Curriculum draft diploma health promotion 2 nakuru

Kenya Medical Training College

Faculty of Public Health Sciences

Department of Health Education and Promotion

Curriculum

For

Diploma in Health Promotion

October, 2014

KMTC/QP-09/D/HP

ForewordHealth promotion has increasingly gained prominence internationally since the declaration of the

Ottawa Charter of 1986. The charter defined health promotion (HP) as “a process of enabling

people to increase control of their health and health determinants". The evidence of its

effectiveness continues to re-energize the clamor for countries to build health promotion

capacity.

Health for All is a major societal goal of governments, and the cornerstone of sustainable

development. Many of the determinants of health and health inequities in populations have social

and economic origins that are beyond the direct influence of the health sector and health policies.

In Kenya, the deterioration of health indicators witnessed in the 1990s prompted the health sector

to focus more on promotion of individual and community health. However, health promotion

still faces challenges in the implementation of health sector strategic plans. The Nairobi call to

action (2009) emphasized on building infrastructure and capacity for health promotion.

Situational analysis of health promotion in Kenya carried out by the Ministry of Public Health

and Sanitation (MOPHS) in 2011, showed that, the technical competencies of personnel who

deliver health promotion services at program level vary widely in terms of training and

certification. Only a few Health promotion practitioners have been trained, usually at higher

diploma level. A number of health workers who have health promotion training are working in

their original disciplines (MOPHS, 2011).

The revised Scheme of Service for Health Promotion Personnel has basic diploma as a starting

point, hence the need to start a diploma program at Kenya Medical Training College (KMTC).

This curriculum aims at training personnel who will competently provide health promotion

services. It has been structured to provide the learner with the necessary theoretical and practical

skills. Therefore, there is a need to increase the number of health promotion practitioners who

will carry out the enormous task of promoting health among the Kenyan population.

Dr. Charles Olang’o Onudi

DIRECTOR

KENYA MEDICAL TRAINING COLLEGE

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TABLE OF CONTENTS

FOREWORD............................................................................................................................II

ACKNOWLEDGEMENT.......................................................................................................VI

ABBREVIATIONS AND ACRONYMS..............................................................................VII

1.0 INTRODUCTION...............................................................................................................1

1.1. Justification for the Course.................................................................................................1

1.2. KMTC Vision.....................................................................................................................2

1.3. Mission................................................................................................................................2

1.4. Core Values.........................................................................................................................2

1.5. Departmental Vision and Mission......................................................................................2

1.5.1. Vision...............................................................................................................................2

1.5.2. Mission.............................................................................................................................2

1.5.3. Motto................................................................................................................................2

1.6. Philosophy...........................................................................................................................2

1.7. course competencies and outcomes....................................................................................3

1.8 Course Title..........................................................................................................................3

2.1. Program Aims and Objectives............................................................................................4

2.1.1. Aim..................................................................................................................................4

2.1.2. Objective..........................................................................................................................4

2.2. Job Title..............................................................................................................................4

2.3. Roles and Responsibilities..................................................................................................4

3.0 Job Description....................................................................................................................4

3.1. Core Values/Attitudes.........................................................................................................5

4.0 Entry Requirements.............................................................................................................6

4.1. Course Duration..................................................................................................................6

4.2. Program Mode of Delivery.................................................................................................6

5.0. Organization of the Curriculum..........................................................................................6

6.0. Assessment..........................................................................................................................9

6.1. Formative assessment.........................................................................................................9

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6.2. Summative assessment........................................................................................................9

6.2.1. End of semester examination...........................................................................................9

6.2.2. Final qualifying examination (fqe)..................................................................................9

6.2.3. Examination Paper Format (End of Semester & FQE)....................................................9

6.2.4. Marks awarded in Examinations....................................................................................10

7.0. Award/Certification..........................................................................................................10

8.0. Teaching Methods.............................................................................................................10

9.0. Coding...............................................................................................................................11

YEAR ONE, SEMESTER ONE...........................................................................................12

MODULE 1: HUMAN PSYCHOLOGY................................................................................12

module 2: COMMUNICATION SKILLS...............................................................................14

Module 3: Computer applications...........................................................................................16

Module 4: HIv, AIDS & STI...................................................................................................18

Module 5: Human anatomy and physiology............................................................................20

MODULE 6: INTRODUCTION TO HEALTH PROMOTION.............................................23

MODULE 7: PIMARY HEALTH CARE (I)..........................................................................25

MODULE 8: COMMUNICABLE DISEASES (I)..................................................................27

YEAR ONE, SEMESTER TWO..........................................................................................29

MODULE 9: FIRST AID........................................................................................................29

MODULE 10: COMMUNICABLE DISEASES (II)..............................................................31

MODULE 11: SOCIOLOGY..................................................................................................33

MODULE 12: PRINCIPLES AND PRACTICE OF HEALTH EDUCATION.....................34

MODULE 13: COMMON CONDITIONS/DISEASES..........................................................37

MODULE 14: PARASITOLOGY AND MICROBIOLOGY.................................................38

MODULE 15: SOCIAL PSYCHOLOGY (I)..........................................................................40

YEAR TWO, SEMESTER ONE..........................................................................................43

MODULE 16: RESEARCH....................................................................................................43

MODULE 17: HEALTH SYSTEM MANAGEMENT (I)......................................................45

MODULE 18: HEALTH STATISTICS..................................................................................48

MODULE 19: PRINCIPLES AND PRACTICE OF HEALTH PROMOTION (I)................50

MODULE 20: PIMARY HEALTH CARE (II).......................................................................53

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MODULE 21: ENVIRONMENTAL HEALTH......................................................................55

MODULE 22: HEALTH COMMUNICATION (I)................................................................56

YEAR TWO, SEMESTER TWO.........................................................................................59

MODULE 23: HEALTH SYSTEM MANAGEMENT (II)....................................................59

MODULE 24: NON COMMUNICABLE DISEASES (NCDS).............................................61

MODULE 25: HEALTH PROMOTION IN SPECIAL SETTINGS......................................63

MODULE 26: PRINCIPLES AND PRACTICE OF HEALTH PROMOTION (II)...............65

MODULE 27: SOCIAL PSYCHOLOGY (II).........................................................................67

MODULE 28: INTRODUCTION TO PHARMACOLOGY..................................................69

MODULE 29: COMMUNITY HEALTH PROMOTION (I) – PRACTICUM......................70

YEAR THREE, SEMESTER ONE......................................................................................73

MODULE 30: PROJECT PLANNING AND MANAGEMENT...........................................73

MODULE 31: HEALTH COMMUNICATION (II)...............................................................74

MODULE 32: REPRODUCTIVE HEALTH..........................................................................76

MODULE 33: INTRODUCTION TO DISASTER MANAGEMENT...................................78

MODULE 34: RESEARCH PROTOCOLS............................................................................80

MODULE 35: HEALTH COMMUNICATION MATERIALS..............................................82

MODULE 36: EPIDEMIOLOGY...........................................................................................85

YEAR THREE, SEMESTER TWO.....................................................................................86

MODULE 37: COMMUNITY HEALTH PROMOTION (II) - PRACTICUM.....................86

MODULE 38: RESEARCH PROJECT...................................................................................88

APPENDICES.........................................................................................................................91

SUMMARY SHEET: EVALUATING A MICROTEACHING PRESENTATION SESSION94

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AcknowledgementThe development of this curriculum was spearheaded by the Department of Health Education

and Promotion, Kenya Medical Training College (KMTC), with support from Funzo-Kenya, a

development partner. In addition, the department takes cognizance of the contributions of all

other institutions, organizations and individuals who rendered valuable information, resources,

services, experience and expertise in the development of this curriculum. The Department is

indebted to the following:

Dr. Charles O. Onudi Director, Kenya Medical Training College.Mrs. Mary Kanyotu Registrar, Kenya Medical Training CollegeRichard Kolute Principal, Kenya Medical Training College - Nairobi CampusLucy Waweru Deputy Registrar, Curriculum OfficeDr. Sam Mahugu Head, Health Promotion Unit, Ministry of HealthDr. Salim Hussein Head, Community Health Strategy Unit, Ministry of HealthMathew Kipturgo Deputy Registrar, ResearchMr. Peter Shikuku Curriculum and Instructional Design Manager, Funzo-KenyaEmily Mungai Public Private Partnership Project Manager, Funzo-KenyaLinah Vinenda Program Officer, Funzo-KenyaDavid Machera Medical Education, Curriculum Expert Tom Oogo Deputy Principal, KMTC- Nairobi CampusJohn Kariri H.O.D- Health Education and PromotionJane Gatimu County Health Promotion Officer, Nyeri Leonard Ngeno Health Promotion OfficerIsabella Ndwiga Health Promotion Unit (HPU), MOHJeremiah Ong’wara County Health Promotion Officer, KisumuCharles Korir Lecturer, Department of Health Education and Promotion: KMTC-

Nairobi CampusJohn Njagi Lecturer, Department of Health Education and Promotion: Nairobi

CampusHeuston Waweru Lecturer, Department of Health Education and Promotion: Nairobi

CampusJacinta Macharia Lecturer, Department of Health Education and Promotion: Nairobi

CampusPurity Njuguna Secretary, Kenya Medical Training College-Nairobi Campus

KMTC Health Promotion, Pre-service Curriculum Page vi

KMTC/QP-09/D/HP

Abbreviations and AcronymsDHP Department of Health Promotion

DPM Directorate of Personnel Management

GCHP Global Conferences on Health Promotion

HiAP Health in All Policies

HP Health Promotion

HPO Health Promotion Officer

HPU Health Promotion Unit

KCSE Kenya Certificate of Secondary Education

KHPF Kenya Health Policy Framework

KHSSP III Kenya Health Sector Strategic Plan III

KMTC Kenya Medical Training College

MDGs Millennium Development Goals

MOMS Ministry of Medical Services

MOPHS Ministry of Public Health and Sanitation

MPH Master of Public Health

PSC Public Service Commission

WHO World Health Organization

VMMC Voluntary Male Medical Circumcision

eMTCT elimination of Mother to Child Transmission

PEP Post Exposure Prophylaxis

SBCC Social and Behavior Change Communication

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1.0 INTRODUCTION1.1. Justification for the Course.

The following statements provide a justification for a basic diploma course in Health Promotion;

i) The Government of Kenya has entered into various global commitments on health for which

Kenya Health Sector Strategic Plan III (KHSSP III) (MOMS and MOPHS, 2012) are aligned

to support the country health sector implement. These include most of the Global

Conferences on Health Promotion (GCHP). Five (Adelaide 1988, Jakarta 1997, Bangok

2005, Nairobi 2009 and Helsinki 2013) out of the eight conferences held so far have urged

participating countries to develop both new competencies and new categories of human

resources for health promotion to increase capabilities employable by various sectors in

society within which actions in HP will be deemed necessary.

ii) MOPHS and WHO did a Health promotion situation analysis in Kenya in 2011 and found

that:

a) There is a gap in health promotion service delivery.

b) There is a training gap in the country.

c) There is demand for health promotion practitioners both nationally and globally.

iii) The revised Scheme of Service for health promotion personnel has been approved by the

Directorate of Personnel Management (DPM)/Public Service Commission (PSC) with

diploma level as an entry point.

iv) The shortage of personnel in the Health Sector limits health workers from other disciplines to

practice health promotion.

v) Most of the Health Promotion officers trained in the past at Higher Diploma level from other

cadres after finishing their health promotion course have been deployed to their former

disciplines and are not practicing as Health Promotion Practitioners.

vi) The National Health Promotion Strategy (2013 -2018), The National Health Communication

Guidelines (2013-2017) and The Operational Guidelines and Standards for Health

Promotion, (2013-2018) highlight the need for training health promotion practitioners at the

basic diploma level.

vii)Pre-service candidates who have no first diploma have been blocked to train as health

promotion officers because the lowest level trained is at a Higher Diploma Level.

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1.2. KMTC Vision

To be a model institution in the training and development of competent multidisciplinary health

professionals.

1.3. Mission

To produce competent health professionals through training and research, and provide

consultancy services.

1.4. Core Values

i. Accountability and Integrity

ii. Responsiveness

iii. Equity

iv. Teamwork

v. Professionalism

vi. Creativity and innovation

1.5. Departmental Vision and Mission

1.5.1. Vision

To be a model department in training of Health Promotion Officers (HPOs) for the country at a

Diploma and Higher Diploma level

1.5.2. Mission

To train competent Health Promotion officers at Diploma and Higher Diploma level

1.5.3. Motto

Every person has a right to preventive and promotive health care.

1.6. Philosophy

The constitution of Kenya (2010) encourages a shift towards a more promotive and preventive

health care system. The Kenya Health Policy Framework (KHPF), 2014-2030 and the Kenya

Health Sector Strategic Plan III (KHSSP III), stipulates that health promotion (HP) be

implemented through the Health in All Policies (HiAP) approach. Health in totality can be

achieved by placing more attention on primary prevention and population HP.

A Health Promotion Officer (HPO) is a professional who specializes in maintaining and

improving the health of populations and reducing health inequities among population groups


KMTC/QP-09/D/HP

through the action areas articulated in the Ottawa charter (1986). The HP practitioner intervenes

using three categories of strategic interventions: knowledge and skills development, mitigation of

competing interests, and advocating for health. In order to translate the strategic objectives into

program activities that produce specified results, the practitioner requires certain competences.

