, TESTBANK FOR Theoretical Foundations of Health Education and Health
Promotion Fourth Edition Sharma
Important Notes
The file includes the complete test bank, organized chapter by chapter.
A sample of selected pages has been provided for preview.
All available appendices and Excel files (if included in the original resources) are
provided.
Quizzes, Midterm and final exams are included (if available in the original resources).
We continuously update our files to ensure you receive the latest and most accurate
editions.
New editions are added regularly – stay connected for updates!
⚠️Note on Answer Keys: If the answer key is not included within the chapter
questions, you will find the complete answers and solutions at the end of each
chapter.
✅ Why Buy From Us?
📚 Complete & organized chapter-by-chapter – no missing content, no guessing.
⚡ Instant digital delivery – get your file the moment you pay, no waiting.
📅 Always up to date – we track new editions so you always get the latest version.
💬 Friendly support – real humans ready to help, anytime you need us.
🔒 Safe & secure – thousands of satisfied students trust us every semester.
🛡️Our Guarantees
💰 Money-Back Guarantee: Not satisfied? We offer a full refund – no questions asked.
🔄 Wrong File? No Problem: Contact us and we will replace it immediately with the
correct version, free of charge.
⏰ 24/7 Support: We are always here – reach out anytime and expect a fast response.
,Theoretical Foundations of Health Education and Health Promotion, Fourth Edition
Manoj Sharma
Test Bank
Import Settings:
Base Settings: Brownstone Default
Information Field: Complexity
Information Field: Ahead
Information Field: Subject
Information Field: Learning Objective
Highest Answer Letter: D
Multiple Keywords in Same Paragraph: No
NAS ISBN13: 9781284208863, add to Ahead, Title tags
Chapter: Chapter 1 – Test Bank
Multiple Choice
1. All of the following are components of a behavior, except:
A) frequency.
B) intensity.
C) duration.
D) timing.
Ans: D
Complexity: Moderate
Ahead: Health, Behavior, and Health Behavior
Subject: Chapter 1
Learning Objective: Define health, health behavior, health education, and health promotion.
2. Those preventive actions that are taken prior to the onset of disease or an injury with a view to
removing the possibility of their ever occurring are known as:
A) primary prevention.
B) secondary prevention.
C) tertiary prevention.
D) quaternary prevention.
Ans: A
Complexity: Easy
Ahead: Health, Behavior, and Health Behavior
Subject: Chapter 1
Learning Objective: Define health, health behavior, health education, and health promotion.
3. Specific forms of behavior that are proven to be associated with increased susceptibility to a specific
disease or ill-health are known as:
A) health-directed behaviors.
B) health-related behaviors.
C) risk behaviors.
D) protective behaviors.
Ans: C
Complexity: Moderate
Copyright © 2022 by Jones & Bartlett Learning, LLC, an Ascend Learning Company 1
,Theoretical Foundations of Health Education and Health Promotion, Fourth Edition
Manoj Sharma
Test Bank
Ahead: Health, Behavior, and Health Behavior
Subject: Chapter 1
Learning Objective: Define health, health behavior, health education, and health promotion.
4. All of the following are activities for health education, except:
A) preparing health education informational brochures.
B) facilitating role plays or simulations.
C) analyzing case studies.
D) lobbying for policy change.
Ans: D
Complexity: Moderate
Ahead: Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Differentiate between health education and health promotion.
5. All of the following are key action strategies for health promotion in the Ottawa Charter, except:
A) building healthy public policy.
B) creating physical and social environments supportive of individual change.
C) reorienting health services to the population and partnership with patients.
D) ensuring environmental sanitation.
Ans: D
Complexity: Moderate
Ahead: Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Differentiate between health education and health promotion.
6. In the CUP model, competencies and subcompetencies performed by health educators with a
baccalaureate or master’s degree and more than 5 years of experience are at this level:
A) entry level.
B) advanced 1 level.
C) advanced 2 level.
D) advanced 3 level.
Ans: B
Complexity: Difficult
Ahead: Responsibilities and Competencies for Health Educators
Subject: Chapter 1
Learning Objective: List the responsibilities of the Certified Health Education Specialist.
