Health education program planning on malaria control

health education program planning for malaria for Bachelor of public health

1. HEALTH EDUCATION PROGRAMME ON MALARIA CONTROL

2. INTRODUCTION The term malaria originates from Italian word: ''mala aria'‘ which means "bad air“ A protozoal disease caused by infection with parasites of the genus Plasmodium Transmitted to man by infected female Anopheles mosquito Disease under international surveillance

3. Current scenario of malaria in Nepal Based on the micro‐stratification report 2013, approximately 13.02 million population (47.9%) live in malaria endemic areas (VDCS) Out of which ~1 million (3.62%) live in high risk VDCs, 2.66 million (9.8%) live in moderate risk VDCs, and 9.38 million(34.52%) live in low risk VDCs. A total population of 14.13 (52.1%) is estimated to live in VDCs where there is no malaria transmission

4. Malaria micro‐stratification Map below clearly shows the different clusters of VDC’s at different risk of malaria

5. T he government committed to a malaria free Nepal by 2025. The number of confirmed malaria cases dropped from 1,674 in 2070/71 to 991 in 2072/73. Although the proportion of Plasmodium falciparum infections decreased to 16.3 percent from 20.3 percent in the previous year, the proportion is still high, which may be due to the high number of imported P. falciparum cases

6. Species prevalent in Nepal Two kinds of spesis , falciparum and Vivax were found in various places. Of them, 80 per cent patients were detected with Vivax and 20 per cent with Falciparum malaria. The death rate is high in the Falciparum type of malaria. No   Malaria  deaths  have  been  recorded after 2012 till date.   

7. Goal : To improve health status of malaria risk population of endemic district. General Objective : To increase the use of bed nets during sleeping time to prevent malaria .

8. Specific objectives : At the end of Health Education Program: 90% participants will be able to list mode of transmission of malaria(K ) 90% participants will be able to explain the importance of using bed net (K) 80% participants will be able to differentiate the ordinary bed nets and LLINs (K) 60% participants will adopt any types of bed nets based on their needs or capacities (P)

9. Contents of HE session Introduction of malaria Mode of transmission of malaria I mportance of using bed nets Various types of available bed nets D ifference between ordinary net and LLINs

10. Target Audience : Mothers group members Male farmers group members Community forest users groups Female Community Health Volunteers (FCHVs)

11. HE Methods : Brainstorming Lecture Group Discussion Demonstration HE media/Materials : Flip chart: How to use bed net properly & life cycle of mosquitoes Posters /Pamphlets relating to importance of using bed nets Multimedia: LCD, Lap-Top Materials for demonstration (Plain bed net and LLIBN net)

12. Human and other resources plan : Health educators team from TU, UCMS , BPH students District Public Health Officer and District Supervisors from DHO of that district Local health facilities' staffs Local INGOs /NGOs and staffs Transportation will be managed from college Budget and other necessary materials will be made available from EDCD.

13. H.E Topic Target groups Methods and Media Resource person Location Date and duration of session Introduction of malaria and its mode of transmission FCHVs Mothers groups members Male farmers groups member Forest consumer’s groups Brain storming Lecture Group discussion Flip chart & poster Multimedia BPH students Local HWs Nearer government school courtyard 15 th March, 2014, (20 minutes) Importance of using bed net Same as above Same as above Same as above Same as above 15 th March, 2014, (20 minutes) Discussion and Q/A session at the end of health education session of 1 st day 20 minutes Various types of bed net available at market Same as above Same as above Same as above Same as above 16 th March, 2014 (20 minutes) Introduction and demonstration ITBN/LLIN and d ifferences between ordinary net and ITBN/LLINs Same as above Demonstration of available bed nets Same as above Same as above 16 th March, 2014 (35 minutes) Discussion and Q/A session at the end of health education session of 2nd day 20 minutes

14. EVALUATION OF THE PROGRAME

15. 1 . Process evaluation Plan of health education program Materials identification, preparation, uses Using of TL method and medias Arrangement and allocation of necessary resources Techniques of process evaluation Pre and Post training evaluation Regular monitoring of sessions and feedback in post session. Question/ Answer Tools for process evaluation (checklist, questionnaire) 7. Evaluation Plan

16. Process Indicators No. of health education session conducted No. of supervision conducted No. of review meeting conducted Number of participants attended HE session

17. 2. Impact evaluation Assesses the changes in the KAP that occurred in the participants as a result of the Intervention. Techniques of Impact evaluation Household survey Observation Pre test/post test ( assessment of knowledge)

18. Impact indicator % of participants able to explain importance of using bed net % of participants able to list mode of transmission of malaria % of participants able to differentiate the ordinary bed nets and LLINs/ ITBN % of participants adopting any types of bed nets

19. 3. Outcome Evaluation Identifying the changes in the health status of the participating group Long-term effects of the program

20. Outcome Indicator Incidence of malaria Prevalence of malaria Source of data : HP register; Hospital records; VDC profile

21. THANK U