HP Competencies have been defined as “a combination of the essential knowledge, skills and

values necessary for the practice of health promotion”. These are what all HP practitioners

are expected to be capable of doing efficiently and appropriately in the field of HP. The HP

competencies can be defined at three levels: basic or entry level, intermediate level, and

advanced level: to reflect the degree of responsibility and autonomy with which a competency is

demonstrated.

1.7. course competencies and outcomes.

Health promotion officers should be able to:

i. Carry out appropriate needs assessment and demonstrate understanding of determinants

of health.

ii. Plan appropriate health promotion interventions.

iii. Implement strategies that empower communities to undertake health promotion

initiatives.

iv. Apply strategies that focus on policy formulation, structural and environmental change.

v. Develop and implement partnerships for health.

vi. Communicate effectively with other professional and clients.

vii. Demonstrate appropriate knowledge for conducting health promotion.

viii. Organize and manage Health promotion interventions.

ix. Evaluate health promotion.

x. Demonstrate the application of appropriate technology.

1.8 Course Title

Diploma in Health Promotion


KMTC/QP-09/D/HP

2.1. Program Aims and Objectives

2.1.1. Aim

To train health promotion practitioners who will be able to provide health promotion in a variety

of settings. The practitioners will play a major role in the prevention of disease and improving

the quality of life of populations.

2.1.2. Objective

To ensure training of competent health promotion practitioners.

2.2. Job Title

Health Promotion Officer

2.3. Roles and Responsibilities

i. Health promotion entails the adoption of health promotive and disease preventive

behaviors at all levels through behavior change communication in different settings

(community, schools, work place)

ii. Health Promotion Officer co-ordinates and supports the development, production and

dissemination of Information, Education and Communication (IEC) materials on health.

iii. Health promotion includes social mobilization and advocacy (for establishment, change,

enforcement, support of policies, legislation, programs, and health goals) within and out

of the health sector.

iv. Health promotion leads to strengthened community actions (partnership/mediation) for

identification and solution finding to secure prerequisites for health.

v. Set standards and quality assurance system for development of health communication

materials.

vi. Strengthen the capacity of health care professionals to design and implement health

promotion programs.

vii. Undertake relevant research to inform development of Health promotion programs and

awareness campaigns.

viii. Monitoring and Evaluation of health promotion activities.


KMTC/QP-09/D/HP

3.0 Job Description

A health promotion officer will work with the community in identifying and prioritizing health

needs; conducting school health promotion programmes; conducting patient and community

health education; creating awareness on prevention and control of diseases; providing support to

community health workers; carrying out training for community health workers on health

promotion; mobilizing and educating community groups on priority health promotion issues;

developing and disseminating health information; and mobilizing local resources for

implementation of health promotion programmes.

3.1. Core Values/Attitudes

Recognition of:

Health as a basic human right that has to be respected in all work relating to health promotion.

The traditional values and resources for health promotion inherent within Kenya’s diverse

culture.

Respect for:

The rights, dignity, confidentiality, and worth of individuals and groups.

All aspects of diversity including gender, sexual orientation, age, religion, disability, ethnicity,

race, and cultural beliefs.

Commitment to:

Addressing health inequities, social injustice, and the needs of those experiencing poverty and

social marginalization.

Addressing the political, economic, social, cultural, environmental, behavioural and biological

determinants of health and well-being.

Ensuring that health promotion action is beneficial and causes no harm.

A culture of evaluation and learning, evidence-informed practice, and the development of a

well-informed, effective, and sustainable workforce

Being:

Honest about what health promotion is, and what it can and cannot achieve.

Accountable for the quality of one’s own practice and taking responsibility for maintaining

and improving knowledge and skills.


KMTC/QP-09/D/HP

Seeking:

The best available information and evidence needed to implement interventions that influence

health.

To empower individuals and groups to achieve autonomy and self-respect in health promotion

action

Opportunities for collaboration and partnerships for health promotion action.

Supporting:

Sustainable development and sustainable health promotion action.

4.0 Entry Requirements

Minimum Kenya Certificate of Secondary Education (KCSE) Mean Grade of “C” (Plain)

Mandatory subjects: “C” (Plain) in English or Kiswahili and Biology or Biological Sciences. A

minimum of “C-” (Minus) in Mathematics and any one of the following: Chemistry, Physics or

Physical Science, Social Studies, Christian Religious Education or Islamic Religious Education,

Agriculture.

4.1. Course Duration

The program shall take a minimum of three (3) years and a maximum of six (6) years. It shall

involve theory and practicals, a total of 3,060 hours (Theory: 2,280 hours and Practicum: 780

hours).

4.2. Program Mode of Delivery

The program shall be offered on full time basis. It is face to face.

5.0. Organization of the Curriculum

The duration of the course will be three calendar years. These will be divided into 2 semesters

per year (a total of six semesters). The first semester will start in September and end in

February while the second semester will start in March and end in August every year.


KMTC/QP-09/D/HP

NO. MODULE NAME COURSE

CODE

HOURS TOTAL

Theory Practicum

YEAR ONE, SEMESTER ONE

1. Human Psychology HPS 0115 30 - 30

2 Communication Skills COS 0215 30 - 30

3 Computer Application COM 0315 60 - 60

4 HIV, AIDS & STIs HIV 0416 30 - 30

5 Human Anatomy &

Physiology

HAP

0516

90 - 90

6 Introduction to Health

Promotion

IHP 0614 80 - 80

7 Primary Health Care (I) PHC 0713 80 - 80

8 Communicable Diseases (I) COD 0815 80 - 80

TOTAL 480 0 480

YEAR ONE, SEMESTER TWO

9 First Aid FIA 0926 30 - 30

10 Communicable Diseases (II) COD 1025 90 - 90

11 Sociology SOC 1124 60 - 60

12 Principles & Practice of

Health Education

PPH 1226 100 - 100

13 Common Conditions CCD 1324 100 - 100

14 Parasitology and

Microbiology

PAM 1422 90 - 90

15 Social Psychology (I) SPY 1526 70 - 70

TOTAL 540 0 540

YEAR TWO, SEMESTER ONE

16 Research RES 1614 40 20 60

17 Health System Management

(I)

HSM 1715 30 - 30


KMTC/QP-09/D/HP

18 Health Statistics HST 1816 30 - 30

19 Principles & Practice of

Health Promotion (I)

PPH 1914 90 - 90

20 Primary Health Care (II) PHC 2015 90 - 90

21 Environmental Health EVH 2113 90 - 90

22 Health Communication (I) HCM 2214 90 - 90

TOTAL 460 20 480

YEAR TWO, SEMESTER TWO

23 Health System Management

(II)

HSM 2325 30 - 30

24 Non-Communicable

Diseases

NCD 2426 60 - 60

25 Health Promotion in Special

Settings

HEP 2524 60 - 60

26 Principles &Practice of

Health Promotion (II)

PPH 2624 80 - 80

27 Social Psychology (II) SPY 2724 70 - 70

28 Introduction to Pharmacology PHA 2823 40 - 40

29 Community Health

Promotion (I)

CHP 2924 240 240

TOTAL 300 240 540

YEAR THREE, SEMESTER ONE

30 Project Planning and

Management

PPM 3013 90 - 90

31 Health Communication (II) HCM 3114 90 - 90

32 Reproductive Health RHE 3216 90 - 90

33 Introduction to Disaster

Management

DSM 3313 60 - 60

34 Research Protocols REP 3413 90 - 90

35 Health Communication HCM 3513 40 20 60


KMTC/QP-09/D/HP

Materials

36 Epidemiology EPI 3614 50 - 50

TOTAL 460 20 480

YEAR THREE, SEMESTER TWO

36 Community Health

Promotion (II)

CHP 3724 - 270 270

37 Research Project REP 3823 - 270 270

TOTAL - 540 540

6.0. Assessment

Assessment shall be in both formative and summative and shall follow the KMTC examination

policy. A learner must have conducted research and submitted the complete project before being

presented for the final qualifying examination. There shall be both theory and practical

assessment.

6.1. Formative assessment

There shall be a formative assessment, consisting of at least one (1) continuous assessment test

(CAT) and Directly Observed Procedural Skills in Practice and Simulations (DOPS).

6.2. Summative assessment

6.2.1. End of semester examination

End of Semester examinations shall be set on the modules covered in the semester. A learner

shall NOT QUALIFY if s/he has not been declared to have passed all modules. She/he shall sit

for the mandatory supplementary examination on the failed module as per the examination

policy.

6.2.2. Final qualifying examination (fqe)

At the end of the course, a learner shall sit for the Final Qualifying Examination (FQE) in all

modules including a practical and a research module, in line with the KMTC examination policy.

6.2.3. Examination Paper Format (End of Semester & FQE)

The examination paper shall consist of:


KMTC/QP-09/D/HP

Theory

Multiple Choice Questions (MCQs), Short Answer Questions (SAQs), Visual Aided Questions (VAQs), essay questions

Practical

Objectively Structured Community Assessment (OSCA)

6.2.4. Marks awarded in Examinations

Marks awarded to each assessment will be as per KMTC Examination Policy. The policy

provides that a learner must acquire a minimum of 50%. The marks are awarded in the following

format;

i. Formative assessment - 30%

ii. End of semester assessment - 70%

The Final Qualifying Examination (FQE) will be marked out of 100% and will contribute 60%

of the final grade, while formative and end of semester assessments will contribute 40% of the

final grade.

7.0. Award

8.0. Teaching Methods THE FOLLOWING TEACHING AND LEARNING

METHODS ARE USED IN THE PROGRAM.

i. Lectures

ii. Demonstrations

iii. Group Discussions

iv. Simulation

v. Independent Study

vi. Role play

vii. Practical teaching

viii. Field visits

ix. Assignments

The required resources in the implementation of the curriculum shall include the following:

i. LCDs projectors

ii. Laptops

iii. Flip charts


KMTC/QP-09/D/HP

iv. Whiteboards and markers

v. Overhead projectors

vi. Multimedia

vii. Internet connectivity

viii. Chalkboard and chalk

ix. Pictures

x. Models

9.0. Coding

The modules are coded as follows: The first two digits represent the module number, followed

third digit representing the semester and the fourth digit representing the units.


KMTC/QP-09/D/HP

YEAR ONE, SEMESTER ONE

MODULE 1: HUMAN PSYCHOLOGY

Code: HPS 0115

Hours: 30

Credits: 3

Module Competence

This module is designed to equip the learner with the knowledge, skills and attitudes necessary to

provide services at the healthcare facility and community level.

Module Units Hours

1. Introduction to psychology 04

2. Human growth and development 08

3. Cognitive psychology 05

4. Motivation and Emotions 05

5. Personality 08

Module Outcomes

By the end of this module, the learner shall be able to:

1. Develop understanding of the development of psychology and its influences on health.

2. Develop an understanding of physical, cognitive and socio-emotional influences on human

behaviour.

3. Utilize knowledge of cognitive processes in explaining human behavior.

4. Demonstrate understanding of how motivation and emotion influence human behavior.

5. Demonstrate understanding of how personality influences health and health care delivery.

Module Content

Introduction to psychology - Historical background, foundations of psychology, goals of

psychology, schools of thought, contemporary approaches, methods used in studying


KMTC/QP-09/D/HP

psychology, branches, relevance of psychology in health care practice. Human growth and

development - factors influencing human development, stages of human development:

Prenatal Development; Neonatal; infancy; childhood; puberty; Adolescence; adulthood, old

age, aging, death and dying. Cognitive psychology - learning, memory, thinking, language,

Intelligence. Motivation and Emotions - Motivation-, types, theories, types of motives,

Emotions- Physiology, chemistry, theories, expression, and experience. Personality-types,

theories of Personality development.

Instructional Media/Teaching Aids

Black boardWhite board markers white board News print Power pointAUDIAL Visual AidsHandouts

Teaching Methods

LectureDiscussionDemonstrationsGroup wokSelf directed learningAssignments and presentations

Assessment Methods

MCQShort AnswersEssaysAssignmentsPresentation

References

1. Browne T G, 2012 Psychophysiology medicine

2. Chance,P.(2003).Learning and Behaviour.Toronto:Thomon-Wands worth.

3. Davey G 2008, 2nd Ed. Complete psychology

4. Kasschau R.A 2003. Glencoe Understanding psychology.

5. Lester M 2005, 6th Ed. Sdorow


KMTC/QP-09/D/HP

6. Matsumoto D, Juag L 2004, 3rd Ed. Culture and Psychology

7. Myers, David G, 2006. Psychology 8th ed. New York, Worth

8. Park R, Gauvain M 2008, 7th Ed. Child psychology,A Contemporary view.

9. Sanders R 2012, Biology Psychology.

10. Santrock J.W 2009 12th Ed. Lifespan Development Mc Graw Higher Education, Boston.

11. Sharma R N, Sharm R 2006 2nd Ed. Child Psychology.

MODULE 2: COMMUNICATION SKILLS

Code: COS 0215

Hours: 30

Credits: 3

Module Competence

This module is designed to enable the learner to apply concepts and principles of communication

to enable them communicate effectively in their respective profession.

Module Units Hours

1. Introduction to communication 04

2. Modes of communication 10

3. Patterns of communication 06

4. Listening skills 04

5. Reading and writing skills 06

Module Outcomes

By the end of this module, the learner should be able to:

1. Demonstrate understanding of the process of communication

2. Apply different modes of communication for effective communication

3. Describe the different patterns of communication

4. Demonstrate active listening

5. Demonstrate skills in report writing


KMTC/QP-09/D/HP

Module Content

Introduction to communication: communication, theories, model, elements, stages, processes

and importance. One way-Two way communication: advantages, disadvantage, effective

communication, characteristics, advantages and barriers to effective communication. Mode of

communication: intrapersonal, interpersonal and mass communication. Kinds of

communication: Oral, Verbal characteristics, verbal, written, interview, public speaking,

elements of non-verbal, importance of non-verbal. Listening skills: listening steps, levels of

listening, barriers to effective listening skill and improving listening skills. Patterns to

communication: patterns, direction of communication, strategies to improving communication.