7. Which credential is bestowed by the National Board of Public Health Examiners?
A) Certified Health Education Specialist
B) Certified in Public Health
C) Certified in Public Health Examination
D) Certified Health Promotion Specialist
Ans: B
Complexity: Moderate
Ahead: Responsibilities and Competencies for Health Educators
Subject: Chapter 1
Learning Objective: List the responsibilities of the Certified Health Education Specialist.
Copyright © 2022 by Jones & Bartlett Learning, LLC, an Ascend Learning Company 2
,Theoretical Foundations of Health Education and Health Promotion, Fourth Edition
Manoj Sharma
Test Bank
8. When a health educator respects the rights, dignity, confidentiality, and worth of people, he or she is
showing responsibility:
A) in the delivery of health education.
B) to the profession.
C) in research and evaluation.
D) in professional preparation.
Ans: A
Complexity: Moderate
Ahead: Code of Ethics for Health Education Profession
Subject: Chapter 1
Learning Objective: List the responsibilities of the Certified Health Education Specialist.
9. The World Health Organization defined health in its constitution as “a state of complete __________
well-being and not merely the absence of disease or infirmity.”
A) physical, mental, and social
B) political, emotional, and environmental
C) economic, political, and social
D) physical, emotional, and environmental
Ans: A
Complexity: Easy
Ahead: Health, Behavior, and Health Behavior
Subject: Chapter 1
Learning Objective: Define health, health behavior, health education, and health promotion.
10. Actions taken after the onset of disease or an injury with a view to assisting diseased or disabled
people are known as:
A) primary prevention.
B) secondary prevention.
C) tertiary prevention.
D) quaternary prevention.
Ans: C
Complexity: Moderate
Ahead: Health, Behavior, and Health Behavior
Subject: Chapter 1
Learning Objective: Define health, health behavior, health education, and health promotion.
11. All of the following are priorities for health promotion in the Jakarta Declaration, except:
A) promoting education in biostatistics.
B) promoting social responsibility for health.
C) increasing investments for health development.
D) expanding partnerships for health promotion.
Ans: A
Complexity: Difficult
Ahead: Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Differentiate between health education and health promotion.
Copyright © 2022 by Jones & Bartlett Learning, LLC, an Ascend Learning Company 3
,Theoretical Foundations of Health Education and Health Promotion, Fourth Edition
Manoj Sharma
Test Bank
12. When community members actively participate to plan or implement projects, it is called:
A) community mobilization.
B) community participation.
C) community organization.
D) community development.
Ans: B
Complexity: Moderate
Ahead: Basic Vocabulary in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Delineate community-related terms.
13. All of the following are areas of responsibilities for health education specialists, except:
A) planning.
B) evaluation and research.
C) fundraising.
D) leadership and management.
Ans: C
Complexity: Moderate
Ahead: Responsibilities and Competencies for Health Educators
Subject: Chapter 1
Learning Objective: List the responsibilities of the Certified Health Education Specialist.
14. Which of the following organizations advances the practice of health education and health promotion
through health behavior research?
A) American Academy of Health Behavior
B) American Association for Health Education
C) American College Health Association
D) American School Health Association
Ans: A
Complexity: Moderate
Ahead: Responsibilities and Competencies for Health Educators
Subject: Chapter 1
Learning Objective: Identify at least five national health education organizations.
15. Actions that block the progression of an injury or disease at its incipient stage are known as:
A) primary prevention.
B) secondary prevention.
C) tertiary prevention.
D) quaternary prevention.
Ans: B
Complexity: Easy
Ahead: Health, Behavior, and Health Behavior
Subject: Chapter 1
Learning Objective: Define health, health behavior, health education, and health promotion.
16. Which of the following is not a limitation of the WHO definition of health?
Copyright © 2022 by Jones & Bartlett Learning, LLC, an Ascend Learning Company 4
,Theoretical Foundations of Health Education and Health Promotion, Fourth Edition
Manoj Sharma
Test Bank
A) Health has been described as a “state,” although it is dynamic and changes from time to time.
