanythingcoldinathinclot
hinordertoavoidiceburnorfrostbite.

Applyiceforabout20minutesoruntiltheareaiscompletelynumbbeforeremovingit.Compressi
ngitagainsttheinjurymayhelpreduceswellingevenmoreaslongasitdoesn'tincreasethepain.

Whileapplyingtheice,makesurethebrokenboneiselevatedinordertocombatswellingandslow
downbleeding(ifapplicable).

36 | P a g e
 3. Keepcalmandwatchforsignsofshock.Breakingaboneisverytraumaticandpainful.Fear,panic,
andshockareallcommonreactions,buttheycanhavenegativeconsequencesforthebody,sothey
mustbecontrolled.Assuch,calmyourselfand/
ortheinjuredpersonbyreassuringhimthathelpisonthewayandthesituationisundercontrol.Asy
ouwaitforhelp,coverthepersontokeephimwarmandhydratehimiftheyarethirsty.Keeptalkingt
ohimtodistracthimfromfocusingonhisinjury.

Signsofshockinclude:feelingfaint/
dizzy,palecomplexion,coldsweats,rapidbreathing,increasedheartrate,confusion,irrationalp
anic.

Ifitlookslikethepersonisinshock,layhimdownwithhisheadsupportedandelevatehislegs.Keep
himcoveredwithablanketorjacket,orevenatableclothifthosethingsarenotavailable.

Shockisdangerousbecausebloodandoxygenareroutedawayfromvitalorgans.Thisphysiologi
calstate,ifleftuntreated,canultimatelycauseorgandamage.

37 | P a g e
 4. Considerpainmedication.Ifthewaitforemergencymedicalpersonnelislongerthananhour(ory
ouanticipateitbeingalongwait),thenconsidertaking/
givingsomemedication,ifyouhaveany,tocontrolthepainandmakethewaitmoretolerable.Acet
aminophen(Tylenol)isthepainkillermostappropriateforbrokenbonesandotherinternalinjurie
sbecauseitdoesn't"thin"thebloodandpromotemorebleeding.

Over-the-counteranti-
inflammatorysuchasaspirinandibuprofen(Advil)arehelpfulforpainandinflammation,butthe
yinhibitbloodclotting,sotheyaren'tagoodideaforinternalinjuriessuchasbrokenbones.

Inaddition,aspirinandibuprofenshouldnotbegiventoyoungchildren,becausetheymaycaused
angeroussideeffects.

38 | P a g e
 Warnings

Donotmoveavictimwhoseback,neckorheadareinjuredunlessabsolutelynecessary.Ifyoususp
ectabackorneckinjuryandmustmovethevictim,keeptheback,headandneckwellsupportedand
aligned.Avoidanykindoftwistingormisalignment.

Thisarticleshouldnotberegardedasasubstituteformedicalcare.Alwaysmakesurethatmedical
attentionisprovidedtotheinjuredpersonevenafterhavingfollowedthestepsoutlinedabove,asb
rokenbonescanbelifethreateninginjuries.

4.3.2 FirstaidManagementofDrowning

Drowning

39 | P a g e
Introduction

Drowningistheleadingcauseofinjury-relateddeathamongchildrenages1to4--andthesecond-
leadingcauseofdeathinchildren14andunder.Youngkidsareespeciallyatriskbecausethey'recurious,fa
st,andattractedtowaterbutarenotyetabletounderstandhowdangerousitis.Thegoodnewsisthatafewsaf
etyprecautionscanpreventmostdrowning.Ifyourchildisthevictimofanear-drowning,thisfast-
actionrescueplancanpreventatragedy.

Apersonwhohasbeenindifficultyinthewaterforanylengthoftimewillhavebeenstrugglingagreatd
ealandwillbesufferingfromexposureandexhaustion.Thepatientwillalsohaveswallowedagreatde
alofwaterandthemouthmaybefullofmud,sandorseaweed.Thelungswillalsocontainaconsiderabl
eamountofin-haledwater.

Management

1. Getthepersonoutofwaterasquicklyaspossible.
2. Forasecondortwotrytohavetheheadlowerthantherestofthebody.Ifitisachildthiscanbedoneby
holdingthechildup-
sidedown.Ifanadult,liftthepersonbythewaistwiththeheadhelddownwards.Bythismeanssom
eofthewatermaydrainfromtherespiratorytract.
3. Ifthepersonisclothedundotightclothingroundtheneck,chestandwaist.
4. Covertheindexfingerwithahandkerchiefandclearthemouthofanymud,sand,ordebris.