Reading and writing skills: Introduction to reading, reading techniques, critical reading and

presentation



Teaching Methods


Assessment Methods



KMTC/QP-09/D/HP

References

1. Success in Communication; Stuart Sillars and John Murray, 1988, reprinted 1991

2. Business communication; Namita Gopal, 2009

MODULE 3: COMPUTER APPLICATIONS

Code: COM 0315

Hours: 60 (Theory: 15 hours Practicum: 45 hours)

Credits: 6

Module competence

This module will equip the learners with skills knowledge and attitudes in utilization of computer

application in health care services.

Module unit

Hours

Theory Practicum

1. Introduction to computers 10 2

2. Application software 2 34

3. Security 1 1

4. Internet 1 5

5. Basic computer maintenance 1 3

Learning Outcomes


1. Demonstrate understanding of basic concepts in computers and their use in health care.

2. Apply computer applications in the delivery of health services.

3. Protect data and information stored in computers and storage devices

4. Retrieve information and knowledge from the internet

5. Perform basic computer maintenance


KMTC/QP-09/D/HP

Module Content

Fundamentals of computers: Definition, types of computers, technology trends; hardware,

software; components: Input, output, storage devices, data processing techniques; Ergonomics:

sitting posture, type of chairs, distance and level from the device; health hazards, ethics. Use of

application software: Microsoft word, Excel, PowerPoint. Security: physical security, virus,

worms and Trojans, backup, firewalls. Internet: networks, World Wide Web (www), browsers,

browsing, searching, internet service.



Teaching Methods


Assessment Methods


References

1. Greg H.(2010), Microsoft Excel for Dummies : the Mouse Training Company Book Boon

publisher

2. Torben, L. F (2010), Introduction to Microsoft Office Word, The Mouse Training

Company Book Boon publisher

3. Chris L. and Steward W., (2010). Computer Studies and Information Technology


KMTC/QP-09/D/HP

4. Macbridge P.K. (2011). Information Technology: Foundation Level, Cambridge University

5. http://www.paolocoletti.it/books/basiccomputer.pdf (e-book)

MODULE 4: HIV, AIDS & STI

Code: HIV 0416

Hours: 30

Credit: 3

Module competence

This module is intended to equip learners with the appropriate knowledge, skills and attitudes to

enable them effectively contribute to the national HIV response.

Module Units Hours

1. Fundamentals of HIV and AIDS 8

2. Prevention of HIV and AIDS 4

3. Management of HIV and AIDS 4

4. Social and Behaviour Change Communication (SBCC) 4

5. Home and community based care (HCBC) 4

6. STIs 6

Learning Outcomes

By the end of the course, the learner shall be able to:

1. Demonstrate understanding of the epidemiology of HIV and AIDS

2. Apply the knowledge on prevention of curbing the spread of HIV

3. Apply the knowledge in management of HIV, AIDS and related diseases in the community

4. Conduct strategic behavior change communication

5. Apply concepts and principles of HCBC in prevention and management of HIV, AIDS and

related diseases

6. Apply the knowledge in prevention and management of various on STIs


KMTC/QP-09/D/HP

Module Content

Fundamentals of HIV and AIDS: Definition of terms, history, aetiology, epidemiology of HIV,

transmission, HIV types and subtypes, key risk factors, most-at-risk-populations (MARPs),

myths and misconceptions, opportunistic infections. Prevention of HIV Infection: ABC,

Voluntary Male Medical Circumcision (VMMC), Drugs: Post exposure prophylaxis and

elimination of mother to child transmission (eMTCT). Management of HIV Infection –

Antiretroviral therapy (ART): drugs, nutrition, psychological counseling and testing. Strategic

Behavior Change Communication (SBCC): concept of SBCC, Goals, Guiding principles,

Framework for SBCC design, Challenges of communication. Home and community based care

(HCBC): definition, concept of HCBC and objectives, rationale, role of various stakeholders,

components: clinical care, nursing care, psycho-spiritual and social support, palliative care,

community mobilization. Sexually Transmitted Infections (STI): definition, classification,

Association between HIV&AIDS & STI, Syndromic Management of STI



Teaching Methods


Assessment Methods

MCQShort AnswersEssaysAssignments


KMTC/QP-09/D/HP

Presentation

References

NASCOP TRAINING GUIDES

MODULE 5: HUMAN ANATOMY AND PHYSIOLOGY

Code: HAP 0516

Hours: 90 hours

Credit: 9

Module competence

At the end of this module the learners will demonstrate knowledge, of the normal structure and

function of the human body as a basis for identifying deviations from normal

Module Units Hours

1. Levels of organization 12

2. Support and movement 18

3. Integration and coordination 20

4. Transport 14

5. Absorption and excretion 20

6. Reproduction and development 6

Learning Outcomes

At the end of this module the learner shall be able to:

1. Demonstrate understanding of levels of organization of the human body

2. Describe the structure and function of body systems involved in support and movement.

3. Describe the structure and function of body systems involved in integration and

coordination

4. Demonstrate an understanding of the structure and function of body systems involved in

transport


KMTC/QP-09/D/HP

5. Demonstrate an understanding of the structure and function of body systems involved in

absorption and excretion

6. Describe the structure and function of the reproductive system

Module Content

Levels of organization: Introduction to anatomy and physiology, definition of terms, life

characteristics, homeostasis, directional terms, planes, chemistry: atomic structure, chemical

bonding, water, pH, organic chemistry, carbohydrates, lipids, proteins, nucleic acids; cell: cell

membrane, cell structure, organelles, cytoskeleton, cell junctions, nucleus, protein synthesis,

transcription, translation, gene regulation, cell division; tissues: epithelial, connective, nervous,

muscular; Support and movement: Integumentary system: types of membranes, skin, accessory

organs, temperature regulation and other functions, aging; Skeletal system: cartilage, bone

structure, bone development, bone function, remodeling and repair, calcium homeostasis,

organization, skull, vertebral column, thoracic cage, pectoral girdle, upper limb, pelvic girdle,

lower limb; Articulations: classes of joints, types of movements, selected joints; Muscular

system: muscle structure, skeletal muscles, smooth muscles and cardiac muscles, body

musculature, muscle actions. Integration and coordination - Functional organization: nervous

system divisions, nervous system cells, synapse, action potential, impulse processing; Central

nervous system: meninges, spinal cord, spinal cord function, overview of the brain, development;

Peripheral nervous system: introduction, cranial nerves, spinal nerves, autonomic nerves

structure and function; Special sense: reception and sensations, somatic senses, sense of smell,

sense of taste, sense of hearing, sense of balance, sense of sight; Endocrine system - hormone

action, types of hormones, hormone secretion, pituitary gland, thyroid gland, parathyroid gland,

parathyroid gland, adrenal glands. Transport -Plasma, blood cells, haemostasis, blood grouping;

Cardiovascular system - heart, heart dynamics, heart regulation, histology, myocardial infarction,

artery and arterioles, vein and venules, capillaries, blood pressure; Lymphatic system: overview,

lymph nodes, lymph organs, lymph movement, nonspecific defences, specific immunity.

Absorption and excretion - overview, histology, mouth and pharynx, eosophagus, stomach,

small intestines, large intestines, accessory organs( liver, pancreas), Nutrition: carbohydrates,

proteins, lipids, vitamins and minerals, metabolic states; Respiration: overview, respiratory

organs, mechanics of breathing, control of external respiration, gas exchange, gas transport,


KMTC/QP-09/D/HP

measuring function, asthma; Urinary system: organs, urine formation, kidney function control,

body fluid regulation, urine elimination; Water and electrolytes: body fluid distribution, water

balance, electrolytes balance, acid base balance; Reproduction and development - male

reproductive system structure and function, female reproductive system structure and function,

birth control; pregnancy: fertilization, development, pregnancy, parturition, postnatal period,

genetics



Teaching Methods


Assessment Methods


References

1. Ross and Wilson, Textbook of Anatomy and Physiology in health and illness, 11 th ed. (2012),

Elsevier, London

2. Henry Gray, Anatomy of the human body, 5th ed. (2013)Elsevier, Philadelphia

3. Guyton and Hall, Textbook of medical physiology,12th ed.(2010) , ISBN, Newyork

4. Frank Netter, Atlas of human Anatomy, 5th ed.(2013) Elsevier, Newyork

5. Jane Rice, Medical Terminology with Human Anatomy, 5th ed.(2005), Pearson, New Jersey


KMTC/QP-09/D/HP

6. www.us.elsevierhealth.com/anatomy-and-physiology/ross-and-wilson-anatomy-and-

physiology.../9780702032271

7. www.umc.edu/.../medicine/.../physiology.../textbook%20preface.pdf www.ebay.com/.../atlas-

of-human-anatomy-frank-netter

MODULE 6: INTRODUCTION TO HEALTH PROMOTION

Code: IHP 0614

Hours: 80 Hrs

Credit: 8

Module competence

The module is designed to enable the learners to demonstrate knowledge of Health Promotion

concepts and principles.

MODULE UNITS Hours

1) Concepts and principles of health promotion 20

2) Historical background of health promotion 10

3) Process of health promotion 20

4) Social determinants of health 30

Module Outcomes


1. Apply the concepts and principles of health promotion.

2. Discuss historical background of health promotion.

3. Explain the process of health promotion.

4. Analyze the social determinants of health.

Module Content:

Concepts and Principles of Health promotion: Definition of terms: Health, Health Promotion,

enablement, mediation and advocacy, Coordination and collaboration, participation, partnership,

inclusiveness, ethical practice, empowerment, innovation, democratization of knowledge, aims


http://www.us.elsevierhealth.com/anatomy-and-physiology/ross-and-wilson-anatomy-and-physiology.../9780702032271

http://www.us.elsevierhealth.com/anatomy-and-physiology/ross-and-wilson-anatomy-and-physiology.../9780702032271

KMTC/QP-09/D/HP

and core values of health promotion: Historical background of health promotion: The Ottawa

Charter (1986) and subsequent Global Conferences on Health Promotion (GCHP). Process of

health promotion: Focus, strategies, outcomes and impact. Social determinants of health:

Definition, prerequisites for health, factors that contribute to good and poor health.



Teaching Methods


Assessment Methods


References

1. Linda Ewles and Ina Simmet (1999). Promoting Health. A Practical Guide, 4th Edition, Bailliere Tindall, London.

2. Ministry of Health, (2013). Health Promotion Handbook. Operational Guidelines for Health Promotion Practitioners.

3. Ministry of Health, (2013). National Health Communication Guidelines, 2013 – 2017.

4. Ministry of Health, (2013). National Health Promotion Strategy for Kenya: Reorienting Health, 2013 – 2018.


KMTC/QP-09/D/HP

5. Ministry of Health, (2013). Operational Guidelines and Standards for Health Promotion, 2013 – 2018.

MODULE 7: PRIMARY HEALTH CARE (I)

Code: PHC 0713

Hours: 80

Credit: 8

Module competence

This module is designed to enable the learner carry out primary health care activities in the

community

Module Units Hours

1. Concepts and Principles of PHC 20

2. PHC strategies 30

3. Community Strategy 30

Module Outcomes

1. Demonstrate understanding of concepts and principles of PHC

2. Apply PHC strategies

3. Implement Community health services

Module Content

Concepts and Principles of PHC; History, Principles, elements, Importance of community

participation/involvement, empowerment, equity, the community Entry process; importance of

public private partnership /intersectoral collaboration, social mobilization activities in the

community. PHC strategies: intersectoral collaboration, poverty eradication, decentralization,

self reliance, community participation and involvement, appropriate technology. Community

Strategy: concepts, principles and approaches in health and development, initiating community

based Kenya Essential Package for Health (KEPH)



KMTC/QP-09/D/HP

Black boardWhite board markers white board News print LCDAUDIAL Visual AidsHandouts

Teaching Methods


Assessment Methods


References

1. Taking the Essential Package for Health at level 1, A manual for training community Health

care workers (MOH, 2006)

2. Linking communities with the Health system, The Kenya Essential Package for Health at

level 1, A manual for Training community Health Extension Workers. (MOH,2007).

3. Mulwa Francis, (2009) demystifying participatory community development, revised edition.

Pub Paulines


KMTC/QP-09/D/HP

MODULE 8: COMMUNICABLE DISEASES (I)

Code: COD 0815

Hours: 80

Credit: 8

Module competence

This module is designed to equip the learner with knowledge and skills to prevent and control

Communicable Diseases.

Module Units Hours

1. Principles of communicable diseases control 10

2. Immunizable diseases 20

3. Contact Diseases 20

4. Diseases caused by faecal contamination 20

5. Emerging and re-emerging diseases 10

Module Outcomes

1. Discuss the Principles of communicable diseases control

2. Demonstrate understanding of Immunizable diseases

3. Employ health promotion strategies in prevention of contact Diseases

4. Discuss diseases caused by faecal contamination

5. Demonstrate understanding of emerging and re-emerging diseases

Module Content

Principles of communicable diseases control: Agent, host and environment, attacking the

source, interrupting the route of transmission and protecting the host. Immunizable diseases:

Measles, polio, tuberculosis, tetanus, diphtheria, whooping cough, hepatitis, pneumonia,

Rotavirus, influenza, yellow fever. Contact diseases: arthropods, fungi, bacteria, Chlamydia,

spirochaetes, epidemiology. Feacal contamination: waterborne diseases,Cholera, Bacillary

dysentery. ,Amoebiasis, Typhoid ,Enteric fever, food poisoning poliomyetis, campylobacter

jejuni infections. Emerging and re-emerging diseases: Ebola, avian flu, swine flu, Rift valley

fever.