B) The dimensions mentioned in the definition are inadequate to capture variations in health.
C) It is too easy to measure health the way it has been defined and there should be more rigor.
D) The word “well-being” is subjective.
Ans: C
Complexity: Moderate
Ahead: Health, Behavior, and Health Behavior
Subject: Chapter 1
Learning Objective: Identify the limitations of the traditional definition of health.
17. Actions that are performed for reasons other than health but have health effects are known as:
A) health-directed behaviors.
B) health-related behaviors.
C) risk behaviors.
D) protective behaviors.
Ans: B
Complexity: Moderate
Ahead: Health, Behavior, and Health Behavior
Subject: Chapter 1
Learning Objective: Define health, health behavior, health education, and health promotion.
18. Statement A: Unlike health education, health promotion does not endorse voluntary change in
behavior and utilizes measures that compel an individual to change behavior.
Statement B: Health promotion is done at the individual level.
A) Statement A is true and statement B is false.
B) Statement A is false and statement B is true.
C) Both statements are true.
D) Both statements are false.
Ans: A
Complexity: Difficult
Ahead: Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Differentiate between health education and health promotion.
19. CHES stands for:
A) Certification in Health Education Studies.
B) Certified Health Education Specialist.
C) Certification in Higher Education Studies.
D) Certification in Health, Education, and Sanitation.
Ans: B
Complexity: Moderate
Ahead: Responsibilities and Competencies for Health Educators
Subject: Chapter 1
Learning Objective: List the responsibilities of the Certified Health Education Specialist.
20. All of these are core functions of public health identified in the Future of Public Health report, except:
A) assessment.
B) health promotion.
Copyright © 2022 by Jones & Bartlett Learning, LLC, an Ascend Learning Company 5
,Theoretical Foundations of Health Education and Health Promotion, Fourth Edition
Manoj Sharma
Test Bank
C) policy development.
D) assurance.
Ans: B
Complexity: Moderate
Ahead: Responsibilities and Competencies for Health Educators
Subject: Chapter 1
Learning Objective: List the responsibilities of the Certified Health Education Specialist.
21. Ethics is the study of:
A) knowledge.
B) righteousness.
C) morality.
D) religion.
Ans: C
Complexity: Moderate
Ahead: Code of Ethics for Health Education Profession
Subject: Chapter 1
Learning Objective: List the responsibilities of the Certified Health Education Specialist.
22. The collection of facts related to an action, idea, object, person, or situation is called:
A) awareness.
B) knowledge.
C) comprehension.
D) information.
Ans: D
Complexity: Moderate
Ahead: Basic Vocabulary in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Define concepts related to antecedents of behavior.
23. Statements of perceived fact or impressions about the world are:
A) beliefs.
B) attitudes.
C) values.
D) feelings.
Ans: A
Complexity: Easy
Ahead: Basic Vocabulary in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Define concepts related to antecedents of behavior.
24. Learning of facts and gaining insights related to an action, idea, object, person, or situation is called:
A) knowledge.
B) awareness.
C) information.
D) health literacy.
Ans: A
Complexity: Moderate
Copyright © 2022 by Jones & Bartlett Learning, LLC, an Ascend Learning Company 6
,Theoretical Foundations of Health Education and Health Promotion, Fourth Edition
Manoj Sharma
Test Bank
Ahead: Basic Vocabulary in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Define concepts related to antecedents of behavior.
25. Which of the following is an example of a macro theory?
A) Social cognitive theory
B) Social functioning theory
C) Theory of reasoned action
D) General adaptation syndrome
Ans: B
Complexity: Moderate
Ahead: Role of Theory in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Identify different types of theories and provide examples.
26. Which of the following is not a benefit of theory in health education and health promotion?
A) Helps in discerning measurable program objectives
B) Allows the educator to do what he or she wants to do
C) Specifies the methods for behavior change
D) Identifies the timing for interventions
Ans: B
Complexity: Easy
Ahead: Role of Theory in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Explain the role of theory in health education and health promotion.
27. The national professional health education honorary society is:
A) Society for Public Health Education.
B) SHAPE America.
C) Delta Omega.
D) Eta Sigma Gamma.