40 | P a g e
 5. Startartificialrespirationaspreviousdescribed.
6. Sendsomebodyforblankets.
7. Whenthisarrivedwrapthepatientindryblankets.Donotstopartificialrespirationwhichmayhav
etobecontinuedforseveralhours.Applyingartificialrespirationcanbeextremelytiring,therefor
etheoperatorshouldberelievedbysomebodyelsewhowillhavebeenobservingtechnique.
8. Sendformedicalaid.Whenthedoctorarriveshewilldecidewhetherresuscitationshouldcontinu
eorotherwise.
9. Ifthoughtnecessary,transportshouldbearrangedtotakethepatienttohospitalasquicklyaspossi
ble.

StepsinDrowningManagement

 Yourfirstpriorityistogetadrowningchildoutofthewaterasquicklyaspossible.Ifsheisn'tbreathi
ng,placeheronherbackonafirmsurface.Immediatelybeginrescuebreathing,below,andhaveso
meonecallforhelp.Don'tassumeit'stoolatetosaveachild'slife--
evenifshe'sunresponsive,continueperformingCPRanddonotstopuntilmedicalprofessionalst
akeover.
 Toopenthechild'sairway-
Gentlytiltherheadbackwithonehand,andliftherchinwiththeother.Putyoureartothechild'smou
thandnose,andlook,listen,andfeelforsignsthatsheisbreathing.
 Ifthechilddoesn'tseemtobebreathing-
Infantsunderage1:Placeyourmouthoverinfant'snoseandlipsandgivetwobreaths,eachlastinga
bout1seconds.Lookforthechesttoriseandfall.Children1andolder:Pinchchild'snoseandsealyo
urlipsoverhermouth.Givetwoslow,fullbreaths(1to2secondseach).Waitforthechesttoriseand
fallbeforegivingthesecondbreath.
 Ifthechestrises-Checkforapulse(seenumber4).Ifthechestdoesn'trise,tryagain.Re-
tiltthehead,liftthechild'schin,andrepeatthebreaths.
 Checkforapulse-
Puttwofingersonyourchild'snecktothesideoftheAdam'sapple(forinfants,feelinsidethearmbe
tweentheelbowandshoulder).Waitfiveseconds.Ifthereisapulse,giveonebreatheverythreesec
onds.Checkforapulseeveryminute,andcontinuerescuebreathinguntilthechildisbreathingonh
erownorhelparrives.

41 | P a g e
  Ifyoucan'tfindapulse-
Infantsunderage1:Imaginealinebetweenthechild'snipples,andplacetwofingersjustbelowitsc
enterpoint.Applyfivehalf-
inchchestcompressionsinaboutthreeseconds.Afterfivecompressions,sealyourlipsoveryourc
hild'smouthandnoseandgiveonebreath.Children1andolder:Usetheheelofyourhand(bothhan
dsforateenageroradult)toapplyfivequickone-
inchchestcompressionstothemiddleofthebreastbone(justabovewheretheribscometogether)i
naboutthreeseconds.Afterfivecompressions,pinchyourchild'snose,sealyourlipsoverhismou
th,andgiveonefullbreath.Allages:Continuethecycleoffivechestcompressionsfollowedbyabr
eathforoneminute,thencheckforapulse.Repeatcycleuntilyoufindapulseorhelparrivesandtak
esover.

Note:TheseinstructionsarenotasubstituteforCPRtraining,whichallparentsandcaretakers
shouldhave.
SurprisingHomeDrowningHazards
Didyouknowthatasmallchildcandrowninaslittleasonetotwoinchesofwater--
whichisjustenoughtosubmergehermouthandnose?
Besuretochildproofthesedangerzonesinyourhomeandyard.
 Bathtubs-Neverleaveachildunder4aloneinthetuborneararunningbath.Aschool-
agechildcanbathebyhimself--butaparentshouldstaywithinearshot.
 Babybathseatsorrings-Neverleaveyourchildunattendedinabathseat--
hecouldslipdownintothewaterandgettrappedunderneath,ortheringcouldtipover.
 Bucketsandcontainers-Acurioustoddlercanfallheadfirstintoawater-
filledbucketandbeunabletogetout.Evenacoolerfilledwithmeltingicecanbeadrownin
ghazard.Alwaysmakesuretoemptyafteruse.
 Toiletbowls-Keeptoiletcoverdownandbathroomdoorclosedatalltimes.Installatoilet-
coversafetylatch.
 Diaperpails-
Makesurethetopofyourdiaperpailfitssecurelyandcan'tbeliftedoffbysmallfingers.
 Wadingpools-Emptychild-sizepoolsafteruseandstoreontheirsides.