KMTC/QP-09/D/HP



Teaching Methods


Assessment Methods


References

1. AMREF (1993) Communicable diseases a Manual for Primary Health worker second edition

2. Ayah Richard, (2011) Introduction to public health. Pub. Colourprint ltd

3. Wardlaw T, Salama P, Brocklehust C, Chopra M, Mason E. (2010) diarhoea, why children

are stillll dying and what can beee done. Lancet pub.


KMTC/QP-09/D/HP

YEAR ONE, SEMESTER TWOMODULE 9: FIRST AID

Course code: FIA 0926

Hours: 30

Credit: 3

Module Competence

At the end of this module the learner shall be able to manage any emergency situation calmly

and efficiently using first aid skills.

Module Units Hours

1. Overview of First Aid 6

2. Casualty management 4

3. Management of conditions of body systems 6

4. Management of various emergency conditions 4

5. Management of body injuries 6

6. Skills demonstration and practice 4

Module Learning Outcomes


1. Describe the tasks of a first aider in an emergency situation

2. Evaluate a casualty in order to get appropriate first aid treatment

3. Carry out appropriate first aid treatment necessary to improve casualty’s condition

4. Provide necessary first aid intervention in emergency conditions

5. Institute appropriate treatment measures for various body injuries

6. Perform correctly all skills pertaining to specific casualties

Module Content

Overview of First Aid - Introduction, Principles and practices, Aims of first aid, responsibilities

of a first aider, scope, eight qualities of a first aider, features and contents of the first aid kit.


KMTC/QP-09/D/HP

Incident management: AMEGA principles (assessing the area, managing the incident, emergency

aid, get help, deal with aftermath). Casualty management - The emergency process (primary

survey), DRABC, Secondary Survey/ Top to Toe. Management of conditions of body systems

- conditions of the respiratory, circulatory and central nervous systems. Management of various

emergency conditions - Medical emergencies conditions: Diabetes, hypoglycemia,

hyperglycemia, allergy, fever, meningitis, headache, ear ache and tooth ache, abdomen pain,

vomiting and diarrhoea, poisons, bites and stings, foreign bodies, Emergency child birth: Stages

of labour, signs and symptoms of labour. Management of body injuries: fractures, dislocations,

wounds, sprains, strains, head injuries, crush injuries, burns and scalds, extremes of

temperatures. Skills demonstration and practice: External chest compression and cardio

pulmonary resuscitation (CPR), Artificial Ventilations, Recovery position, incidents

management and casualty attention, bandaging and dressings, lifting, moving, carrying and

transportation of a casualty, Ambulance drill, General casualty management.



Teaching Methods


Assessment Methods



KMTC/QP-09/D/HP

References

1. St John Ambulance, St Andrew’s First Aid, British Red Cross (2011), First Aid Manual,

Dorling Kindersley Limited, London UK

2. St John Ambulance (2013), First Aid course Manual, The order of St John, Priory House,

London, UK

3. St John Ambulance (2000), Life saver international First Aid, St John Ambulance, London,

UK.

4. The KMTC Skills lab (2001), First Aid Manual, KMTC-VVOB Skills Lab Project, Nairobi,

Kenya.

MODULE 10: COMMUNICABLE DISEASES (II)

Code: COD 1025

Hours: 90

Credit: 9

Module competence

This module is designed to enable the learner to acquire knowledge and skills in prevention and

control of communicable diseases.

Module Units Hours

1. Vector Borne Diseases 18

2. Airborne Diseases 18

3. Neglected disease 18

4. Tuberculosis and leprosy 18

5. Zoonotic diseases 18

Module Outcomes

1. Discuss prevention and control measures of vector borne diseases

2. Discuss prevention and control measures of airborne Diseases

3. Discuss prevention and control measures of neglected disease

4. Discuss prevention and control measures of tuberculosis and leprosy

5. Discuss prevention and control measures of zoonotic diseases


KMTC/QP-09/D/HP

Module Content

Vector borne diseases: malaria, relapsing fever, Filariasis, yellow fever trypansomiasis, plague,

schistosomiasis, leishmaniasisis. Airborne diseases: Respiratory tract infections, influenza,

acute larlyngo tracheal brocholitis, pneumonia, haemolytic streptococcal disease, chicken pox,

mumps, Rubella. Neglected diseases: trachoma, schistomiases, hydatid diseases, Guinea worm,

lymphatic filariasis. T.B and leprosy; Zoonotic Diseases rabies, Tetanus, Anthrax, Brucellosis,

hydatid diseases.



Teaching Methods


Assessment Methods


References

1. AMREF (1993) Communicable diseases a Manual for Primary Health worker second

edition

2. MOH (2011-2015) National Multi- year strategic plan for control of neglected tropical

Disease.



KMTC/QP-09/D/HP

4. Wardlaw T, Salama P, Brocklehust C, Chopra M, Mason E. (2010) diarhoea, why children

are still dying and what can beee done. Lancet pub.

MODULE 11: SOCIOLOGY

Code: SOC 1124

Hours: 60 Hrs

Credit: 6

Module competence

This module is designed to enable the learners to demonstrate understanding of the dynamics

underlying the functioning of society, social structures and appreciation of human behavior that

contributes to the development of health problems.

Module Units Hours

1). Sociological concepts and principles 10

2). Social institutions and roles 20

3). Culture 10

4). Nature and elements of social change 20

Module Outcomes

By the end of this module, the learner should be able to:

1. Demonstrate understanding sociological concepts and principles

2. Discuss social institutions and roles

3. State the elements of culture

4. Outline the nature and elements of social change

Module Content

Sociological concepts and principles: Definition of terms: Sociology, society, community,

socialization, social organization, types of social organizations, social structures and their

functions, social stratification and process of group formation. Social institutions and roles:

Education, Religion, Political, Economic and Family Culture: Definition, elements of culture,


KMTC/QP-09/D/HP

Cultural lag, Cultural gap and actualization. Nature and elements of social change: Definition

of social change, nature of social change (planned and unplanned change), elements of social

change, values, norms and Goals.



Teaching Methods


Assessment Methods


References.

1. Albrecht Gary (2006). The Sociology of Health and Illness. The Sage Handbook of

Sociology. Sage Publications.

2. Robin Burton, Sarah Nettleton and Roger Burrows, (1995). The Sociology of Health

Promotion: Critical Analyses of Consumption, Lifestyle and Risk. Routledge.


KMTC/QP-09/D/HP

MODULE 12: PRINCIPLES AND PRACTICE OF HEALTH EDUCATION.

Code: PPH 1226

Hours: 100

Credit: 10

Module competence

This module is designed to enable the learners to demonstrate knowledge of Health Education

concepts and principles.

Module Units Hours

Theory Practical

1. Health education concepts and principles 10

2. Health education and health behavior in context 20

3. Goals and scope of health education and adult learning principles

10

4. Health education approaches and strategies 20

5. Settings and audiences for health education 10

6. Lesson Designs 10 20

Module Outcomes


1. Demonstrate understanding of concepts and principles of health education.

2. Describe health education and health behavior in context

3. Explain goals and scope of health education and adult learning principles

4. Describe health education approaches and strategies

5. Demonstrate understanding of settings and audiences for health education

6. Conduct micro-teaching.

Module Content:

Health education concepts and principles: Definition of terms used in health education.

Health education and health behavior in context: Changing context of health and behavior.

Goals of health education: Educational learning objectives. Scope of health education:

Individuals, families, communities, Institutions and social conditions. Role of health educator.


KMTC/QP-09/D/HP

Adult learning principles: Characteristics of an adult learner. Health education approaches:

the persuasion approach (Directive Approach), the informed decision making approach. Health

Education strategies: Discussions, Role plays, Drama, Songs, Case studies, Tales/stories,

Demonstration. Audiences (targets) for health education: Individuals (such as clients of

services, patients, healthy individuals), Groups (E.g. groups of students in a class, youth club),

Community (E.g. people living in a village). Settings: Communities, Health care facilities, Work

sites, Schools, Prisons, Refugee camps. Lesson Design: Definition, layout of a lesson plan and

presentation of a session.



Teaching Methods


Assessment Methods


References

1. Meseret Yazachew and Yihenew Alem (2004). Introduction to Health Education, Lecture Notes For Health Extension Trainees In Ethiopia.

2. Karen Glanz, Barbara K. Rimer and K. Viswanath, (2008). Health Behavior and Health Education. Theory, Research and Practice. 4th Edition, Jossey-Bass.


KMTC/QP-09/D/HP

3. Ministry of Health (2013). Health Promotion Handbook. Operational Guidelines for Health Promotion Practitioners.

MODULE 13: COMMON CONDITIONS/DISEASES

Code: CCD 1324

Hours: 100

Credit: 10

Module competence

This module is designed to equip the learner with knowledge on prevention and control of

common conditions in the community.

Module Units Hours

4. Diarrhoea diseases 25

5. Acute Respiratory infections 25

3. Helminthic conditions 25

4. Home accidents 25

Module Outcomes


1. Apply health promotion approaches in prevention of diarrheal diseases

2. Apply Health Promotion approaches to Prevent and control acute Respiratory infections

3. Apply health promotion approaches in prevention of Helminthic conditions

4. Apply health promotion approaches in prevention and control of home accidents.

Module Content

Diarrhea diseases, typhoid, cholera, dysentery, amoebiasis, giardiasis, enteric fevers, food

poisoning. (definitions, causes, prevention and control), Acute Respiratory infections;

pneumonia, bronchitis, influenza, Herpangina. Helminthic conditions; round worms, hook

worms, tape worms, flukes. Home accidents, burns, poisoning, falls.



KMTC/QP-09/D/HP

Black boardWhite board-markers White board News print LCDAUDIAL Visual AidsHandouts

Teaching Methods


Assessment Methods


References

1. Jan Eshuis, Manschot Peter, (1993) Communicable Diseases, Manual for Primary Health

Workers. Pub. AMREF.

2. MOH, Module 7: Community Health Volunteers (CHVs) Water, Sanitation and Hygiene,

June 2013.

3. Ayah Richard, (2011). Introduction to Public Health Students.


KMTC/QP-09/D/HP

MODULE 14: PARASITOLOGY AND MICROBIOLOGY

Code: PAM 1422

Hours: 70

Credit: 7

Module Competence

This module is designed to enable the learner acquire knowledge of parasitology and

microbiology, and apply relevant skills and attitudes to promote health, prevent and manage

illnesses.

Module Units Hours

1. Parasitological 35

2. Micro biology 35

Module Outcomes

1. Apply knowledge of parasitology in promoting health, preventing illness, and rehabilitating

patients /clients suffering from diseases

2. Apply knowledge of microbiology, in promoting health, preventing illness, and rehabilitating

patients /clients suffering from diseases

Module Content

Parasitology: Sources of parasites, classification of parasites, modes of transmission, life cycle

and clinical importance e.g. Helminthes (Cestodes, trematodes, nematodes), Protozoa

(plasmodium). Microbiology: Concept of infection, sources of microorganisms, modes of

transmission, classification of micro-organisms and clinical importance.


Black boardWhite board-markers White board News print LCDAUDIAL Visual AidsHandouts


KMTC/QP-09/D/HP

Teaching Methods


Assessment Methods


References

1. Penn, M; Dworkin, M (1976). "Robert Koch and two visions of microbiology".

Bacteriological reviews 40 (2): 276–83.

2. Ryan KJ, Ray CG (editors) (2004). Sherris Medical Microbiology (4th ed.). McGraw Hill.

3. Leroy J. Olson, Gilbert A. Castro (1996) Medical Microbiology. 4th edition. The University

of Texas Medical Branch at Galveston.

4. S. C. Parija (2013) Textbook of Medical Parasitology: Protozoology and Helminthology, 4 th

edition by Department of Microbiology, St. John's Medical College, Bangalore, Karnataka,

India


http://www.ncbi.nlm.nih.gov/pmc/articles/PMC413958

KMTC/QP-09/D/HP

MODULE 15: SOCIAL PSYCHOLOGY (I)

Code: SPY 1526

Hours: 70

Credit: 7

Module competence

This module is designed to enable the learner understand the key concepts of social psychology

and their effect in behavior formation and maintenance.

Module Units Hours

5. Introduction to socio psychology 10

6. Attitude formation 20

5. Perception 20

6. Group dynamics 20

Module Outcomes


1 To demonstrate understanding of socio-psychological concepts

2. To demonstrate understanding on attitude formation and change

3. To understand the role of perception in behavior change

4. To demonstrate understanding of group dynamics and their effect in health promotion

Module Content: Introduction to socio psychology; Definitions, role of socio psychology as a

discipline, relationship between social psychology and other social sciences (sociology,

anthropology, economics, ) as well as other arms of psychology (behavioural, cognitive, clinical

psychology). Attitude formation; Theories of attitude change, personality (development,

theories, traits), empathy (theory of mind), factors influencing personality development

(biological, psychological, environmental), Perception; processing, influence, output reaction,

factors influencing perception (external and internal factors ), formation, perception through the

senses (sight, hearing, touch, smell, taste), perception versus sensation, similarity, recognition,

gestart therapy, conformity and obedience. Group dynamics: Definition, group formation, group

action, group cohesion, credibility, leadership style, group pressure and conformity,


KMTC/QP-09/D/HP

individuation and de-individuation, bystanders effect, attribution, biases (confirmation,

attribution, intergroup), prejudice, discrimination, stereotyping and stigma.



