AUN-QA 2023

Self-Assessment Report: SAR AUN-QA Academic Year 2023 Bachelor of Nursing Science Program School of Nursing Mae Fah Luang University, Chiang Rai, Thailand

Content Section Page Part 1: Component 1 Report: Standar1ization 1.1 General Information 1 1.2 KPI 1.1: Curriculum Management according to the Standard set by MHESI. 2 1.3 Strengths Analysis/Strengthening Approaches, Areas for Improvement/Suggestions 5 Part 2: Self-Assessment Report: AUN-QA 2.1 Abbreviations 6 2.2 Introduction 8 2.3 Checklist for the Submission of Self-Assessment Report (SAR) 10 2.4 Self-Assessment Report according to AUN-QA Criteria at Programme Level - AUN 1 Expected Learning Outcomes 13 - AUN 2 Programme Structure and Content 19 - AUN 3 Teaching and Learning Approach 25 - AUN 4 Student Assessment 28 - AUN 5 Academic Staff 33 - AUN 6 Student Support Services 38 - AUN 7 Facilities and Infrastructure 43 - AUN 8 Output and Outcomes 48 2.5 Self-Rating according to AUN-QA Assessment at Programme Level 52 Part 3: Strengths and Weaknesses Analysis 56 Part 4: Appendices 59

1 Part 1: Component 1 Report: Standardization 1.1 General Information Operational report for programme: Bachelor of Nursing Science Field of study Nursing Programme revised in B.E. 2565 School of Nursing, Mae Fah Luang University Academic year 2023 Date of report 15 May 2023 Programme code 603190100 List of instructors responsible for the programme Instructors responsible for the programme TQF 2 Instructors responsible for the programme Academic year 2023 1. Asst.Prof.Dr. Chompunut Sopajaree 2. Asst.Prof.Dr. Boonyapat Shatpattananun 3. Asst.Prof.Dr. Sopaphan Intahpheuk 4. Asst.Prof.Dr. Katemanee Moonpanane 5. Lect.Dr. Pimrat Boonyapak 1. Asst.Prof.Dr. Chompunut Sopajaree 2. Asst.Prof.Dr. Boonyapat Shatpattananun 3. Asst.Prof.Dr. Sopaphan Intahpheuk 4. Asst.Prof.Dr. Katemanee Moonpanane 5. Lect.Dr. Pimrat Boonyapak Full-Time Programme Instructors No Name 1. Assoc.Prof. Dr. Chomnard Potjanamart 2. Asst.Prof. Dr. Asawinee Tonkuriman 3. Asst. Prof. Dr. Boonyapat Shatpattananunt 4. Asst. Prof. Dr. Chompunut Sopajaree 5. Asst.Prof. Dr. Chuntana Reangsing 6. Asst.Prof. Dr. Katemanee Moonpanane 7. Asst.Prof. Dr. Somporn Santiprasitkul 8. Asst. Prof. Dr. Sophaphan Intahphuak 9. Asst.Prof. Dr. Tadsaneewan Gantagad 10. Asst.Prof. Chaleormphan Mekloi 11. Asst.Prof. Nongyao Mongkhonittivech 12. Asst.Prof. Mullika Matrakul 13. Asst.Prof. Pattarika Panya 14. Asst.Prof. Pawadee Wimolphan 15. Asst.Prof. Waraphorn Yaemmisri 16. Asst.Prof. Salisa Kodyee