42 | P a g e
  TheRulesofthePool-Poolsarealotoffun--
buttheycanalsobedangerous,especiallyforchildren.Infact,themajorityofdrowningoc
cursatresidentialpools.Achildisatriskwhenheisinadequatelysupervisedorwhenadult
s--orthechildhimself--
overestimatehisswimmingability.Followthesestepstokeepyourpoolassafeaspossibl
e.

i. Installahigh(atleastfivefeet)fenceonallsidesofthepoolthatseparatesitfromtheplayarea,witha
self-closing,self-latchinggate.
ii. Keeprescueequipmentsuchaspole,rope,kickboards,andlifepreservers--
nearthepoolandinaneasy-to-reachlocation.
iii. Haveatelephoneatthepoolforemergenciesifpossible
iv. Poststep-by-stepCPRinstructionsnearby.

NOTE:Nevertakeyoureyesoffyourchildwhensheisinthepoolarea.

v. Waterwings,rafts,andevenswimminglessonsarenotadequateprotectionagainstdrowning.
vi. Keeptheareaaroundthepoolclean,anddon'tleavetoysinoraroundit,becausetheycouldenticech
ildrentothewater.
vii. Ifyourchildismissing,checkthepoolfirst,sincechildrencandrowninonlyafewminutes.Gototh
epool'sedgeandscantheentiresurface.
viii. Ifpossible,keepthepoolcoveredwhenit'snotinuse.
ix. Makesurethecoverfitssecurelyoverthepool'sentiresurface.Otherwise,achildmaygetunderita
ndbecometrapped.

4.3.3 FirstaidManagementofConvulsion

Whattodowhensomeonehasaseizurewheretheyshakeorjerk(aconvulsiveseizure).Thisisintende
dasaquickfirstaidguidewhensomeoneishavingaconvulsive(tonicclonicorclonic)seizure.

Althoughitcanbefrighteningtosee,thistypeofseizureisnotusuallyamedicalemergency.Usuall
y,oncetheconvulsionshavestopped,thepersonrecoversandtheirbreathinggoesbacktonormal.

43 | P a g e
 Whattodo
 Staycalm.
 Lookaround-isthepersoninadangerousplace?
Ifnot,don'tmovethem.Moveobjectslikefurnitureawayfromthem.
 Notethetimetheseizurestarts.

Staywiththem.Iftheydon'tcollapsebutseemblankorconfused,gentlyguidethemawayfromany
danger.Speakquietlyandcalmly.
 Cushiontheirheadwithsomethingsoftiftheyhavecollapsedtotheground.
 Don'tholdthemdown.
 Don'tputanythingintheirmouth.

Checkthetimeagain.Ifaconvulsive(shaking)seizuredoesn'tstopafter5minutes,callforanambu
lanceorhelptotransportthepatienttonearhealthcentre.

Aftertheseizurehasstopped,putthepersonintotherecoverypositionandcheckthattheirbreathin
gisreturningtonormal.Gentlychecktheirmouthtoseethatnothingisblockingtheirairwaysucha
sfoodorfalseteeth.Iftheirbreathingsoundsdifficultaftertheseizurehasstopped,callforanambu
lance.
 Staywiththepatientuntiltheyarefullyrecovered.
 Note:Iftheyareinjured,ortheyhaveanotherseizurewithoutrecoveringfullyfromthefirstseizur
e,callforanambulance