Teaching Methods


Assessment Methods


Reference

1. Sison, Erick Louie. A (2008). The dynamics of persuasion. New York: Lawrence Erlbaum

2. Anderson, Craig (2003). The Sage Handbook of Social Psychology. Thousand Oaks, CA:

Sage Publications.

3. Baumeister, R. F., & Bushman, B. J. (2010). Social Psychology and Human Nature (2nd ed.).

Belmont, CA: Thomson/Wadswort

4. Crawford, L. A., & Novak, K. B. (2014). Individual and Society: Sociological Social

Psychology. New York: Routledge.


http://www.amazon.com/exec/obidos/ASIN/0415889871/sociapsychn0f-20



http://www.psychology.iastate.edu/faculty/caa/abstracts/2000-2004/03AH.pdf

KMTC/QP-09/D/HP

YEAR TWO, SEMESTER ONE

MODULE 16: RESEARCH

Code: RES 1614

Hours: 60

Credit: 6

Module competence

This module is designed to enable the learner acquire knowledge, attitudes and skills in research

and conduct research.

Module Units Hours

Theory Practicum

1. Introduction to research and types of research 10 5

2. Research process 10 5

3. Data collection, analysis and presentation 10 5

4. Research Proposal Writing 10 5

Module Outcomes

At the end of this module, the learner shall be able to:

1. Describe the concepts of research practice

2. Write a research proposal

3. Conduct research

4. Analyze the data collected

5. Write the research report

Module Content

Introduction to research: Definition, concepts of research, purpose, importance, benefits,

Types of research: classification by purpose and methodological approaches. Research

Proposal writing: Components and sections of a proposal, qualities of a good research proposal,

identifying a research topic; problem statement, purpose of the study, research questions,

research objectives, hypothesis, justification, limitations and assumptions, scope of the study,


KMTC/QP-09/D/HP

literature review; Research methodology: design, study area, study and target population,

sampling: methods, frameworks, size, bias, errors; pilot study and purpose, ethical issues.

Research process: Data collection and analysis: types and development of data collection

instruments, validation; Data presentation: derived values, frequency distribution, graphs and

charts, tables. Writing research report: sections of a report, presentation.



Teaching Methods

LectureDiscussionDemonstrationsGroup workSelf directed learningAssignments and presentations

Assessment Methods


References

1. Brink, H. (2006) Fundamentals of research methodology for health care professional

practitioners, second edition, Cape Town, JUTA and company.

2. Creswell, J.W. (2009) Research Design: Qualitative, Quantitative, and Mixed methods

approaches, Los Angeles, SAGE Publications.

3. Frankfort-Nachmias, C. and Nachmias, D. (1994) Research methods in the social sciences,

Fourth edition, London, Hodder Headline Group.


KMTC/QP-09/D/HP

4. Gorard, S. (2004) Quantitative methods in social science, Norfolk, Great Britain, Biddles

Ltd.

5. Kothari C.R. (2008) Research Methods, Research Methodology: Methods and Techniques,

Second Revised Edition, New Delhi, New Age International (P) Limited Publishers.

6. Kumar, R. (2005) Research Methodology: A step by step guide for beginners, Second

edition, London, SAGE Publishers.

7. Mugenda, O.M and Mugenda, A.G. (1990) Approaches to quantitative and qualitative

research

MODULE 17: HEALTH SYSTEM MANAGEMENT (I)

Code: HSM 1715

Hours: 30

Credit: 3

Module competence

The aim of this module is to develop learner competencies in strengthening health care systems

at their level within the health sector.

Module Units Hours

1. Introduction to Leadership and Management 8

2. Organization of Healthcare Services 4

3. Human Resource Management 6

4. Communication and Networking 6

5. Commodity and Supplies Management 6

Module Outcomes


1. Describe the concepts, principles, roles and functions of leadership and management.

2. Explain the organization and coordination of health care services

3. Discuss principles for effective leadership and management of human resources.

4. Demonstrate effective communication within healthcare organizations.

5. Discuss principles of commodity and supplies management.


KMTC/QP-09/D/HP

Module Content

Introduction to Leadership and Management: Definitions, Importance of studying

management, historical development of management and concepts, theories, principles and

functions of management; Differentiate between leadership and management, qualities of a

leader and styles of leadership. Organizational behaviour and group dynamics, Definition of

Mission and Vision, Importance of personal and organizational missions and vision statements.

Organization of Healthcare Services: Organization structure: purpose, types, functions,

Organizational structure of the health care system; structures, functions, Health services delivery;

levels of service, health services at each level, actors, cadres, referral system in Kenya. Human

Resource Management: Human Resource Management; concepts, principles, Practices in

human resource management; Recruitment, orientation, deployment Performance management,

counseling and coaching, motivation, work climate, conflict resolution; grievances; Code of

Regulation, managing change, Human Resource Development; Cycle, continuous professional

development, job description, job analysis, Professionalism and work ethics, medico – legal

issues, occupational hazards, workman compensation act, Disciplinary process; decision –

making, Planning meetings. Communication and Networking: Basics of effective

communication, Effective Communication skills, Public speaking, report writing, Networking,

advocacy, negotiation partnership, Inter/intra‐sectoral collaboration, Conducting meetings.

Commodity and Supplies Management: Commodity Management Cycle: selection,

procurement, distribution, use and disposal, Inventory management procedures, Procurement

procedures, Ethical and legal implications in commodity and supplies management.



Teaching Methods

LectureDiscussionDemonstrations


KMTC/QP-09/D/HP

Group wokSelf directed learningAssignments and presentations

Assessment Methods


References

1. McCauley, Cynthia D.,Russ S. Moxley, and Ellen Van Velsor,eds. The Centre for Creative

Leadership Handbook of leadership development. Greensboro, NC: Centre for Creative

Leadership;San Francisco: Jossey-Bass, 1998.

2. Lomax, S. Best practices for Managers for Expatiates. John Wiley & Sons New York USA,

2001.

3. GoK, Kenya Vision 2030, Government Printers, Nairobi, 2007

4. Managers Who Lead: A Handbook for Improving Health Services- Available on the

LeaderNet website: http://erc.msh.org/leadernet in the Leadership Facilitator section.

5. Kotter, John P. “What Leaders Really Do.” Harvard Business Review May-June 1990: 1-12.

6. AMREF (2005): Health Planning and Management for Health Care managers in Developing

Countries (Manuscript, edited by Nyarango, P.M: Nordberg, E: Liambila, W.N; Onyayo

S, :Nangami, M.)

7. Armstrong, M (2001): A hand book of Human resource Management Practice. Kegan Page

Ltd, London, U.K.

8. Sullivan, Eleanor J., and Phillip J. Decker. Effective Leadership and Management in Nursing.

4th ed. Menlo Park, CA: Addison Wesley Nursing, 1997.


http://erc.msh.org/leadernet

KMTC/QP-09/D/HP

MODULE 18: HEALTH STATISTICS

Code: HST 1816

Hours: 30

Credit: 3

Module competence

This module is intended to equip the learner with knowledge and skills which enable him/her

apply statistical principles in health care services.

Module Units Hours

1. Introduction to statistics 6

2. Measures of Central Tendency 6

3. Measures of dispersion 6

4. Measures of relationships 2

5. Statistical Data 4

6. Data analysis and presentation 6

Module Outcomes

By the end of this module the learner shall be able to:

1. Demonstrate understanding of the history and application of statistics in health

2. Apply measures of central tendency in data analysis

3. Apply measures of dispersion in data analysis

4. Apply measures of relationships to show association in findings

5. Categorize data

6. Apply various approaches in data analysis and presentation

Content:

Introduction to statistics: Definitions, history, characteristics of the various statistics, types and

application of statistics; Scales of Measurement - Nominal, ordinal, interval and ratio scale.

Measures of Central Tendency: Calculation and interpretation of grouped and ungrouped data:


KMTC/QP-09/D/HP

mode, medium, and mean; geometric mean. Measures of dispersion: Range, inter- quartile

range, semi inter-quartile range, Standard deviation and variance, Percentiles, Skewness.

Measures of relationship: Correlation coefficients. Statistical Data: Primary and secondary,

Numerical and categorical, Grouped and ungrouped, Vital statistics, Calculation of demographic

rates. Data analysis and presentation: Introduction to computer data analysis, Manual data

analysis, Data presentation



Teaching Methods


Assessment Methods


References

1. Agresti, A. & Finlay, B. (1997) Statistical Methods for the Social Sciences, 3rd Edition,

(Prentice Hall

2. Clarke, G.M. & Cooke, D. A. (1998) Basic course in Statistics.

3. Arnold Electronic Statistics Textbook, http://www.statsoftinc.com/textbook/stathome.html.

4. Freund, J.E. (2001) Modern elementary statistics, Prentice-Hall.


KMTC/QP-09/D/HP

5. Johnson, R.A. & Bhattacharyya, G.K. (1992) Statistics: Principles and Methods, 2nd Edition.

Wiley & Sons.

6. Moore, D. (1997) The Basic Practice of Statistics. Freeman.

7. Moore, D. & McCabe G. (1998) Introduction to the Practice of Statistics, 3th Edition,

Freeman,.

8. Newbold, P. (1995) Statistics for Business and Econometrics, Prentice Hall

9. Weiss, N.A. (1999) Introductory Statistics, Addison Wesley.

MODULE 19: PRINCIPLES AND PRACTICE OF HEALTH PROMOTION (I)

Code: PPH 1914

Hours: 90

Credit: 9

Module competence

This module is designed to enable the learners to demonstrate understanding of health promotion

practice.

Module Units Hours

1). Health promotion pillars 10

2). Theories and models of Health Promotion 30

3). Health Promotion approaches 20

4). Health Promotion strategies 30

Module Outcomes


1. Discuss the pillars of health promotion.

2. Explain key theories and models applied in Health Promotion.

3. Describe health promotion approaches

4. Discuss health promotion strategies.


KMTC/QP-09/D/HP

Module Content:

The pillars of health promotion: Building healthy public policy, Creating supportive

environments, Developing personal skills, Strengthening community action and Reorienting

health services. Theories and models of Health Promotion: Health Belief Model, Trans-

theoretical Model (Stages of Change model), Theory of planned behavior, Social cognitive

theory and Diffusion of innovations theory. Health promotion approaches: Medical approach,

behavior change approach, Educational approach, Empowerment or client centred approach and

Societal/Social change approach. Health promotion strategies: Advocacy, Networking/

Partnership, Communication, Social marketing, Health education, Visual products/IEC materials,

Social mobilization, Capacity building, Research.



Teaching Methods


Assessment Methods


References

1. Linda Ewles and Ina Simmet, (1999). Promoting Health. A Practical Guide, 4th Edition,

Bailliere Tindall, London.


KMTC/QP-09/D/HP

2. Ministry of Health, (2013). Health Promotion Handbook. Operational Guidelines for

Health Promotion Practitioners.

3. WHO (1986). The First Global Conference on Health Promotion. The Ottawa Charter on

Health Promotion. Ottawa, Canada.

MODULE 20: PIMARY HEALTH CARE (II)

Code: PHC 2015

Hours: 90

Credit: 9

Module competence

This module is designed to enable the learner implement primary health care activities in the

community.

Module Units Hours

1. Primary Eye care 18

2. Community Based Rehabilitation (CBR) 18

3. Food and Nutrition 18

4. Oral Health 18

5. Essential Drugs 18

Module Outcomes

1) Demonstrate understanding on primary eye care

2) Apply health promotion approaches in Community Based Rehabilitation (CBR).

3) Apply nutrition strategies in promoting health

4) Employ health promotion strategies in promotion of oral health

5) Demonstrate understanding of essential drugs used in the community.

Module Content

Primary Eye Care: Definition of primary eye care, the disease burden, reasons for integration

of eye care to health care service, the common eye diseases that cause blindness in Kenya, signs


KMTC/QP-09/D/HP

and symptoms, complication of eye diseases, the health promotion approaches in prevention and

control. Community Based Rehabilitation: Terminologies, types of disabilities, common

approaches and intervention to reduce disabilities, , community responsibility in rehabilitation ,

role Health promotion officers in CBR, economic values of rehabilitation, Importance of CBR.

Benefits of CBR. Food and Nutrition: food path, Food hygiene, food preparation, preservation

and storage. Oral Health: common oral conditions, causes, prevention and control. Essential

Drugs: History, Types of drugs and supplies, criteria for selection.



Teaching Methods


Assessment Methods


References

1. MOH, Module 7: Community Health Volunteers (CHVs) Water, Sanitation and Hygiene,

June 2013.


KMTC/QP-09/D/HP

2. MOH (2007 March) Reversing the trends, the second National Health Sector Strategic Plan

of Kenya, Community Strategy Implementation Guidelines. Key health messages for level 1

of the Kenya Essential Package for Health.

3. Ministry of Public Health and Sanitation Kenya, National Multi-year strategic Plan for

control of Neglected Tropical Diseases 2011-2015.

4. G.J E Ebrahim (1990) Nutrition in Mother and Child Health Macmillan, Catholic Fund for

overseas Development.

5. Savage King (1992) Helping Mothers to Breast Feed, Revised Edition.

MODULE 21: ENVIRONMENTAL HEALTH

Code: EVH 2113

Hours: 40

Credit: 4

Module competence

This module is designed to enable the learner apply knowledge and skills on environmental and

occupational health to promote wellbeing, through prevention and control of diseases.