2 No Name 17. Asst.Prof. Sineenat Hongranai 18. Asst.Prof. Onnalin Singkhorn 19. Lect.Dr. Pimpisa Chomsri 20. Lect.Dr. Pimrat Boonyapuk 21. Lect.Dr. Piyatida Junlapiya 22. Lect.Dr. Vipada Srimantayamas 23. Lect. Buppar Viriyaratanakul 24. Lect. Jintana Thepsaw 25. Lect. Nathamon Seethikaew 26. Lect. Nattaya Phadaennok 27. Lect. Phornsawan Chuajedton 28. Lect. Pimkanabhon Trakooltorwong 29. Lect. Pongpat Rattanasuwan 30. Asst.Prof. Khanittha Pitchalard (education leave) 31. Asst.Prof. Piyaporn Praison (education leave) 32. Asst.Prof. Porntip Sareeso (education leave) 33. Lect. Srisuruk Kietmaneerut (education leave) Primary Teaching and Learning Location Mae Fah Luang University 333 Moo1, Thasud, Muang, Chiang Rai 57100 1.2 KPI 1.1: Curriculum Management according to the Standard set by MHESI. Assessment criteria Overall results 1. Number of instructors responsible Qualified Unqualified 1. Asst.Prof.Dr. Chompunut Sopajaree 2. Asst.Prof.Dr. Boonyapat Shatpattananun 3. Asst.Prof.Dr. Sopaphan Intahpheuk 4. Asst.Prof.Dr. Katemanee Moonpanane 5. Lect.Dr. Pimrat Boonyapak 2. Qualifications of instructors responsible Qualified No. Name-Surname 1. Asst.Prof.Dr. Chompunut Sopajaree 2. Asst.Prof.Dr. Boonyapat Shatpattananun

3 Assessment criteria Overall results Unqualified 3. Asst.Prof.Dr. Sopaphan Intahpheuk 4. Asst.Prof.Dr. Katemanee Moonpanane 5. Lect.Dr. Pimrat Boonyapak 3. Qualifications of full-time programme instructors for a curriculum/ programme of studies Qualified Unqualified No Name 1. Assoc.Prof. Dr. Chomnard Potjanamart 2. Asst.Prof. Dr. Asawinee Tonkuriman 3. Asst. Prof. Dr. Boonyapat Shatpattananunt 4. Asst. Prof. Dr. Chompunut Sopajaree 5. Asst.Prof. Dr. Chuntana Reangsing 6. Asst.Prof. Dr. Katemanee Moonpanane 7. Asst.Prof. Dr. Somporn Santiprasitkul 8. Asst. Prof. Dr. Sophaphan Intahphuak 9. Asst.Prof. Dr. Tadsaneewan Gantagad 10. Asst.Prof. Chaleormphan Mekloi 11. Asst.Prof. Nongyao Mongkhonittivech 12. Asst.Prof. Mullika Matrakul 13. Asst.Prof. Pattarika Panya 14. Asst.Prof. Pawadee Wimolphan 15. Asst.Prof. Waraphorn Yaemmisri 16. Asst.Prof. Salisa Kodyee 17. Asst.Prof. Sineenat Hongranai 18. Asst.Prof. Onnalin Singkhorn 19. Lect.Dr. Pimpisa Chomsri 20. Lect.Dr. Pimrat Boonyapuk 21. Lect.Dr. Piyatida Junlapiya 22. Lect.Dr. Vipada Srimantayamas 23. Lect. Buppar Viriyaratanakul 24. Lect. Jintana Thepsaw 25. Lect. Nathamon Seethikaew 26. Lect. Nattaya Phadaennok 27. Lect. Phornsawan Chuajedton 28. Lect. Pimkanabhon Trakooltorwong 29. Lect. Pongpat Rattanasuwan

