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
KMTC Health Promotion, Pre-service Curriculum Page ii
Foreword
Health 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

KMTC/QP-09/D/HP
KMTC Health Promotion, Pre-service Curriculum Page iii
TABLE OF CONTENTS
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 ....................................................................................................................5
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
FOREWORD ............................................................................................................................II
ACKNOWLEDGEMENT ...................................................................................................... VI
ABBREVIATIONS AND ACRONYMS..............................................................................VII
1.0 INTRODUCTION ...............................................................................................................1

KMTC/QP-09/D/HP
KMTC Health Promotion, Pre-service Curriculum Page iv
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
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
MODULE 9: FIRST AID ........................................................................................................29
MODULE 10: COMMUNICABLE DISEASES (II) ..............................................................31
MODULE 11: SOCIOLOGY ..................................................................................................33
MODULE 12: PRINCIPLES AND PRACTICE OF HEALTH EDUCATION. ....................35
MODULE 13: COMMON CONDITIONS/DISEASES..........................................................37
MODULE 14: PARASITOLOGY AND MICROBIOLOGY.................................................39
MODULE 15: SOCIAL PSYCHOLOGY (I) ..........................................................................41
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).......................................................................52
YEAR ONE, SEMESTER ONE ...........................................................................................12
YEAR ONE, SEMESTER TWO ..........................................................................................29
YEAR TWO, SEMESTER ONE..........................................................................................43

KMTC/QP-09/D/HP
KMTC Health Promotion, Pre-service Curriculum Page v
MODULE 21: ENVIRONMENTAL HEALTH......................................................................54
MODULE 22: HEALTH COMMUNICATION (I) ................................................................56
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
MODULE 30: PROJECT PLANNING AND MANAGEMENT ...........................................73
MODULE 31: HEALTH COMMUNICATION (II) ...............................................................74
MODULE 32: REPRODUCTIVE HEALTH..........................................................................77
MODULE 33: INTRODUCTION TO DISASTER MANAGEMENT...................................79
MODULE 34: RESEARCH PROTOCOLS ............................................................................80
MODULE 35: HEALTH COMMUNICATION MATERIALS..............................................82
MODULE 36: EPIDEMIOLOGY ...........................................................................................84
MODULE 37: COMMUNITY HEALTH PROMOTION (II) - PRACTICUM .....................86
MODULE 38: RESEARCH PROJECT...................................................................................88
YEAR TWO, SEMESTER TWO.........................................................................................59
YEAR THREE, SEMESTER ONE......................................................................................73
YEAR THREE, SEMESTER TWO.....................................................................................86
APPENDICES .........................................................................................................................90
SUMMARY SHEET: EVALUATING A MICROTEACHING PRESENTATION SESSION93

KMTC/QP-09/D/HP
KMTC Health Promotion, Pre-service Curriculum Page vi
Acknowledgement
The 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 College
Richard Kolute Principal, Kenya Medical Training College - Nairobi Campus
Lucy Waweru Deputy Registrar, Curriculum Office
Dr. Sam Mahugu Head, Health Promotion Unit, Ministry of Health
Dr. Salim Hussein Head, Community Health Strategy Unit, Ministry of Health
Mathew Kipturgo Deputy Registrar, Research
Mr. Peter Shikuku Curriculum and Instructional Design Manager, Funzo-Kenya
Emily Mungai Public Private Partnership Project Manager, Funzo-Kenya
Linah Vinenda Program Officer, Funzo-Kenya
David Machera Medical Education, Curriculum Expert
Tom Oogo Deputy Principal, KMTC- Nairobi Campus
John Kariri H.O.D- Health Education and Promotion
Jane Gatimu County Health Promotion Officer, Nyeri
Leonard Ngeno Health Promotion Officer
Isabella Ndwiga Health Promotion Unit (HPU), MOH
Jeremiah Ong’wara County Health Promotion Officer, Kisumu
Charles Korir Lecturer, Department of Health Education and Promotion: KMTC-
Nairobi Campus
John Njagi Lecturer, Department of Health Education and Promotion: Nairobi
Campus
Heuston Waweru Lecturer, Department of Health Education and Promotion: Nairobi
Campus
Jacinta Macharia Lecturer, Department of Health Education and Promotion: Nairobi
Campus
Purity Njuguna Secretary,Kenya Medical Training College-Nairobi Campus

KMTC/QP-09/D/HP
KMTC Health Promotion, Pre-service Curriculum Page vii
Abbreviations and Acronyms
DHP 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

KMTC/QP-09/D/HP
KMTC Health Promotion, Pre-service Curriculum Page 1
1.0 INTRODUCTION
1.1. 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.

KMTC/QP-09/D/HP
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
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:
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

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/Certification
A Diploma in Health promotion from Kenya Medical Training College shall be awarded after
satisfying the board of examiners.
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:

KMTC/QP-09/D/HP
i. LCDs projectors
ii. Laptops
iii. Flip charts
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 board
White board markers white board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Self directed learning
Assignments and presentations
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
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
Black board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation

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.
Black board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
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. (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
Black board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments

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
Black board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
References
1. Ross and Wilson, Textbook of Anatomy and Physiology in health and illness, 11th 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
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
and core values of health promotion: Historical background of health promotion: The Ottawa

KMTC/QP-09/D/HP
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.
Black board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
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.
5. Ministry of Health, (2013). Operational Guidelines and Standards for Health Promotion,
2013 – 2018.

KMTC/QP-09/D/HP
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)
Black board

KMTC/QP-09/D/HP
News print
LCD
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
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
Black board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
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 TWO
MODULE 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.
Black board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation

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.
Black board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
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.
Black board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
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.
Black board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
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 board
White board-markers
White board
News print
LCD
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
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 board
White board-markers
White board
News print
LCD
AUDIAL Visual Aids
Handouts

KMTC/QP-09/D/HP
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
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

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.
Black board
News print
LCD
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
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.

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.
Black board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group work
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
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
At the end of this module, the learner shall be able to:
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.
Black board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations

KMTC/QP-09/D/HP
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
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.

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
Black board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
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.
Black board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
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.
Black board
News print
LCD
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
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.
Black board
News print
LCD
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation

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
Black board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
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
Systems: Health Information; Sources, types, systems, Data collection methods, storage and

KMTC/QP-09/D/HP
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.
Black board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation
References

KMTC/QP-09/D/HP
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
1. Demonstrate understanding of non-communicable (NCDs) diseases

KMTC/QP-09/D/HP
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.
Black board
News print
LCD
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation

KMTC/QP-09/D/HP
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:
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

KMTC/QP-09/D/HP
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.
Black board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments

KMTC/QP-09/D/HP
Presentation
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.
Black board
News print
Power point
AUDIAL Visual Aids
Handouts
Teaching Methods
Lecture
Discussion
Demonstrations
Group wok
Assessment Methods
MCQ
Short Answers
Essays
Assignments
Presentation

Curriculum draft diploma health promotion 2 nakuru

Curriculum draft diploma health promotion 2 nakuru

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Andere mochten auch

Andere mochten auch (8)

Ähnlich wie Curriculum draft diploma health promotion 2 nakuru

Ähnlich wie Curriculum draft diploma health promotion 2 nakuru (20)

Mehr von collinschimuti

Mehr von collinschimuti (8)

Curriculum draft diploma health promotion 2 nakuru