COMMONDISEASES/CONDITIONAFFECTINGSCHOOLCHILDREN

COMMUNICABLEDISEASES

 Measles
 Meningitis
 Hepatitis
 Tuberculosis
 Diphtheria
 Tetanus

44 | P a g e
  Mumps
 Eyeinfection
 Commoncold

NON-COMMUNICABLEDISEASES

 Malaria
 Typhoidfever
 Visualimpairment
 Hearingimpairment
 Otitismedia
 malnutrition
 Worminfestation
 Oraldiseasee.gDentalcaries
 Anaemia
 Pneumonia
 Impactedwax(intheearornose)

SKINDISEASES

 Ringworm
 Scabies
 Impetigo
 Headlice
 Tineacapitis
 Eczema
 Pediculosis

OTHERS

 Drugabuse
 Emotionalstress
 Competitionofschoollife
 Peergroup
 Sexualassault/abuse

45 | P a g e
SCHOOLHEALTHPROBLEMSCLASSIFICATIONFORTHECONSIDERATION

ThistopicintendstohighlightontheschoolhealthproblemsastheyrelatedtotheNigeriaset-
up,theyaremarginallyclassifiedunderfoursub-division:

1. Nutritionalproblems:Therearemanyhealthproblemsassociatedwithnutritionsuchas;Malnutr
ition;Hypoproteinaemia;Riboflavindeficiency;Calciumdeficiencyetc.
2. Physicalproblems:Therearequitenumberofphysicalproblemsexistinginourschoolsthathave
potentialeffectseitherforpersonalinjuryorinthehealthoftheschoolchildren.Forexample;Loca
tionoftheschool;Buildingandotherphysicalstructures;Sanitation;Accidentamongothers.
3. Communicablediseases:Areamongtheseriousproblemsoftheschoolhealthprogramme,thush
ealthcareprovidersshould:
a. Identifythecommunicablediseasesthatarecommonintheschoolcommunity.
b. Identifythemodeoftheirtransmission.
c. Classifythediseasesintogroups.
d. Createmassawareness/Healtheducationaboutthepreventionandcontrolmeasures.
e. Diagnoseandrenderappropriatemanagementofanyassociateddiseasecondition.
4. Socialproblems:Themaininterestinthissectionisnottodiscusssocialproblemsindetails,butrat
hertoidentifythoseproblemsthataresocialinnatureandwhoseinfluenceonschoolchildrenasare
sultoftheirinteractionwithcommunity.Therefore,onlythree(3)problemswillbrieflybediscuss
i.eDrugs;AlcoholandSmokingrespectively.

DRUGS:Isanykindofmedicineobtainablefromnaturalorsyntheticsource.W.H.Odefinedassubstance
sthatwhentakenintolivingorganism,maymodifyoneormoreofitsfunctions.

Drugsmaybeusedforthetreatmentanddiagnosisofdiseasesomedrugsaffectsthecentralnervoussystem
;somealsoaffectpsychologicalwell-beingofanindividual.Ingeneraldrugsmaybemiss-
usedwithoutprescriptionofqualifiedhealthcareprovider.

GENERALEFFECTOFDRUGSMISS-USED

 Dullperceptionanderraticbehaviour.
 Deteriorationofschoolwork.
 Overexcitation.

46 | P a g e
BEHAVIOUROFCHILDWHILEDRUGSABUSE

 Neglectofappearancee.gdressingcarelessly.
 Suddenchangeofattendanceorbehaviour.
 Stealingorborrowingmoneyinordertoprocuremoredrugs.
 Findthechildinunusualplaces.

FACTORSTHATINFLUENCESCHOOLCHILDTODRUGSABUSE

 Imitationofelders.
 Peergrouporpressurefrompeergroup.
 Thedesireforbravado.

CLASSIFICATIONOFDRUGSTHATMAYRESULTTOADDICTION

 Stimulant–e.gCocaine;Amphetamine
 Depressant–drugsencouragessleepinge.gBarbiturate
 Analgesic–painkillerse.gCodeine;Heroin;Morphine
 Hallucinogen–LysergicAcidDiethylamide(LSD)e.gCannabis

PREVENTIONMEASURESONDRUGSABUSE

i. Healtheducationondangersassociatedwithdrugsabuse,alcoholandsmoking
ii. School-
dayshouldbemadesoenjoyableandinterestingthatpupilfeellifeisworthwhileandthecanachiev
esuccesswithoutsatisfyingbacktousingdrugs.
iii. Wheneverdrugsaredetectedorcirculatedintheschool;teachersshouldcalmandunemotionalste
ptocurtailitsspread.

