By the end of this chapter, you will be able to:
These skills will help you empower health promoters to make a real difference in improving community health outcomes.
Community health promoters (CHPs) and Community Health Committees (CHCs) play a critical role in delivering primary health care services and mobilizing communities towards improved health outcomes in Kenya. Effective training of CHPs and CHCs ensures they possess the necessary knowledge, skills, and motivation to perform their duties efficiently. This chapter focuses on the systematic planning and preparation required to conduct successful training sessions for CHPs and CHCs, addressing both foundational and technical aspects tailored to community health contexts.
Planning training for community health promoters requires a structured approach that aligns with the health priorities of the community and the capabilities of the trainees. In Kenya, where community health services are integrated within the County Health Systems, training must respond to local disease burdens, cultural practices, and resource availability. A well-planned training enhances CHPs’ capacity to deliver health education, disease surveillance, and basic care effectively.
Basic training equips CHPs with essential knowledge and skills that form the foundation for their role in community health. This training is designed for new recruits or volunteers with limited prior health knowledge and focuses on core competencies required for community health work.
CHPs must understand the fundamentals of human anatomy and physiology to appreciate how diseases affect the body. Basic knowledge of common illnesses such as malaria, diarrheal diseases, and respiratory infections prevalent in Kenyan communities is essential for early recognition and referral.
Effective communication is crucial for CHPs to educate and engage community members. Training covers techniques for active listening, respectful dialogue, and culturally sensitive messaging, enabling CHPs to build trust and promote healthy behaviors.
CHPs learn strategies to organize community meetings, identify local health challenges, and encourage collective action. Understanding the social dynamics within villages and urban settlements helps CHPs tailor interventions that are acceptable and sustainable.
Training includes methods for collecting health data using simple tools such as registers and checklists. Accurate recording and timely reporting to health facilities support disease surveillance and resource planning at the county level.
CHPs are taught the importance of maintaining confidentiality, respecting community members’ privacy, and upholding ethical standards. This foundation fosters professionalism and protects individuals’ rights during health interventions.
Technical training builds on basic knowledge by focusing on specific health interventions, clinical skills, and use of health technologies relevant to community health promotion. This advanced training is necessary for CHPs involved in specialized programs such as maternal and child health, immunization, or nutrition.
CHPs receive detailed instruction on the prevention, identification, and management of diseases like tuberculosis, HIV/AIDS, and neglected tropical diseases. Training includes protocols for contact tracing, referral pathways, and community sensitization campaigns.
Technical training covers antenatal care basics, danger signs during pregnancy, newborn care practices, and growth monitoring. CHPs learn to support mothers with breastfeeding counseling, immunization schedules, and nutrition advice to reduce morbidity and mortality.
CHPs are trained to use diagnostic aids such as rapid diagnostic tests (RDTs) for malaria and HIV, weighing scales, and mobile health (mHealth) applications for data reporting. Proficiency in these tools enhances accuracy and efficiency in service delivery.
Training equips CHPs with skills to manage minor injuries, provide basic first aid, and respond to emergencies such as accidents or disease outbreaks. This capability is vital in remote areas where immediate professional care may be delayed.
CHPs learn to assess the impact of their interventions through community surveys, focus group discussions, and performance indicators. This feedback informs continuous improvement and accountability within community health programs.
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Create a free accountThis chapter focused on the comprehensive process of carrying out training for Community Health Promoters (CHPs) and Community Health Committees (CHCs). It began with planning the training, covering essential basic skills such as communication, leadership, community health and development, resource mobilization, report writing, and financial management, alongside technical topics including nutrition, WASH, HIV, and malaria. The preparation for training needs was emphasized to ensure relevance and effectiveness. Gathering appropriate training materials like manuals, stationery, flip charts, projectors, and computers was highlighted as crucial for a successful training session. The chapter then detailed the steps involved in conducting training for CHPs, ensuring knowledge transfer and skill development. It further addressed the importance of relaying updates to keep community health workers informed. Lastly, the chapter explored how to obtain health messages from the Kenya Essential Packages for Health, focusing on areas such as nutrition, immunization, food safety and hygiene, family planning, HIV and STIs, deworming, and WASH, forming a solid foundation for community health promotion activities.