Ans: D
Complexity: Moderate
Ahead: Responsibilities and Competencies for Health Educators
Subject: Chapter 1
Learning Objective: Identify at least five national health education organizations.
True/False
1. True or False? One of the limitations of a theory is that it does not provide guidance regarding timing of
the interventions.
Ans: False
Complexity: Moderate
Ahead: Role of Theory in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Explain the role of theory in health education and health promotion.
Copyright © 2022 by Jones & Bartlett Learning, LLC, an Ascend Learning Company 7
, Theoretical Foundations of Health Education and Health Promotion, Fourth Edition
Manoj Sharma
Test Bank
2. True or False? Community members getting organized to identify needs, set objectives, prioritize
issues, develop plans, and implement projects for community improvement in health and related matters
is called community mobilization.
Ans: False
Complexity: Difficult
Ahead: Basic Vocabulary in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Delineate community-related concepts.
3. True or False? Albert Bandura’s social cognitive theory is an example of a descriptive theory.
Ans: False
Complexity: Moderate
Ahead: Role of Theory in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Name different types of theories and provide examples
4. True or False? Theory helps in identifying the method to use in health education or health promotion.
Ans: True
Complexity: Easy
Ahead: Role of Theory in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Explain the role of theory in health education and health promotion
5. True or False? Beliefs are relatively constant feelings, predispositions, or views directed toward an
idea, object, person, or situation.
Ans: False
Complexity: Moderate
Ahead: Basic Vocabulary in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Define terms related to antecedents of behavior
6. True or False? By the end of the 19th century, the word health was considered colloquial and was
replaced with the word hygiene, which was considered more scientific.
Ans: True
Complexity: Easy
Ahead: Health, Behavior, and Health Behavior
Subject: Chapter 1
Learning Objective: Define health, health behavior, health education, and health promotion
7. True or False? The dimensions mentioned in the WHO definition of health are adequate.
Ans: False
Complexity: Moderate
Ahead: Health, Behavior, and Health Behavior
Copyright © 2022 by Jones & Bartlett Learning, LLC, an Ascend Learning Company 8
Promotion Fourth Edition Sharma
Important Notes
The file includes the complete test bank, organized chapter by chapter.
A sample of selected pages has been provided for preview.
All available appendices and Excel files (if included in the original resources) are
provided.
Quizzes, Midterm and final exams are included (if available in the original resources).
We continuously update our files to ensure you receive the latest and most accurate
editions.
New editions are added regularly – stay connected for updates!
⚠️Note on Answer Keys: If the answer key is not included within the chapter
questions, you will find the complete answers and solutions at the end of each
chapter.
✅ Why Buy From Us?
📚 Complete & organized chapter-by-chapter – no missing content, no guessing.
⚡ Instant digital delivery – get your file the moment you pay, no waiting.
📅 Always up to date – we track new editions so you always get the latest version.
💬 Friendly support – real humans ready to help, anytime you need us.
🔒 Safe & secure – thousands of satisfied students trust us every semester.
🛡️Our Guarantees
💰 Money-Back Guarantee: Not satisfied? We offer a full refund – no questions asked.
🔄 Wrong File? No Problem: Contact us and we will replace it immediately with the
correct version, free of charge.
⏰ 24/7 Support: We are always here – reach out anytime and expect a fast response.
,Theoretical Foundations of Health Education and Health Promotion, Fourth Edition
Manoj Sharma
Test Bank
Import Settings:
Base Settings: Brownstone Default
Information Field: Complexity
Information Field: Ahead
Information Field: Subject
Information Field: Learning Objective
Highest Answer Letter: D
Multiple Keywords in Same Paragraph: No
NAS ISBN13: 9781284208863, add to Ahead, Title tags
Chapter: Chapter 1 – Test Bank
Multiple Choice
1. All of the following are components of a behavior, except:
A) frequency.
B) intensity.
C) duration.
D) timing.
Ans: D
Complexity: Moderate
Ahead: Health, Behavior, and Health Behavior
Subject: Chapter 1
Learning Objective: Define health, health behavior, health education, and health promotion.