4 Assessment criteria Overall results 30. Asst.Prof. Khanittha Pitchalard (education leave) 31. Asst.Prof. Piyaporn Praison (education leave) 32. Asst.Prof. Porntip Sareeso (education leave) 33. Lect. Srisuruk Kietmaneerut (education leave) 4. Qualifications of teaching instructors Qualified Unqualified No. Name-Surname 1. Assoc.Prof. Siriratana Juntaramano 2. Assoc.Prof. Umpai Charuwatcharapaniskul 3. Asst.Prof. Dr. Ratchanee Mitkitt 4. Lect.Dr. Chittraphorn Sittipong 5. Lect.Dr. Jiranee Panyapin 6. Lect. Arunya Inson 7. Lect. Dutchanee Limprasert 8. Lect. Kritthira Pienrakkarn 9. Lect. Kruawan Kamfoo 10. Lect. Kunnara Maneekunwong 11. Lect. Natchayaporn Tangdomrongsin 12. Lect. Pimsiri Phromchisa 13. Lect. Prangwalee Anuphapvisidkul 14. Lect. Prapatsorn Thammetha 15. Lect. Soifah Pinsuwan 16. Lect. Supatsorn Kurain 17. Lect. Suphaphan Chansiri 18. Lect. Surichai Kidhatong 19. Lect. Woranan Theesudapan 20. Asst.Prof. Napamon Pumsopha (education leave) 21. Lect. Amornrat Deeboono (education leave) 5. Specified period of time within which curriculum must be revised Qualified Unqualified Program have been revised every 5 years Appendix P 1.2: Instructors responsible for the program: Qualification

5 1.3 Strengths Analysis/Strengthening Approaches, Areas for Improvement/Suggestions Component 1: Standardization - ELOs align with the vision and mission of the university, the SoN, and the needs of all stakeholders, including employers, the healthcare industry, alumni, and nursing organizations. - The program's structure, active blended learning methods, and evaluation methods are intended to facilitate the achievement of the ELOs. - According to TNMC regulations, the programme is subject to regular monitoring and evaluation at least once every five years. - Graduates are highly employable, particularly in reputable healthcare industries. Strengthening approaches -Empowerment of staff to integrate technology such as software programs, educational apps, and high-fidelity simulations to increase students' engagement and skills for lifelong learning. -Review the programme and outcomes annually in order to enhance the learning outcomes of students and meet the needs of all stakeholders and accreditation standards. Areas for improvement - Using national and international nursing programme benchmarks to enhance programme structure. Suggestions Encourage and support academic staffs in pursuing doctoral degrees, academic titles, and MFS-PSF or UK-PSF. Good practices/innovation (if available) The SoN is committed to innovation, including virtual reality, web-based learning, and simulation-based teaching, which helps advance nursing education and improve patient outcomes. Both in nursing education and practice, our faculty members have extensive experience creating nursing innovation. By combining the findings, the "MFU Nursing Innovation Center" will be created in 2026.

6 Part 2: Self-Assessment Report: AUN-QA 2.1 Abbreviations Abbreviations Description AUN-QA The ASEAN University Network-Quality Assurance BCD Backward Curriculum Design CITS Center for Information Technology Service CLOs Course Learning Outcomes COVID-19 Coronavirus disease-19 ELOs Expected Learning Outcomes FTEs Full Time Equivalent Students GMS Greater Mekhong Sub-region GPA Grade Point Average GRD Global Relations Division HLLC How to live and learn on campus HR Human Resourse IT Information Technology KPIs Key Performance Indicators LLOs Lesson Learning Outcomes LMS Learning Management System LRC Learning Resource Center M4U Mae Fah Luang one stop service MFII MFU Learning Innovation Institute MFU Mae Fah Luang University MFU333 Mae Fah Luang Character MLii MFU Learning Innovation Institute OBE Objective Based Education OSCE Objective Structured Clinical Examination PDCA The Plan- Do-Check-Act cycle Ph.D. Doctor of Philosophy PR Public Relations UK-PSF The UK Professional Standard Framework Q1 Quartile 1 QA Quality Assurance REG Registration Division SoN School of Nursing

7 Abbreviations Description STIS Scientific and Technological Instrument Centers TCAS Thai University Central Admission System TCI Thai-Journal Citation Index TNMC Thailand Nursing and Midwifery Councils TOR Term of reference TQF Thai Qualification Framework TQF-2 Program description TQF-3 Course Specification TQF-4 Field Experience Specification TQF-5 Course Report TQF-6 Field Experience Report TQF-7 Program Report UK-PSF The UK Professional Standards Framework VPN Virtual Private Network YLOs Year Learning Outcomes**