Module Units Hours

1. Concepts and principles of environmental health 15

2. Occupational health and safety 15

3. Travel and migrant health 10

Module outcomes

1. Apply knowledge, attitudes and skills in promoting environmental and occupational health.

2. Improve work environments through infection control and reduction of occupational hazards.

3. Identify characteristics of predominant health issues related to travel and migration.

Module Content

Environmental Health: Concepts of health and environment, hygiene promotion, Types of

environment, Biological, physical, political, economic, food safety and hygiene, Sources of


KMTC/QP-09/D/HP

water, Water treatment, housing, Waste management, air and ventilation, pollution, public

Health act, control of vector and pests. Occupational health safety: Definition of terms,

Occupational hazards, Occupational health and safety act, infection prevention. Travel and

migrant health: Travel industry and travel medicine, risks related to certain destination, specific

health risks and methods of spread; vaccine preventable diseases in travel medicine,

chemoprophylaxis, first aid kit for travelers, international travel health regulations.



Teaching Methods


Assessment Methods



KMTC/QP-09/D/HP

MODULE 22: HEALTH COMMUNICATION (I)

Code: HCM 2214

Hours: 90

Credit: 9

Module competence

This module is designed to enable the learner understand concepts and principles of health

communication.

Module Units Hours

1. Introduction to health communication 10

2. Current health communication theories and issues 40

3. Cultural, gender, ethnic, religious and geographical influences on conception

of health and illness

30

4. Public relation and advocacy 10

Module Outcomes

By the end of this module the learner shall be able to:

1. Demonstrate understanding on health communication concepts

2. Apply current health communication theories in health promotion

3. Integrate cultural, gender, ethnic, religious and geographical influences on conception of

health and illness.

4. Apply public relation and advocacy in practice of health promotion.

Content: Introduction to health communication: Definitions, health communication in 21st

century, role of health communication in Marketing, health communication in public health.

Current health communication theories: Theoretical influences in health communication,

strategic behaviour and social change communication, theoretical influences and planning

framework, implication of health communication. Cultural, gender, ethnic, religious and

geographical influences on conception of health and illness: Approaches defining health and

illness, understanding health in different contexts, gender influence s on health behaviours and


KMTC/QP-09/D/HP

conception s of health and illness, health beliefs versus desires, cultural competences and

implication of health communication. Public relation and advocacy: Definitions, theories and

practice in public relation, power of mass media in health care decision, elements of public

relation programs, evaluation parameters and public advocacy



Teaching Methods

LectureDiscussionDemonstrationsGroup wokSelf directed learningAssignments and presentationsAssessment Methods


Reference

1. Bass Jossey (2007). Health communication theories. From theories to Practice. A will Imprint;

San Francisico,

2. Booth, Elibeth Mill (1993). Communication for Health and Behavior Change, A Developing

Country Perspective. Macmillan international Publishing Group. New York 10022.

3. Ewles linda, Simnett ina (1999). Promoting Health, A practical Guide.

4. Edinburgh, Ayah Richard (2011). Introduction to Public Health. Colour print LTD.

5. Glannz Karen, Rimer K. Barbara, Viswanatha K. (2008). Health Behavior and Health

Education Theory, Research and Practice. Fourth edition, HB printing.


KMTC/QP-09/D/HP

6. Nzuve, M.N. Stephen (2012). Element of Organizational Behaviour. University of Nairobi

press.

7. Ministry of Health (2010). National Health Communication Strategy. Division of Health

Promotion.

8. Ministry of Health (2006).Taking the Kenya Essential Package for Health to the Community.


KMTC/QP-09/D/HP

YEAR TWO, SEMESTER TWO

MODULE 23: HEALTH SYSTEM MANAGEMENT (II)

Code: HSM 2325

Hours: 30

Credit: 3

Module competence

The aim of this module is to develop learner competencies in strengthening health care systems

at their level within the health sector in Kenya.

Module Units Hours

1. Financial Resource Management 6

2. Health Information Systems 4

3. Quality Assurance in Health Services 8

4. Project Management 4

5. Monitoring and Evaluation 8

Module Outcomes

At the end of this module, the learners shall be able to:

1. Describe financial resource mobilization, allocation and effective utilization of financial

resources available.

2. Demonstrate effective management of health information systems.

3. Discuss quality assurance in health care services.

4. Explain the process of project management.

5. Describe importance of monitoring and evaluation in health care.

Module Content

Financial Resource Management: The role of parliament, treasury the controller and auditor

general in public financial management, Sources of health care financing, Financial accounting

systems and mechanisms, Accounting documents; Imprest, vouchers, per diem, Facility

Improvement Fund (FIF), Salary, Allowances, Vote Books, Budget types. Health Information


KMTC/QP-09/D/HP

Systems: Health Information; Sources, types, systems, Data collection methods, storage and

analysis, Information utilization; applications, policy development, decision making. Quality

Assurance in Health Services: Quality assurance; concepts, principles, Quality assurance in the

healthcare setting, Methods and tools of measuring quality, Standards in measuring quality.

Project Management: Project Management; Principles, concepts, the importance of planning,

Project Planning, Proposal writing, Types of plans‐ strategic plans, Annual operational plans,

annual, departmental and individual plans, Project planning process; Cycle, situation analysis,

feedback, prioritization, developing implementation plans, budgeting, techniques for public

involvement. Monitoring and Evaluation: Monitoring and Evaluation; concepts, types,

processes, Monitoring and evaluation tools: terms of reference, monitoring tools, evaluation

tools, Performance Indicators and targets, concepts, definitions, performance standards, work

breakdown schedules (WBS), work plans, logical framework approach (LFA), Reports; types,

formats, characteristics of a good report.



Teaching Methods


Assessment Methods



KMTC/QP-09/D/HP

References

1. Sullivan, Eleanor J., and Phillip J. Decker (1997). Effective Leadership and Management in

Nursing. 4th ed. Menlo Park, CA: Addison Wesley Nursing.

2. Management Sciences for Health and World Health Organization (1997). Managing Drug

Supply. 2nd Edition. West Hartford, Connecticut. Kumarian Press, Inc.

3. Donabedian, Avedis, (1980). Explorations in Quality Assessment and Monitoring, Ann

Arbor, MI: Health Administration Press, pp. 5-6.

4. Roemer, M.I., and Montoya-Aguilar, C. (1988). Quality Assessment and Assurance in

Primary Health Care. WHO Offset Publication No, 105, World Health Organization, Geneva

Switzerland, Donabedian, pp. 5-6.

5. Cripps, Gilbert, et al. (2000). Guide to Designing and Managing Community-based Health

Financing Schemes in East and Southern Africa. Partnerships for Health Reform Plus and

USAID/Regional Economic Development Services Office in East and Southern Africa.

6. Management Sciences for Health (2003). “Business Planning to Transform Your

Organization.” The Manager vol. 12, no. 3.

MODULE 24: NON COMMUNICABLE DISEASES (NCDS)

Code: NCD 2426

Hours: 60

Credit: 6

Module competence

This module is designed to enable the learner effectively prevent and control non-communicable

diseases (NCDs) in the community.

Module Units Hours

1. Introduction to non-communicable diseases 10

2. Cardiovascular diseases 10

3. Diabetes 10

4. Cancers 10

5. Mental Health 10

6. Drug & substance Abuse 10

Module Outcomes


KMTC/QP-09/D/HP

1. Demonstrate understanding of non-communicable (NCDs) diseases

2. Describe cardiovascular conditions

3. Describe diabetes

4. Describe different types of cancers

5. To identify common mental health conditions

6. To educate the community on drugs and substance abuse

Module Content:

Introduction to non-communicable diseases: Definitions, importance, Epidemiology, Risk

Factors, that promote NCDs; effects of NCDs. Cardiovascular diseases: Causes, common

cardiovascular diseases, signs and symptoms, prevention and control. Diabetes: Causes, types,

signs and symptoms, prevention and control. Cancers: Causes, types, prevention and control.

Mental Health: Causes, common mental health conditions, signs and symptoms, prevention and

control. Drug and Substance abuse: Commonly abused drugs, drug addiction, signs and

symptoms, prevention and control.



Teaching Methods


MCQShort AnswersEssaysAssignments


KMTC/QP-09/D/HP

Presentation

References

1. AMREF, (1992), Rural Health Series

2. MOH, (2006). Reversing the Trend, The second National Health Sector Strategic Plan


4. Leppo Kimmo, Ollila Eava, Pena Sebastian, Wismar Mathias, cook sarah (2013), Health in

all policies; seizing opportunities, implementing policies. Pub UNRISD.

5. Nicholson N.W (1992) Medicine-Non communicable diseases in adults. Pub. AMREF

MODULE 25: HEALTH PROMOTION IN SPECIAL SETTINGS

Code: HEP 2524

Hours: 40

Credit: 4

Module competence

This module is designed to enable the learner to provide specific health promotion interventions

intended to create healthy working and living environments.

Module Units Hours

1. Health Promotion in work place 10

2. Health Promotion in schools 10

3. Health Promotion in primary health care and health facilities 10

4. Promoting Health in special populations 10

Module Outcomes

1. Demonstrate ability to plan health promotion interventions in work places.

2. Conduct health promotion activities in schools.

3. Carry out health Promotion interventions in primary health care and health facilities settings.

4. Apply learned health promotion skills in promoting Health among special populations.

Module Content:


KMTC/QP-09/D/HP

Health Promotion in Work Place: A key setting for health promotion, the relationship between

work and health, responsibility for workplace health, categories for health promotion in the work

place. Health Promotion in Schools: The school setting and its importance in health promotion,

Relationship between schools, education and health, Barriers to promoting health in schools,

Comprehensive school health services, Engaging members of the school community in health

promotion school interventions. Health Promotion in Primary Health Care and Health

Facilities: Purpose of using primary health care as a key setting for health promotion, Compare

and contrast the primary health care and facility settings for health promotion, Responsibility for

health promotion in primary health care setting, Health facilities as setting for health promotion.

Promoting Health in Special Populations: Refugees And Internally Displaced Populations:

Key public health issues and their responses, Women’s and children’s health, Reproductive

health care. Groups with Special physical Challenges: Common types of challenges, Need for

early detections and management of challenges, Role of health promoters in dealing with the

challenges. Health and Well Being in Elderly Persons: Health issues in old age, Income

inequality and health in old age, Social environments and health in old age, Health promoting

interventions for the elderly.



Teaching Methods


Assessment Methods

MCQ


KMTC/QP-09/D/HP

Short AnswersEssaysAssignmentsPresentation

References

Albert SM and Raveis VH, (2002). Public health and the second 50 years of life, American

Journal of Public Health, vol.92, pp 1214-16

Rob Moodie and Alana Hulme Hands on Health Promotion, 1st edition, 2004, IP

Communication, Melbourne, Australia.

Chris Wood (2008), Community Health, 3rd Edition, AMREF Publication, Nairobi

MODULE 26: PRINCIPLES AND PRACTICE OF HEALTH PROMOTION (II)

Code: PPH 2624

Hours: 60

Credit: 6

Module competence

This module is designed to enable the learners to plan, implement and evaluate health promotion

programs.

Module Units Hours

1. Health Promotion Planning Cycle 15

2. Health Promotion Program Monitoring and Evaluation 15

3. Advocacy and Social Mobilization 15

4. Health Promotion Policy and Regulations 15

Module Outcomes

1. Demonstrate ability to plan health promotion interventions.

2. Conduct health promotion program monitoring and evaluation.

3. Carry out advocacy and social mobilization.

4. Apply health promotion policy and regulations in program planning.


KMTC/QP-09/D/HP

Module Content:

Health Promotion Planning Cycle: Flowchart for planning and evaluation, identify needs and

priorities, setting aims and objectives, setting strategies, identifying resources, planning

evaluation methods, set an action plan, action. Health Promotion Program Monitoring and

Evaluation: Definitions and terminologies used in monitoring and evaluation, types of

evaluation, tools, role of monitoring and evaluation. Advocacy, communication and Social

Mobilization (ACSM): Definition of terms: Health literacy, social marketing, community

participation, mass media, health education, Goals, strategies and approaches, techniques for

effective ACSM, coordination, planning and implementation. Health Promotion Policy and

Regulations: Kenya Health Policy Framework, Kenya National Health Sector Strategic Plan,

Vision 2030, Health Promotion Strategy, Operational Guidelines for Health Promotion,

Communication Guidelines, Millennium Development Goals, International Health Promotion

Regulations.



Teaching Methods


Assessment Methods

MCQShort AnswersEssays


KMTC/QP-09/D/HP

AssignmentsPresentation

References

Linda Ewles and Ina Simmet, (1999). Promoting Health. A Practical Guide, 4th Edition, Bailliere Tindall, London.

Ministry of Health, (2013). Health Promotion Handbook. Operational Guidelines for Health Promotion Practitioners.

WHO (1986). The First Global Conference on Health Promotion. The Ottawa Charter on Health Promotion. Ottawa, Canada.

MODULE 27: SOCIAL PSYCHOLOGY (II)

Code: SPY 2724

Hours: 70

Credit: 7

Module competence

This module is designed to enable the learner understand and apply principles of social

psychology in behavior formation and maintenance.