Type: Individual
| Tools & Equipment | Materials |
|---|---|
| Whiteboard markers | Foolscap sheets |
| Whiteboard | Training manual on Community Health Promoters' roles and responsibilities |
| Whiteboard eraser | |
| Pens | |
| Table | |
| Chairs |
| S/N | Item | Quantity |
|---|---|---|
| 1 | Whiteboard markers | 2 Pcs per Candidate |
| 2 | Whiteboard | 1 Pc per Candidate |
| 3 | Whiteboard eraser | 1 Pc per Candidate |
| 4 | Foolscap sheets | 6 Pcs per Candidate |
| 5 | Pens | 2 Pcs per Candidate |
| 6 | Chairs | 6 Pcs per Candidate |
| 7 | Table | 1 Pc per Candidate |
| 8 | Training manual on Community Health Promoters' roles and responsibilities | 1 Pc per Candidate |
| Items to be Evaluated | Marks Available | Marks Obtained | Comments |
|---|---|---|---|
| TASK 1: Preparation and planning of training session | |||
| Wore appropriate PPE: lab coat and closed flat shoes (Award 1 mark each for lab coat and closed flat shoes) | 2 | ||
| Welcomed and created rapport with participants (Award 1 mark for welcoming, 1 mark for self-introduction) | 2 | ||
| Prepared training session plan with current date, time, and facilitator name (Award 1 mark each for date, time, facilitator name, and title of training) | 4 | ||
| Formulated clear training objectives covering at least five key learning points for CHPs (Award 1 mark per correct objective, up to 3 marks) | 3 | ||
| Outlined detailed training schedule including time allocation for each topic (Award 1 mark each for clear schedule, time slots, and topics) | 3 | ||
| Selected appropriate training methods suitable for adult learners (Award 1 mark each for at least three training methods mentioned) | 3 | ||
| Prepared relevant training materials and resources (Award 1 mark each for listing materials, preparing handouts, and arranging logistics) | 3 | ||
| Demonstrated effective communication skills during planning (Award 1 mark for voice projection, 1 mark for maintaining eye contact) | 2 | ||
| Sub-Total | 22 | ||
| PRODUCT CHECKLIST | |||
| Training plan includes date, time, facilitator name, and clear objectives (Award 1 mark each for date, time, facilitator name, and objectives) | 4 | ||
| Training schedule is detailed with time allocations and topics (Award 1 mark each for schedule completeness, realistic time allocation, and topic relevance) | 3 | ||
| Training methods are appropriate and clearly stated (Award 1 mark each for at least three appropriate methods clearly explained) | 3 | ||
| Training materials and resources are relevant and adequately prepared (Award 1 mark each for listing materials, suitability, and preparation status) | 3 | ||
| Overall presentation of the training plan is organized and professional (Award 1 mark each for neatness, clarity, and logical flow) | 3 | ||
| Sub-Total | 16 | ||
| GRAND TOTAL | 38 | ||
Type: Individual
| Tools & Equipment | Materials |
|---|---|
| Projector | Training manuals |
| Computer laptop | Flip charts |
| White board markers | Foolscap papers |
| White board eraser | Chairs |
| Pens | Training tables |
| S/N | Item | Quantity |
|---|---|---|
| 1 | Training manuals | 1 Pc per Candidate |
| 2 | Flip charts | 1 Pc per 3 Candidates |
| 3 | White board markers | 2 Pcs per Candidate |
| 4 | White board eraser | 1 Pc per 6 Candidates |
| 5 | Foolscap papers | 6 Sheets per Candidate |
| 6 | Pens | 2 Pcs per Candidate |
| 7 | Projector | 1 Pc per Training Room |
| 8 | Computer laptop | 1 Pc per Training Room |
| 9 | Chairs | 1 Pc per Candidate |
| 10 | Training tables | 1 Pc per 4 Candidates |
| Items to be Evaluated | Marks Available | Marks Obtained | Comments |
|---|---|---|---|
| TASK 1: Preparation of training materials and equipment | |||
| Wears appropriate PPE (dust coat, closed shoes) (Award 1 mark for each correct PPE item worn) | 2 | ||
| Collects all required training manuals and verifies quantity (Award 2 marks if all manuals are collected and counted correctly, else zero) | 2 | ||
| Gathers flip charts and arranges them properly (Award 2 marks for correct quantity and neat arrangement) | 2 | ||
| Prepares and tests projector and computer for use (Award 3 marks if equipment is functional and ready for use) | 3 | ||
| Organizes stationery (markers, pens, eraser) and distributes appropriately (Award 1 mark for each stationery type collected and organized) | 2 | ||
| Arranges chairs and tables to suit the training session layout (Award 2 marks for appropriate and neat arrangement) | 2 | ||
| Checks and prepares visual aids (foolscap papers) for training (Award 2 marks if all papers are ready and neatly arranged) | 2 | ||
| Maintains cleanliness and tidiness of the training area (Award 1 mark for clean and tidy setup) | 1 | ||
| Demonstrates good communication by welcoming and briefing participants on materials (Award 2 marks for clear and confident communication) | 2 | ||
| Confirms readiness of all materials before training starts (Award 2 marks for thorough final check and readiness confirmation) | 2 | ||
| Sub-Total | 20 | ||
| PRODUCT CHECKLIST | |||
| All training manuals are present and correctly arranged (30cm x 21cm size) (Award 3 marks if manuals are complete and neatly organized) | 3 | ||
| Flip charts and foolscap papers are arranged and ready for use (Award 3 marks for neat and accessible arrangement) | 3 | ||
| Projector and computer are set up and functional (Award 4 marks if equipment works without fault) | 4 | ||
| Stationery (markers, pens, eraser) are organized and sufficient for participants (Award 3 marks for complete and well-arranged stationery) | 3 | ||
| Training room furniture (chairs and tables) are arranged appropriately (Award 3 marks if furniture arrangement supports training flow) | 3 | ||
| Training area is clean, tidy and conducive for learning (Award 2 marks for a clean and well-prepared environment) | 2 | ||
| Sub-Total | 18 | ||
| GRAND TOTAL | 38 | ||
At the start of this chapter we promised you would be able to:
Tick each one you can genuinely do.
So, are you there yet?
You're competent when you can confidently do 50% or more of what this chapter promised.
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