8 2.2 Introduction Part I- Introduction Mae Fah Luang University Mae Fah Luang University (MFU) was established as an autonomous public university, under the Royal Charter, in 1998, with generous support from the Royal Thai Government. The University was established to meet the needs of people in the north of Thailand, and to commemorate the gracious contributions of the King's Mother, Her Royal Highness Princess Srinagarindra, lovingly known to her subjects as "Mae Fah Luang." From its inaugural class of 64 students in 1998, MFU has become Thailand's fastest growing post-secondary institution with an enrollment of just under 15,000 students. After little over a decade of operation, MFU is already well known for its high- quality teaching, research, and service to the people of the north, as well as Thailand. Mae Fah Luang Unviersity's campus consists of a large complex of modern, state- of-theart buildings, spanning more than 800 hectares. The campus is located in a spectacular setting of mountains and trees, an environment conducive to teaching and learning in a clean, inviting setting. As both a regional and national university, MFU provides high- quality education services and resources for the neighboring countries of the Greater Mekhong Sub-region (GMS), and reaches out to all of Southeast Asia. (Appendix P 2.1: Mae Fah Luang University's Organization chart) Philosophy MFU follows the aspiration of Her Royal Highness Princess Srinagarindra to "restore forests and develop people", and striving to "developing people; cultivating knowledge; instilling quality; upholding virtues; and conserving the environment". Vision A Leading University in ASEAN with International Recognition Mission To produce quality human resources and develop excellence in academics, research, and innovations for the society under disruptions to achieve the Sustainable Development Goals in accordance with Thailand’s development. Mae Fah Luang University’s School of Nursing was established in 2006 to reflect Her Royal Highness Princess Srinagarindra's philanthropic vision of nurturing nature and nourishing human beings. The SoN strives to improve people's health and quality of life in Thailand and its neighboring countries. To reiterate Her Royal Highness Princess Srinagarindra's vision, the School of Nursing is dedicated to providing excellence in nursing education through teaching and learning, research, and community engagement. In their nursing practice, our nursing graduates are competent and compassionate. They have the necessary knowledge and professional skills in nursing, human sciences, ethics, and technology to practice nursing. They effectively collaborate with individuals, families, and communities to promote health, prevent illness, and provide care and rehabilitation across the health and illness continuum and across the lifespan.

9 Based on constructive educational philosophy and the Metaparadigm concept of nursing, we believe that individual students can learn regardless of their practice and experience in various situations, both in simulation- based and real-life settings. We bring knowledge and experiences from research, innovation, entrepreneurship, and community engagement to our active blended learning pedagogy to ensure responsiveness and relevance of our education to changing health and social situations. As academics, we encourage students' learning and assist them in achieving their full potential as nurses and persons. Our program's success is reflected not only in students' intellectual achievement, but also in their key 21st century skills, abilities to work effectively with others, and pride in nursing. Vision To be the leading nursing institute in ASEAN, dedicated to achieving excellence in nursing through research and innovation. Mission 1. to produce nursing graduates who demonstrate professional nursing competence and MFU's identity. 2. to promote excellence in nursing research and innovation in a society undergoing disruption. 3. to provide academic and nursing services in order to sustainably improve life and community quality. (Appendix P 3: The School of Nursing’s Organization chart)