2. Those preventive actions that are taken prior to the onset of disease or an injury with a view to
removing the possibility of their ever occurring are known as:
A) primary prevention.
B) secondary prevention.
C) tertiary prevention.
D) quaternary prevention.
Ans: A
Complexity: Easy
Ahead: Health, Behavior, and Health Behavior
Subject: Chapter 1
Learning Objective: Define health, health behavior, health education, and health promotion.
3. Specific forms of behavior that are proven to be associated with increased susceptibility to a specific
disease or ill-health are known as:
A) health-directed behaviors.
B) health-related behaviors.
C) risk behaviors.
D) protective behaviors.
Ans: C
Complexity: Moderate
Copyright © 2022 by Jones & Bartlett Learning, LLC, an Ascend Learning Company 1
,Theoretical Foundations of Health Education and Health Promotion, Fourth Edition
Manoj Sharma
Test Bank
Ahead: Health, Behavior, and Health Behavior
Subject: Chapter 1
Learning Objective: Define health, health behavior, health education, and health promotion.
4. All of the following are activities for health education, except:
A) preparing health education informational brochures.
B) facilitating role plays or simulations.
C) analyzing case studies.
D) lobbying for policy change.
Ans: D
Complexity: Moderate
Ahead: Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Differentiate between health education and health promotion.
5. All of the following are key action strategies for health promotion in the Ottawa Charter, except:
A) building healthy public policy.
B) creating physical and social environments supportive of individual change.
C) reorienting health services to the population and partnership with patients.
D) ensuring environmental sanitation.
Ans: D
Complexity: Moderate
Ahead: Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Differentiate between health education and health promotion.
6. In the CUP model, competencies and subcompetencies performed by health educators with a
baccalaureate or master’s degree and more than 5 years of experience are at this level:
A) entry level.
B) advanced 1 level.
C) advanced 2 level.
D) advanced 3 level.
Ans: B
Complexity: Difficult
Ahead: Responsibilities and Competencies for Health Educators
Subject: Chapter 1
Learning Objective: List the responsibilities of the Certified Health Education Specialist.
7. Which credential is bestowed by the National Board of Public Health Examiners?
A) Certified Health Education Specialist
B) Certified in Public Health
C) Certified in Public Health Examination
D) Certified Health Promotion Specialist
Ans: B
Complexity: Moderate
Ahead: Responsibilities and Competencies for Health Educators
Subject: Chapter 1
Learning Objective: List the responsibilities of the Certified Health Education Specialist.
Copyright © 2022 by Jones & Bartlett Learning, LLC, an Ascend Learning Company 2
,Theoretical Foundations of Health Education and Health Promotion, Fourth Edition
Manoj Sharma
Test Bank
8. When a health educator respects the rights, dignity, confidentiality, and worth of people, he or she is
showing responsibility:
A) in the delivery of health education.
B) to the profession.
C) in research and evaluation.
D) in professional preparation.
Ans: A
Complexity: Moderate
Ahead: Code of Ethics for Health Education Profession
Subject: Chapter 1
Learning Objective: List the responsibilities of the Certified Health Education Specialist.
9. The World Health Organization defined health in its constitution as “a state of complete __________
well-being and not merely the absence of disease or infirmity.”
A) physical, mental, and social
B) political, emotional, and environmental
C) economic, political, and social
D) physical, emotional, and environmental
Ans: A
Complexity: Easy
Ahead: Health, Behavior, and Health Behavior
Subject: Chapter 1
Learning Objective: Define health, health behavior, health education, and health promotion.
10. Actions taken after the onset of disease or an injury with a view to assisting diseased or disabled
people are known as:
A) primary prevention.
B) secondary prevention.
C) tertiary prevention.
D) quaternary prevention.
Ans: C
Complexity: Moderate
Ahead: Health, Behavior, and Health Behavior
Subject: Chapter 1
Learning Objective: Define health, health behavior, health education, and health promotion.
11. All of the following are priorities for health promotion in the Jakarta Declaration, except:
A) promoting education in biostatistics.
B) promoting social responsibility for health.
C) increasing investments for health development.