Module Units Hours

Theory Practical

1. Theories of behaviour change 15

2. Counselling theories 10

3. Counselling and guidance 5 10

4. HIV Testing and Counselling (HTC) 6 24

Module Outcomes


1 To demonstrate understanding of theories of behaviour change

2. To demonstrate understanding on counselling theories

3. To apply the counselling and guidance skills

4. To apply skills in HIV testing and counselling (HTC)


KMTC/QP-09/D/HP

Module Content:

Theories of behaviour change: Organization, diffusion of innovation theory, ecological/socio

ecological model, extended parallel processing model, health belief model, health promotion

model, integrated model PRECEDE/PROCEDE model, public health model, review of multiple

behaviour change theories, theory of reasoned action, trans-theoretical model. Counselling

theories: psychoanalytic theory, behavioural theories, humanistic and socio cognitive theories;

Counselling and guidance: Counselling principles and guidance introduction to counselling,

process, action stage, summary. HIV Testing and Counselling (HTC): Introduction, HTC

testing session, result remission.



Teaching Methods


Assessment Methods


Reference

1. Sison, Erick Louie. A (2008). The dynamics of persuasion. New York: Lawrence Erlbaum


KMTC/QP-09/D/HP

2. Anderson, Craig (2003). The Sage Handbook of Social Psychology. Thousand Oaks, CA:

Sage Publications.

3. Baumeister, R. F., & Bushman, B. J. (2010). Social Psychology and Human Nature (2nd ed.).

Belmont, CA: Thomson/Wadswort

4. Crawford, L. A., & Novak, K. B. (2014). Individual and Society: Sociological Social

Psychology. New York: Routledge.

MODULE 28: INTRODUCTION TO PHARMACOLOGY

Code: PHA 2823

Hours: 40

Credit: 4

Module competence

At the end of this module the learners will demonstrate knowledge on common pharmacological

products

Module Units Hours

1. Introduction to pharmacology 10

2. Common classification of drugs 20

3. Adverse effects of drugs 10

Module Outcomes

At the end of this module the learner shall be able to:

1. Demonstrate understanding of basic concepts of pharmacology

2. Demonstrate understanding on various classification of drugs

3. Describe the Adverse effects of drugs

Module Content

Pharmacological concepts: Definition of terms: drug records, drug history, Drug Control Acts

(DCA), Pharmacy and Poisons Act, storage, Classification of Drugs: Antibiotics,

sulphonamides, Anti fungals, Antivirals, Anagesics, Nacortics, NSAIDS, Anti helmintics, Anti





http://www.psychology.iastate.edu/faculty/caa/abstracts/2000-2004/03AH.pdf

KMTC/QP-09/D/HP

protozoa and Anti-malarials, Sedatives, Anti-inflamatory, Anticonvulsants, Tranquillizers,

Muscle relaxants, Stimulants, Anti-spasmodics, Bronchodilators, Purgatives, Cardiac glycosides,

Diuretics, Anti-hypertensives, Coagulants and anti-coagulants, Steroids, Histamines and Anti-

histamines, Local anaesthetics, General anaesthesia, Cytotoxics, Antacids, Haematinics; Drugs

used in hyperthroidsm, Insulin and Hypoglycaecimic agents. Adverse effects of Drugs:

Common side effects, rare side effects and serious side effects.

References

1. Brater D C Daly WJ (2000). Clinical pharmacology in middle ages presage 21st century”

Clin pharmacol.

2. Mannfred A. Hollinger (2003) Introduction to pharmacology SRS press

3. Rahman, S.Z Khan (2006) Environmental Pharmacology: A new Discipline. Indian

Pharmacol

MODULE 29: COMMUNITY HEALTH PROMOTION (I) – PRACTICUM

Code: CHP 2924

Hours: 240

Credit: 24

Module Competence

This module is designed to enable the learner to implement health promotion interventions in

specific settings.

Module Units Hours

Practical

1. Health Promotion in work place 60

2. Health Promotion in schools 60

3. Health Promotion in primary health care and health facilities 60

4. Promoting Health in special populations 60

Module Outcomes


KMTC/QP-09/D/HP

1. Demonstrate ability to plan and implement health promotion interventions in work places.

2. Conduct health promotion activities in schools.

3. Carry out health Promotion interventions in primary health care and health facilities settings.

4. Apply learned health promotion skills in promoting Health among special populations.

Module Content:

Health Promotion in Work Place: Occupational health; Offices, manufacturing industries,

construction sites. Health Promotion in Schools: Comprehensive school health services. Health

Promotion in Primary Health Care and Health Facilities: Patient health education,

community health education, resource mobilization for health promotion, Responsibility for

health promotion in primary health care setting. Promoting Health in Special Populations:

Refugees and internally displaced populations, Groups with special physical and mental

challenges, Health and well being in elderly persons, Prisons, Children’s homes.



Teaching Methods


Assessment Methods



KMTC/QP-09/D/HP

References

1. Ministry of Health, (2013). National Health Communication Guidelines, 2013 - 2017.

2. Ministry of Health, (2013). National Health Promotion Strategy for Kenya: Reorienting

Health, 2013 – 2018.

3. Ministry of Health, (2013). Operational Guidelines and Standards for Health Promotion,

2013 – 2018.

4. Ministry of Health (2006). Taking the Kenya Essential Package for Health to the Community

A Strategy for the Delivery of LEVEL ONE SERVICES

5. Albert SM and Raveis VH, (2002). Public health and the second 50 years of life, American

Journal of Public Health, vol.92, pp 1214-16

6. Rob Moodie and Alana Hulme Hands on Health Promotion, 1st edition, 2004, IP

Communication, Melbourne, Australia.

7. Chris Wood (2008), Community Health, 3rd Edition, AMREF Publication, Nairobi


KMTC/QP-09/D/HP

YEAR THREE, SEMESTER ONEMODULE 30: PROJECT PLANNING AND MANAGEMENT

Code: PPM 3013

Hours: 90

Credit: 9

Module Competence

This module is designed to enable the learners to demonstrate knowledge and skills in project

planning and management.

Module Units Hours

1. Introduction to health project management 30

2. The project management cycle 30

3. Project appraisal 30

Module Outcomes:

1. Demonstrate understanding of health project management

2. Discuss the project management cycle.

3. Demonstrate understanding of project appraisal process.

Module Content:

Introduction to project management: Definition, Principles, Project management functions,

Project management process. The project management cycle: Identification phase: stakeholder

analysis, problem analysis, objective analysis and strategy analysis, Formulation phase: project

layout, activity scheduling, resource scheduling. Implementation phase: Action planning,

monitoring and review, risk management. Evaluation phase. Types of evaluations, steps in

evaluation, tools in evaluation. Project appraisal: Relevance, feasibility, sustainability, tools

and techniques in appraisal.


Black boardWhite board markers white board


KMTC/QP-09/D/HP

News print Power pointAUDIAL Visual AidsHandouts

Teaching Methods


Assessment Methods


References

1. AMREF (2005).Health project management guide, Revised edition

2. John Chikiti, (2008) The project Proposal Writing Handbook. A practical Road Map For

Success In Proposal Writing, Revised Edition,PREARED, Nairobi.

3. Linda Ewles and Ina Simmet, (1999), Promoting Health. A Practical Guide, 4th Edition,

Bailliere Tindall, London.

MODULE 31: HEALTH COMMUNICATION (II)

Code: HCM 3114

Hours: 90

Credit: 9

Module competence

This module is designed to enable the learner apply health communication strategies.

Module Units Hours


KMTC/QP-09/D/HP

1. Overview of health communication planning process 20

2. Situation analysis and audience segmentation 30

3. Identifying program objectives and strategies 20

4. Implementing monitoring and evaluation of health communication program 20

Module Outcomes

1. Demonstrate understanding on health communication planning process

2. Carry out Situation analysis and audience segmentation

3. Develop program objectives and strategies.

4. Implement, monitor and evaluate health communication program in health promotion.

Module Content:

Overview of health communication planning process; importance of planning, approaches to

health communication planning, health communication cycle and strategic planning process, key

steps of health communication planning, elements of effective health communication program.

Situation analysis and audience segmentation; development of comprehensive situation

analysis and audience profile, organizing and reporting on research findings, Identifying

program objectives and strategies; development and validation of communication objectives,

outlining communication strategy. Implementing monitoring and evaluation of health

communication program; planning success program implementation, essential elements of

program implementation and evaluation, evaluation report.



Teaching Methods

Lecture


KMTC/QP-09/D/HP

DiscussionDemonstrationsGroup wokSelf directed learningAssignments and presentations

Assessment Methods


References

1. Bass Jossey (2007). Health communication theories. From theories to Practice. A will

Imprint; San Francisico,

2. Booth, Elibeth Mill (1993). Communication for Health and Behavior Change, A Developing

Country Perspective. Macmillan international Publishing Group. New York 10022.

3. Ewles linda, Simnett ina (1999). Promoting Health, A practical Guide.

4. Edinburgh, Ayah Richard (2011). Introduction to Public Health. Colour print LTD.

5. Glannz Karen, Rimer K. Barbara, Viswanatha K. (2008). Health Behavior and Health

Education Theory, Research and Practice. Fourth edition, HB printing.

6. Nzuve, M.N. Stephen (2012). Element of Organizational Behaviour. University of Nairobi

press.

7. Ministry of Health (2010). National Health Communication Strategy. Division of Health

Promotion.

8. Ministry of Health (2006).Taking the Kenya Essential Package for Health to the Community.


KMTC/QP-09/D/HP

MODULE 32: REPRODUCTIVE HEALTH

Code: RHE 3216

Hours: 90

Credit: 9

Module competence

This module is designed to enable the learner carry out reproductive health activities in the

community.

Module Units Hours

1. Introduction to Reproductive Health (RH) 10

2. Pillars of Safe Motherhood 15

3. Family Planning 15

4. Youth Reproductive Health 20

5. Population management 15

6. Child health 15

Module Outcomes

1. Demonstrate understanding on reproductive health (RH) concepts

2. Apply pillars of Safe Motherhood in health promotion

3. Promote family planning in the community (FP)

4. Sensitize the youth on issues of reproductive health

5. Participate in population management

6. Promote child health

Module Content:

Introduction to Reproductive Health: Concepts and Principles, policies, legislations,

guidelines and standards. Pillars of Safe Motherhood: Definition of the safe motherhood, the

causes maternal morbidity and mortality cancers of reproductive organs, RH priority areas,

factors hindering progress in RH, the goals of RH communication, priority audience, the

significance of the context to the communication strategy , thematic areas of strategic

interventions. Family Planning (FP): Hormonal contraceptives, Intrauterine contraceptive


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devices (IUCD), Barrier methods, natural, surgical methods. Reproductive health for youth

and adolescence: Terminologies, rationale for focusing on adolescence and youth, health

problems faced by youth and adolescence, policies, standards and guidelines related to youths

and adolescence, youth friendly health services. Child health: child growth and development,

causes of child mortality and morbidity, Integrated Management of Childhood Illnesses (IMCI),

health promotion approaches in prevent of childhood diseases. Population management;

Census, demographic trends, theories, impact of high population, population density, vital

registration, population distribution, population policy, population and development.


Black boardWhite board markers white board News print LCDHandouts

Teaching Methods


Assessment Methods


References1. MOH, Division of Reproductive Health (2003), Adolescent Sexual and Reproductive Health.

Trainers manual for health service providers

2. MOH, (2006), Essential Obstetric Care Manual; For health service providers in Kenya, 3rd

edition


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3. Gifford David, (1993) Children for Health. Children as communicators of facts for life. Pub.

The child to child Trust/UNICEF

MODULE 33: INTRODUCTION TO DISASTER MANAGEMENT

Code: DSM 3313

Hours: 60

Credit: 6

Module competence

This module is designed to enable the learner acquire knowledge to identify and manage

disasters.

Module Units Hours

1. Introduction to disaster management 10

2. Disaster management cycle 30

3. Education and public awareness at various levels 20

Module Outcomes


1. Demonstrate understanding of disaster management

2. Discuss the disaster management cycle.

3. Conduct health education on disaster management.

Module Content

Introduction disaster management – Definition, types, implications, hazard identification and

vulnerability analysis, the impact of disasters on development programmes, vulnerabilities

caused by development. Disaster management cycle: Preparedness, response, recovery and

mitigation. Education on disaster management: Rationale for a Community-Based Approach,

stakeholders’ roles and responsibilities, duties of response personnel, hazardous materials,

understanding and appreciating culture and its contribution to education.


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Teaching Methods


Assessment Methods


References

1. http://www.col.org/SiteCollectionDocuments/Disaster_Management_version_1.0.pdfCourse Manual, Introduction to Disaster management.

2. http://epdfiles.engr.wisc.edu/dmcweb/AA02AimandScopeofDisasterManagement.pdfAims and scope of Disaster Management, Study Guide

3. Government of Kenya. (2010) National Disaster Management Policy of Kenya, (Final draft)

Nairobi, Kenyahttp://www.who.int/surgery/publications/immesc_disaster_management/en/

http://www.who.int/hac/techguidance/preparedness/emergency_preparedness_eng.pdf?ua=1

4. Risk Reduction and Emergency Preparedness, WHO six-year Strategy for Health Sector and

Community Capacity Development

MODULE 34: RESEARCH PROTOCOLS

Code: REP 3413

Hours: 40

Credit: 4


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Module Competence

This module is designed to enable the learner acquire knowledge and skills to develop a research

proposal.

Module Units Hours

1. Research proposal 10

2. Data collection tools 10

3. Presentation of Research proposal 20

Module Outcomes

1. Develop a research proposal.

2. Pre-test data collection tools.

3. Presentation of research proposal.

Module Content:

Develop a research proposal: Title identification, Introduction, Theoretical and Conceptual

frameworks, Literature review and research methodology. Pre-test data collection tools:

Questionnaires, Interview schedule, Focus group discussion guide, observation checklist.