10 2.3 Checklist for the Submission of Self-Assessment Report (SAR) Name of Study Programme: S/N Items to be verified by AUN-QA Secretariatand University being assessed Yes No Remarks 1 SAR is submitted to AUN-QA Secretariat and assessors 1.5 - 2 months before the site visit ✓ 2 SAR is written in English and local terminologies in the SAR are consistently translated into English ✓ 3 SAR is typed in 12-point font size consistently throughout the SAR ✓ 4 SAR is 50-70 pages, excluding appendices, and page number is printed on each page ✓ 5 SAR is structured into 4 parts: Part 1-Introduction Part 2-AUN-QA Criteria Part 3-Strengths and Weaknesses Analysis Part 4-Appendices ✓ 6 Appendices are enclosed/available online ✓ 7 Access rights and passwords are given to AUN Secretariat and assessors for online access ✓ 8 Part 2 of the SAR is written according to the AUNQA criteria checklist as listed in “Appendix A– Checklist for AUN-QA Assessment at Programme Level” ✓ 9 The following information and documents are translated into English if they are in local language: ✓ a Expected learning outcomes(TQF-2, P.19) ✓ https://drive.goog le.com/file/d/1Q5 B4T55w2xUIZy5M 9yLlf73VOVIAJtj M/view?usp=driv e_link b Brief outline of all courses in the programme (TQF2, P.44-61) ✓ https://drive.goog le.com/file/d/1Q5 B4T55w2xUIZy5M 9yLlf73VOVIAJtj M/view?usp=driv e_link

11 Name of Study Programme: S/N Items to be verified by AUN-QA Secretariatand University being assessed Yes No Remarks c Programme specification (TQF-2, P20) ✓ https://drive.goog le.com/file/d/1EIE lLH2g2fKsrG6CA 3_rKWnkW73oCF N8/view?usp=driv e_link d Samples of course specification ✓ https://drive.google .com/file/d/1EIElL H2g2fKsrG6CA3_r KWnkW73oCFN8/v iew?usp=drive_lin k e Educational philosophy (TQF-2, P.19) ✓ https://drive.google .com/file/d/1Q5B4T 55w2xUIZy5M9yLlf 73VOVIAJtjM/vie w?usp=drive_link f Sample of examination papers ✓ https://drive.google .com/drive/folders/ 1sCVWvW566pjPm dfdBx_lLcqPbzYK 8Ftt?usp=drive_lin k g Sample of marking guides ✓ h Sample of rubrics especially for internships, projects and thesis writing ✓ https://docs.google. com/document/d/15 eb6hA8vYZMKHII B60qTyB3R06OcPP sQwTYlQqqvNYU /edit?usp=drive_lin k i Sample of academic and support staff appraisal forms ✓ j Sample of student evaluation ✓ https://docs.google. com/document/d/1i pxKIDUI7PkGqGo

12 Name of Study Programme: S/N Items to be verified by AUN-QA Secretariatand University being assessed Yes No Remarks p7mv5w5FRy7aRZ41 fZyS2sr1- YLA/edit?usp=driv e_link k 1-page brief of each survey, tracer study report or minutes of meeting ✓ l Executive summary of academic and support manpower plan ✓ m Executive summary of training and development plan for academic and support staff ✓ https://docs.google. com/document/d/1o Ovs1Cui9qPNlbqG dkCoJDrQ7ZnTc2Baho4s4Tg7VE/ edit?usp=drive_lin k We hereby confirm that the SAR submitted have been read, checked, and reviewed by the Head of SAR Writing Team, and the Head of QA Unit of the University. This SAR is the final version and is authorized for the release to AUN-QA Secretariat ( Asst.Prof.Dr.Katemanee Moonapane) Head of SAR Writing Team Bachaler of Nursing Science Program School of Nursing Mae Fah Luang University *The AUN-QA Secretariat and the assessor team reserve the right to postpone the assessment due to the late SAR submission (less than 1. 5 months) or if they find the SAR and its contents (including appendices) not in order or incomplete after verification.