D) expanding partnerships for health promotion.
Ans: A
Complexity: Difficult
Ahead: Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Differentiate between health education and health promotion.
Copyright © 2022 by Jones & Bartlett Learning, LLC, an Ascend Learning Company 3
,Theoretical Foundations of Health Education and Health Promotion, Fourth Edition
Manoj Sharma
Test Bank
12. When community members actively participate to plan or implement projects, it is called:
A) community mobilization.
B) community participation.
C) community organization.
D) community development.
Ans: B
Complexity: Moderate
Ahead: Basic Vocabulary in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Delineate community-related terms.
13. All of the following are areas of responsibilities for health education specialists, except:
A) planning.
B) evaluation and research.
C) fundraising.
D) leadership and management.
Ans: C
Complexity: Moderate
Ahead: Responsibilities and Competencies for Health Educators
Subject: Chapter 1
Learning Objective: List the responsibilities of the Certified Health Education Specialist.
14. Which of the following organizations advances the practice of health education and health promotion
through health behavior research?
A) American Academy of Health Behavior
B) American Association for Health Education
C) American College Health Association
D) American School Health Association
Ans: A
Complexity: Moderate
Ahead: Responsibilities and Competencies for Health Educators
Subject: Chapter 1
Learning Objective: Identify at least five national health education organizations.
15. Actions that block the progression of an injury or disease at its incipient stage are known as:
A) primary prevention.
B) secondary prevention.
C) tertiary prevention.
D) quaternary prevention.
Ans: B
Complexity: Easy
Ahead: Health, Behavior, and Health Behavior
Subject: Chapter 1
Learning Objective: Define health, health behavior, health education, and health promotion.
16. Which of the following is not a limitation of the WHO definition of health?
Copyright © 2022 by Jones & Bartlett Learning, LLC, an Ascend Learning Company 4
,Theoretical Foundations of Health Education and Health Promotion, Fourth Edition
Manoj Sharma
Test Bank
A) Health has been described as a “state,” although it is dynamic and changes from time to time.
B) The dimensions mentioned in the definition are inadequate to capture variations in health.
C) It is too easy to measure health the way it has been defined and there should be more rigor.
D) The word “well-being” is subjective.
Ans: C
Complexity: Moderate
Ahead: Health, Behavior, and Health Behavior
Subject: Chapter 1
Learning Objective: Identify the limitations of the traditional definition of health.
17. Actions that are performed for reasons other than health but have health effects are known as:
A) health-directed behaviors.
B) health-related behaviors.
C) risk behaviors.
D) protective behaviors.
Ans: B
Complexity: Moderate
Ahead: Health, Behavior, and Health Behavior
Subject: Chapter 1
Learning Objective: Define health, health behavior, health education, and health promotion.
18. Statement A: Unlike health education, health promotion does not endorse voluntary change in
behavior and utilizes measures that compel an individual to change behavior.
Statement B: Health promotion is done at the individual level.
A) Statement A is true and statement B is false.
B) Statement A is false and statement B is true.
C) Both statements are true.
D) Both statements are false.
Ans: A
Complexity: Difficult
Ahead: Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Differentiate between health education and health promotion.
19. CHES stands for:
A) Certification in Health Education Studies.
B) Certified Health Education Specialist.
C) Certification in Higher Education Studies.
D) Certification in Health, Education, and Sanitation.
Ans: B
Complexity: Moderate
Ahead: Responsibilities and Competencies for Health Educators
Subject: Chapter 1
Learning Objective: List the responsibilities of the Certified Health Education Specialist.
20. All of these are core functions of public health identified in the Future of Public Health report, except:
A) assessment.
B) health promotion.
Copyright © 2022 by Jones & Bartlett Learning, LLC, an Ascend Learning Company 5
,Theoretical Foundations of Health Education and Health Promotion, Fourth Edition
Manoj Sharma
Test Bank
C) policy development.
D) assurance.
Ans: B
Complexity: Moderate
Ahead: Responsibilities and Competencies for Health Educators
Subject: Chapter 1
Learning Objective: List the responsibilities of the Certified Health Education Specialist.
