Health Education and Promotion: Main Exam, 30 March 2021

Mount Kenya University · Department of Community Health, Epidemiology and Biostatistics · Diploma in Community Health · CPH1303 & DPH1318

Health Education and Promotion past exam paper from Mount Kenya University 2021-2022 with model answers for each question.

Section A (40 marks)

1.

  1. a) Define the following terms:
    1. i) Public health education (2.5 marks)
    2. ii) Health education (2.5 marks)
    3. iii) Promotion (2.5 marks)
    Model answer
    • Public health education: Structured learning activities aimed at improving population health by influencing knowledge, attitudes and behaviours regarding disease prevention and health promotion.
    • Health education: Process of providing information and developing skills that enable individuals or groups to adopt healthier behaviours and make informed health choices.
    • Promotion: Efforts to enable people to increase control over, and improve, their health through policies, supportive environments, community action and personal skill development.
  2. b) Explain two aims of health education
    Model answer
    • To increase knowledge and awareness of health issues, enabling informed decision‑making.
    • To motivate and facilitate adoption of healthier behaviours that reduce disease risk and improve overall wellbeing.
  3. c) Highlight four key principles of health promotion
    Model answer
    • Equity – reducing health disparities and ensuring fair access to health resources.
    • Participation – involving individuals and communities in planning and implementing health actions.
    • Holistic approach – addressing social, economic, environmental and behavioural determinants of health.
    • Empowerment – building skills and confidence so people can take control of their own health.
  4. d) Describe extended parallel process model
    Model answer
    • The Extended Parallel Process Model (EPPM) explains how people respond to fear‑based messages:
    • 1. Threat appraisal – assess perceived severity and susceptibility.
    • 2. Efficacy appraisal – evaluate response efficacy (does the action work?) and self‑efficacy (can I do it?).
    • 3. Danger control – if threat is high and efficacy is high, adopt protective behaviour.
    • 4. Fear control – if threat is high but efficacy is low, engage in denial, avoidance or reactance.
    • 5. Outcome is either behaviour change (danger control) or message rejection (fear control).
  5. e) State three terms used for communication and health education activities.
    Model answer
    • Health education
    • Health promotion
    • Health communication
  6. f) State six areas where health education and promotion take place.
    Model answer
    • Schools and educational institutions
    • Workplaces and occupational health programs
    • Community centres and NGOs
    • Healthcare facilities (clinics, hospitals)
    • Media platforms (radio, TV, social media)
    • Policy and legislative settings (government health departments)
  7. g) Outline six fundamental conditions and resources needed for good health.
    Model answer
    • Adequate nutrition and safe water supply
    • Clean living environment and sanitation
    • Access to quality health services
    • Education and health literacy
    • Stable income and employment opportunities
    • Social support networks and community cohesion

Section B (40 marks)

2. Discuss in detail the Jakarta Declaration five priorities for health promotion.

Model answer
  • Jakarta Declaration (1997) – Five Priorities for Health Promotion
  • Priority 1: Build Healthy Public Policy – develop laws, regulations and fiscal measures that create healthier environments (e.g., tobacco taxation, food labeling).
  • Priority 2: Create Supportive Environments – modify physical and social settings so healthy choices become the easy choices (e.g., safe playgrounds, smoke‑free workplaces).
  • Priority 3: Strengthen Community Action – empower communities to identify problems, plan and implement solutions; use participatory approaches and local leadership.
  • Priority 4: Develop Personal Skills – provide education and life‑skill training that enable individuals to make informed health decisions (e.g., school curricula, media campaigns).
  • Priority 5: Re‑orient Health Services – shift health‑care focus from curative to preventive, integrate health promotion into primary care, and train staff in health‑promotion counseling.
  • Cross‑cutting actions – inter‑sectoral collaboration, monitoring & evaluation, and sustainable financing underpin all five priorities.

3. Discuss Components of communication.

Model answer
  • Components of Communication
  • Sender/Source – originator of the message; responsible for encoding information.
  • Message – content, structure and language used; must be clear and culturally appropriate.
  • Channel/Medium – route through which the message travels (face‑to‑face, print, radio, social media, etc.).
  • Receiver/Audience – target group who decodes and interprets the message.
  • Feedback – response from receiver that allows the sender to assess understanding and adjust.
  • Context/Environment – social, cultural, economic and political setting influencing interpretation.
  • Noise/Barriers – any factor that distorts or blocks the message (language differences, misinformation, distractions).

4. Discuss the principles of health education.

Model answer
  • Principles of Health Education
  • Needs‑Based – programmes are designed after assessing the specific health needs of the target population.
  • Participatory – learners are actively involved in planning, delivering and evaluating the education.
  • Culturally Sensitive – content respects local beliefs, values and language.
  • Goal‑Oriented – clear, measurable objectives guide the educational activities.
  • Evidence‑Based – strategies are grounded in scientific research and best practice.
  • Continuous Evaluation – regular monitoring and feedback ensure effectiveness and allow modifications.

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