Presentation of research proposal: submit a research proposal document.



Teaching Methods



KMTC/QP-09/D/HP

Assessment Methods


Reference

1. Pamela,J. (2001) "Basic Steps in Planning Nursing Research from Questions to Proposal

2. Cohen, L., Manion, L., Morrison, K. (2004). Research Methods in Education.

3. Eiselen, R. Uys, Potgieter, N. (2005). Analysing survey data using

4. Kothari C.R (2009) Research Methodology Methods and Techniques India New age

5. Mugenda, O.M and Mugenda (2003) Research Method qualitative and quantitative

6. Neuman, W.L. (2001). Social Research Methods: qualitative and quantitative

7. Pope C, Mays, N. 2000 “Qualitative Research in Health Care”

8. SPSS13: A workbook. University of Johannesburg.

MODULE 35: HEALTH COMMUNICATION MATERIALS

Code: HCM 3513

Hours: 60

Credit: 6

Module Competencies

The module is designed to enable the learner to gain knowledge, skills and competencies in

development of health communication materials.

Module Units Hours

Theory Practicum

1. Introduction to design and audio-visual aids 20

2. Image gathering and editing 10 10

3. Layout of Visuals 10 10


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Module Outcomes

1. Demonstrate understanding of the principles of audio-visual communication.

2. Use images to communicate health messages.

3. Develop various audio-visual aids.

Module content.

Introduction to design and visual aids: Principles of design, elements of design, types of visual

aids, methods of visual communication, materials for design of visuals.

Image gathering and editing: Image placement, message design or editing, formatting of the

captions. Layout of Visuals: Posters, booklets, flipcharts, leaflets, brochures, transparencies,

slides, photos, real objects, manuals.



Teaching Methods


Assessment Methods


References


KMTC/QP-09/D/HP

1. Designing Health messages by Edward Maibosh and Roxxane Louisella

2. Kathryn A. Fetter (1987). Teaching and learning with Visual Aids

3. WHO (1987). Communication:A guide for managers of National Diarrheal Diseases control

Programmes Geneva

MODULE 36: EPIDEMIOLOGY

Code: EPI 3614

Hours: 50

Credit: 5

Module competence

This module is designed to enable the learner apply the knowledge of epidemiology in practice

health education and promotion.

Module Units Hours

1. Epidemiologic orientation to health and epidemiological concepts 10

2. Measurement of morbidity and mortality 15

3. Demography screening and disease surveillance 10

4. Study design 15

Module Outcomes

1. Demonstrate ability to apply epidemiological orientation and concepts in relation to disease

prevention.

2. Demonstrate understanding of measures of morbidity and mortality in prevention of

diseases

3. Apply the knowledge of demography, screening and disease surveillance in the practice of

Health promotion

4. Apply knowledge of study design in the practice of health education and promotion

Module Content

Epidemiologic orientation to health and epidemiological concepts: Definition, concept and

models, Population, medicine and epidemiology, Health and disease, Natural history of diseases,


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occurrence severity, Levels of prevention, epidemiological concepts, Scope of epidemiology,

Epidemic versus endemic diseases, Classification of diseases, multiple causations of disease.

Measurement of morbidity and mortality: Vital statistics, Mortality rate, Infant mortality rate,

Neonatal mortality rate, Fetal and peri-natal mortality rate, maternal mortality rate, life

expectancy rate, adjustment rate, Census. Demography, screening and disease surveillance:

Demographic Population, Population projections, Populations dynamics, diseases surveillance,

Epidemics, Pandemic, Endemic, Distribution of disease, evaluation. Study design: Retrospective

studies – designs, Prospective studies, Cross section studies, Historical studies, Experimental

studies and Case studies.

References

1. Bhopal, Raj. (2008). Concepts of epidemiology - Integrating the ideas, theories, principles

and methods of epidemiology. 2nd ed,

2. Woodward, Mark. (2005).Epidemiology: study design and data analysis. Boca Raton, FL:

Chapman & Hall/CRC Press, 2ed,

3. Thomas, James C. and David J. Weber. (2001). Epidemiologic methods for the study of

infectious diseases. NY, Oxford.


KMTC/QP-09/D/HP

YEAR THREE, SEMESTER TWO

MODULE 37: COMMUNITY HEALTH PROMOTION (II) - PRACTICUM

Code: CHP 3724

Hours: 360Hrs

Credit: 36

Module Competencies

This module is designed to enable the learner apply the knowledge in practice health education

and promotion

Module Units Hours

Practicum

1. Health education 100

2. Social marketing: 100

3. Community diagnosis and priority setting 100

4. Practicum report 60

Module outcomes

1. Conduct health education in various community settings.

2. Apply social marketing approaches in health promotion

3. Conduct community diagnosis and prioritize health needs.

4. Write and submit a practicum report.

Module content

Health education: School health education, Community health education, Patient health

education, Special population health education. Social marketing: Development of health

messages (posters, fact sheets, brochures, media short messages), writing a radio-spot

announcement, Identify the local media to be used, community mobilization for health

promotion, Panel discussion on health issues. Personal skills development, reorientation of


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health, Community participation and involvement, Community empowerment, Advocacy,

collaboration with community: Public private partnership, Networking. Community diagnosis

and priority setting: Factors influencing health (political, economic, social and cultural issues),

Major causes of morbidity (communicable and non communicable diseases) and mortality,

commonly abused drugs, maternal health, Child health, youth and adolescent health. Practicum

report: Report writing.


Black boardWhite board markers white board News print Power pointAudio-Visual AidsHandouts

Teaching Methods



References

1. Linda Ewles and Ina Simmet (1999). Promoting Health. A Practical Guide, 4th Edition, Bailliere Tindall, London.

2. Ministry of Health, (2013). Health Promotion Handbook. Operational Guidelines for Health Promotion Practitioners.

3. Ministry of Health, (2013). National Health Communication Guidelines, 2013 – 2017.

4. Ministry of Health, (2013). National Health Promotion Strategy for Kenya: Reorienting Health, 2013 – 2018.


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5. Ministry of Health, (2013). Operational Guidelines and Standards for Health Promotion, 2013 – 2018.

MODULE 38: RESEARCH PROJECT.

Code: REP 3823

Hours: 180

Credit: 18

Module Competencies

Module Units Hours

Practicum

1. Data collection 90

2. Data analysis 90

3. Research report 90

Module outcome

1. Collect data

2. Analysis data

3. Write and a research report

Module content

Data collection: Various data collection tools (Questionnaires, Interview schedules, observation

checklists, focus group discussion guide). Data analysis: Data cleaning, data coding, data entry,

analysis and interpretation. Research report: Study findings, discussion, conclusion and

recommendations, submission of research report.




KMTC/QP-09/D/HP

Teaching Methods


Assessment Methods

AssignmentsPresentation

Reference

1. Brink, H. (2006) Fundamentals of research methodology for health care professional

practitioners, second edition, Cape Town, JUTA and company.

2. Creswell, J.W. (2009) Research Design: Qualitative, Quantitative, and Mixed methods

approaches, Los Angeles, SAGE Publications.

3. Frankfort-Nachmias, C. and Nachmias, D. (1994) Research methods in the social sciences,

Fourth edition, London, Hodder Headline Group.

4. Gorard, S. (2004) Quantitative methods in social science, Norfolk, Great Britain, Biddles

Ltd.

5. Kothari C.R. (2008) Research Methods, Research Methodology: Methods and Techniques,

Second Revised Edition, New Delhi, New Age International (P) Limited Publishers.

6. Kumar, R. (2005) Research Methodology: A step by step guide for beginners, Second

edition, London, SAGE Publishers.

7. Mugenda, O.M and Mugenda, A.G. (1990) Approaches to quantitative and qualitative

research


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APPENDICES


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DIPLOMA IN HEALTH PROMOTION (PRE-SERVICE) PROGRAMMEPRACTICAL ASSESSMENT TOOL

Evaluating A Microteaching Presentation Session

Candidate’s Surname: ............................ ....Other names: .............................................College No...............................:...............................................Name of county: ........................................Name of Sub county:...................................Name of Specific Institution..........................................................................................Date....................................................................................Time........................................Instructions

i. The candidate will be assessed while conducting specific health promotion activity ii. The assessment should be conducted by two assessors; field supervisor and a lecturer

from the department of health Promotion iii. Assessors will use this checklist

The final score will be the average scores of the two assessor

Marks out of 100 Maximum score

Marks scored

Remarks

1. Introduction of the session/topic

i. Was the topic of the session introducedii. Was the objective of the session

introducediii. Was the process of the session explained

e.g. Participants will be involved through discussion

5

78

2. Content and session presentation

i. How was the participation of the participants?

ii. Did the facilitator encourage participation?

iii. Did the facilitator summarize the plenary and discussions appropriately?

iv. Did the facilitator stimulate discussions?v. Did the facilitator control the group well

4

4

5

4


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either during plenary or discussions?vi. Were the objectives of the session

achieved?vii. Was there a reference to the objectives of

the session?viii. Was a linkage made to the previous

session or the next session?

4

5

4

4

3. Methods

i. Did the facilitator vary methods of session presentation?

ii. Did the facilitator use any teaching aids or materials?

iii. How did the methods used stimulate learning?

8

7

5

4Duration:

Was the time allocated enough? 5

5 Conclusion of the session

i. Was there evaluation of the session?ii. Was there a summary of the session?

iii. Was a way forward or action plan made towards the end of the lesson

5

88

TOTAL 100

Examiner’s name: ............................................ Designation:.....................................

Signature: ............................................................Date: .........................................................

Examiner’s name: ............................................ Designation:.....................................

Signature: ............................................................Date: .........................................................


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DIPLOMA IN HEALTH PROMOTION (PRE-SERVICE) PROGRAMMEPRACTICAL ASSESSMENT TOOL

Summary Sheet: Evaluating A Microteaching Presentation Session

Candidate’s Surname: ............................ ....Other names: .............................................College No...............................:...............................................Name of county: ........................................Name of Sub county:...................................Name of Specific Institution..........................................................................................Date....................................................................................Time........................................ANALYSIS SHEET MARKS

1001. Introduction of the session/topic........................................................................................................................................................................................................................................................................

20

2. Content and session presentation........................................................................................................................................................................................................................................................................

35

3. Methods.......................................................................................................................................................................................................................................................................

20

4. Duration:......................................................................................................................................

5

5. Conclusion of the session.......................................................................................................................................................................................................................................................................

20

TOTAL MARKS OUT OF 100

Examiner’s Name and Designation: ..........................................................................................Signature: ................................................Date: ...........................................................................Examiner’s Name and Designation: ............................................................................................Signature: ................................................Date: ..............................................................................I have seen this form and have discussed the examination with the assessors who have informed me of the results.Student Signed: ......................Date:............................


KMTC/QP-09/D/HP

Kenya Medical Training College

Diploma in Health Promotion (pre-service) ProgrammePractical Assessment tool

Appraisal Form for Practicum Assessment

Candidate’s Surname: ............................ ....Other names: .............................................College No...............................:...............................................Name of county: ........................................Name of Sub county:...................................Name of Specific Institution..........................................................................................Date....................................................................................Time........................................Rating Scale:(Tick) in the appropriate boxes the student performance in the areas indicated using the rating scale below)1= Poor; 2=Fair; 3=Good; 4= Excellent

Acquired Competencies 1 2 3 41. Performance of students in the following areas of health

promotion1. School health2. Community health3. Patient health 4. Others (specify)........................

2. Strategies mostly used to address community needs.1. Community involvement2. Community empowerment3. Advocacy4. Social marketing

3. Collaboration and networking with communities 1. Public private partnership2. CBOs/FBOs3. Existing community groups4. Formal and informal leaders

4 Social cultural issues influencing community health outcomes


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1.2.3.4.

5 Common health issues in the community Maternal health issues

1. .........................2. .......................3. ..................................4. ..................................

Child health problems1. .........................2. .......................3. ..................................4. .............................

Communicable diseases1. .........................2. .......................3. ..................................4. .............................

Non communicable diseases1. .........................2. .......................3. ..................................4. .............................

Drug and substances abuse1. .........................2. .......................3. ..................................4. .............................

Approches to deal with the issuesSkills development

1. .........................2. .......................3. ..................................4. .............................

Reorientation of health services 1. .........................2. .......................3. ..................................4. .............................

Advocacy1. .........................2. .......................3. ..................................


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4. .............................

6 Identify methods of communication within the community1.2.3.4.

7 Ways of improving communication within the community1.2.3.4.

8 Identification of community groups for collaboration to address the problem or issues1.2.3.4.

9 Panel discussions addressing the problem with the following stakeholders1.23.4

10 Developing message scripts for identified problems or issues1.2.3.4.

11 Placements of radio/TV spots announcements regarding the problem1.2.3.4.

12. Identify the local media to be used1. Radio2. Television3. Newsprint4. Social media/internet/mobile phones

13 Identifying community strengths through community analysis 1.2.3.


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4. 14. Identify groups within communities to collaborate with in

addressing the problems1.2.3.4.

15 Identify interventions which can be used to address the issues at hands1.2.3.4.

Supervisor’s Name.............................................. Designation: ......................................Signature: ................................................Date: ...........................................................................

I have seen this form and have discussed the assessment with the supervisor who have informed me of the results.Student Signed: ......................Date:............................


Curriculum draft diploma health promotion 2 nakuru

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