21. Ethics is the study of:
A) knowledge.
B) righteousness.
C) morality.
D) religion.
Ans: C
Complexity: Moderate
Ahead: Code of Ethics for Health Education Profession
Subject: Chapter 1
Learning Objective: List the responsibilities of the Certified Health Education Specialist.
22. The collection of facts related to an action, idea, object, person, or situation is called:
A) awareness.
B) knowledge.
C) comprehension.
D) information.
Ans: D
Complexity: Moderate
Ahead: Basic Vocabulary in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Define concepts related to antecedents of behavior.
23. Statements of perceived fact or impressions about the world are:
A) beliefs.
B) attitudes.
C) values.
D) feelings.
Ans: A
Complexity: Easy
Ahead: Basic Vocabulary in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Define concepts related to antecedents of behavior.
24. Learning of facts and gaining insights related to an action, idea, object, person, or situation is called:
A) knowledge.
B) awareness.
C) information.
D) health literacy.
Ans: A
Complexity: Moderate
Copyright © 2022 by Jones & Bartlett Learning, LLC, an Ascend Learning Company 6
,Theoretical Foundations of Health Education and Health Promotion, Fourth Edition
Manoj Sharma
Test Bank
Ahead: Basic Vocabulary in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Define concepts related to antecedents of behavior.
25. Which of the following is an example of a macro theory?
A) Social cognitive theory
B) Social functioning theory
C) Theory of reasoned action
D) General adaptation syndrome
Ans: B
Complexity: Moderate
Ahead: Role of Theory in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Identify different types of theories and provide examples.
26. Which of the following is not a benefit of theory in health education and health promotion?
A) Helps in discerning measurable program objectives
B) Allows the educator to do what he or she wants to do
C) Specifies the methods for behavior change
D) Identifies the timing for interventions
Ans: B
Complexity: Easy
Ahead: Role of Theory in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Explain the role of theory in health education and health promotion.
27. The national professional health education honorary society is:
A) Society for Public Health Education.
B) SHAPE America.
C) Delta Omega.
D) Eta Sigma Gamma.
Ans: D
Complexity: Moderate
Ahead: Responsibilities and Competencies for Health Educators
Subject: Chapter 1
Learning Objective: Identify at least five national health education organizations.
True/False
1. True or False? One of the limitations of a theory is that it does not provide guidance regarding timing of
the interventions.
Ans: False
Complexity: Moderate
Ahead: Role of Theory in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Explain the role of theory in health education and health promotion.
Copyright © 2022 by Jones & Bartlett Learning, LLC, an Ascend Learning Company 7
, Theoretical Foundations of Health Education and Health Promotion, Fourth Edition
Manoj Sharma
Test Bank
2. True or False? Community members getting organized to identify needs, set objectives, prioritize
issues, develop plans, and implement projects for community improvement in health and related matters
is called community mobilization.
Ans: False
Complexity: Difficult
Ahead: Basic Vocabulary in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Delineate community-related concepts.
3. True or False? Albert Bandura’s social cognitive theory is an example of a descriptive theory.
Ans: False
Complexity: Moderate
Ahead: Role of Theory in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Name different types of theories and provide examples
4. True or False? Theory helps in identifying the method to use in health education or health promotion.
Ans: True
Complexity: Easy
Ahead: Role of Theory in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Explain the role of theory in health education and health promotion
5. True or False? Beliefs are relatively constant feelings, predispositions, or views directed toward an
idea, object, person, or situation.
Ans: False
Complexity: Moderate
Ahead: Basic Vocabulary in Health Education and Health Promotion
Subject: Chapter 1
Learning Objective: Define terms related to antecedents of behavior
6. True or False? By the end of the 19th century, the word health was considered colloquial and was
replaced with the word hygiene, which was considered more scientific.
Ans: True
Complexity: Easy
Ahead: Health, Behavior, and Health Behavior
Subject: Chapter 1
Learning Objective: Define health, health behavior, health education, and health promotion
7. True or False? The dimensions mentioned in the WHO definition of health are adequate.
Ans: False
Complexity: Moderate
Ahead: Health, Behavior, and Health Behavior
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