ALCOHOL:Islikedrugs,alcoholcanbeabusedbyschoolchildrenitseffectsinthebodyareverymany.Ho
wever,individualhavedifferenturgestodrinkit.

REASONTHATCANENHANCESCHOOLCHILDRENINALCOHOLISM

i. Availabilityofalcohol.
ii. Usingalcoholduringsocialgatheringe.gSend-upparty;Weddingandothervariousceremonies.

47 | P a g e
 iii. AdvertisementofalcoholonRadiostation;Television;Printmediaandotherpublicationofwhic
hchildrenmaybuytoread.

EFFECTOFALCOHOLONTHEBODY

i. Stomachinflammation(Chronicgastritis).
ii. Developmentofpepticulcer.
iii. Drinkermayfeelunnaturallywarmevenincoldsituationthismayresulttoexposureofthebodyan
ddeath.
iv. Thevalueofurineoutputisincreasedthismeansthereisadditionalactivitytothekidney.
v. Alcoholintakemaycauseincreasedaccumulationoffatintheliverandthismayinhibitthenormal
functionofthelivertherebywoulddevelopcirrhosisofliver.
vi. Italsodepressesthecentralnervoussystem.

SMOKING:Isthethird(3rd)socialproblemtodiscuss,hereitisnecessarytobecopiouslyawareofthisprob
lembecauseoftheinfluenceoftheurbansettingandsocietyontheschoolandchildren.Thereasonsforsch
oolchildrensmokearenotdifferentfromthatofthedrugsandalcohol.

EFFECTOFSMOKING

 Chronicbronchitisandotherchestproblems
 Developmentofthecoronaryheartdisease(C.H.D)
 Worsentheconditionofstomachandduodenalulcer
 Anindividualwhosmokesislessphysicallyfit
 Hemaydevelopcancerofthemouth

FACTORSTHATCANLEADSCHOOLCHILDRENTOSMOKE

 Attempttoimitateelders
 Pressurefrompeergroup
 Excessivepocketmoney
 Expressionofpleasurebypeoplethatsmokeorenjoymentofthearmfromsmokers

CHARACTERISTICSOFMENTALLYHEALTHCHILD

Thementallyhealthychildwillexhibitmostofthefollowingcharacteristics:

48 | P a g e
 1. Thechildisabletotakepartinteamworkwithhispeergroup
2. Thechildrespecttherightofothersandmaintainhonesty
3. Iscapabletothinkingandactitsensiblywhenseekingsolutiontoproblem
4. Thechildcanwithstandfrustration,anxietyandpressure
5. Thechildisabletofacerealitiesoflifeandacceptresponsibilitieswhichhecanreasonablyhandle.

MEMBERSOFSCHOOLHEALTHPROGRAMMECOMMITTEE

1. Headofschool/Administrator
2. Communityhealthworker
3. Publichealthnurse
4. Medicalofficer
5. Socialworker
6. Healthattendant
7. Healthteacher
8. Physicaleducator/Coach
9. Driver
10. RepresentativeofP.T.A
11. Representativeofteachers

SOURCES/REFERENCES

1. https://www.youtube.com/watch?v=cosVBV96E2g
2. https://www.youtube.com/watch?v=p6WkcAtj3T8
3. UsmanD.Setal(2003),RossandWilsonFoundationofNursingandFirst-aid,sixthedition.
4. MoronkolaO.A(2003),SchoolHealthProgramme,Firstedition,Royalpeople(Nigeria)LtdI
badan.
5. Denni’sM.O(2001),Denni’sGuidetoCommunityHealthandPrimaryHealthCarePractice,
Volume2Firstedition,LifeguardsPublicationOnitshaNigeria.

49 | P a g e
 6. JaypeeIC.
(2011),BasicConceptCommunityHealthNursing,Secondedition,JayprrBrothersMedical
Publisher(P)Ltd.
7. FunsuT.A.AguidetoPrimaryHealthCarePracticeinDevelopingCountries,2ndeditionJolad
PrintersIbadanNigeria.
8. NigeriaNationalOpenUniversity,CourseMaterials.
9. CHPRBNCHEWPre-serviceCurriculum(2015Revisededition)
10. El-Muqaddas,ABBAlecturenote.

50 | P a g e