13 2.4 Self-Assessment Report according to AUN-QA Criteria at Programme Level AUN-QA 1 Expected Learning Outcomes 1. 1 The programme to show that the expected learning outcomesa are appropriately formulated in accordance with an established learning taxonomy, are aligned to the vision and mission of the university, and are known to all stakeholders. School of Nursing (SoN), Mae Fah Luang University (MFU) aims to produce registered nurses who are capable of working in a variety of healthcare settings. In B.E. 2565, the Nursing Program was revised to comply with the standards of the Thai Qualification Framework (TQF 1) and the Thailand Nursing and Midwifery Councils ( TNMC) . The new program utilized the Objective Based Education (OBE) approach, which included backward curriculum design (BCD) to create the curriculum. Additionally, Bloom's taxonomy was adopted as a common language for faculty to use when discussing the program. This revision of the program is an important step in ensuring students receive a quality education that meets the necessary standards. To accomplish this, a comprehensive design and formulation of expected learning outcomes (ELOs) is required. Then eight ELOs in this programme were formulated in accordance with the vision and mission of the university and has been communicated to stakeholders through various channels, including the REG website, the SoN website, Line official, and meetings between academic staff and stakeholders. This ensures that the mission and vision of SoN are in alignment with the needs of stakeholders and the university. Furthermore, this communication provides a platform for stakeholders to express their opinions and to actively take part in the decision-making process. (Appendix 1.1-1.1 TQF_2 TNMC Approved 2560; TQF_2 TNMC Approved 2565; 1.1-2 The stakeholders’ assessment and needs ) Table 1.1.1. Program Learning Outcomes in accordance with Bloom’s Taxonomy Program Learning Outcomes Reviesed Bloom’s Taxonomy 1. Express integrity, self-discipline, and professional ethics, as well as a positive attitude toward the nursing profession, and personal and social responsibility. Affective domain 2. Explain the association between the core principles of the nursing profession, management, information technology, Cognitive domain

14 Program Learning Outcomes Reviesed Bloom’s Taxonomy digital health technology, entrepreneurship, and the science of nursing and midwifery. 3. Integrate scientific, research, and innovation processes into the nursing process in order to enhance knowledge and develop guidelines for solving problems in the field of nursing and midwifery. Cognitive and psychomotor domain 4. Plan and manage disaster-related health risks and problems. Cognitive and psychomotor domain 5. Show leadership qualities, respect rights, and be respectful of others; collaborate effectively with a multidisciplinary team; and strive for continuous self and nursing profession development. Cognitive and psychomotor domain 6. Utilize mathematics, statistics, information technology, and digital health technologies proficiently and ethically in nursing practice. Cognitive and psychomotor domain 7. Communicate properly in Thai and English for academic and professional purposes. Cognitive and psychomotor domain 8. Practice holistic nursing and midwifery care in accordance with professional standards to assure quality and safety, and based on evidence, professional laws and codes of ethics, as well as the client's rights and dignity. Cognitive and psychomotor domain

1 Table 1.1.2 Expected Learning Outcomes (ELOs) and their alignment wi 2565 programme) ELO Description Univers Vision 1 Express integrity, self-discipline, and professional ethics, as well as a positive attitude toward the nursing profession, and personal and social responsibility. (1) 2 Explain the association between the core principles of the nursing profession, management, information technology, digital health technology, entrepreneurship, and the science of nursing and midwifery. (2) 3 Integrate scientific, research, and innovation processes into the nursing process in order to enhance knowledge and develop guidelines for solving problems in the field of nursing and midwifery. (3) 4 Plan and manage disaster-related health risks and problems. (6) 5 Show leadership qualities, respect rights, and be respectful of others; collaborate effectively with a multidisciplinary team; and strive for continuous self and nursing profession development. (4) 6 Utilize mathematics, statistics, information technology, and digital health technologies proficiently and ethically in nursing practice. (5) 7 Communicate properly in Thai and English for academic and professional purposes. (5)

5 ith the University’s vision and mission, and stakeholders’ needs (the B.E. ity Stakeholders Mission Academic Employers Students Graduate TNMC Practice setting International/ national org. Health care/educatio n trends F F P P F F P - F P P F F P - - F F F F F F F - F F P P F P P P F F F F F F F P F F F F F F P F F P P F F F F F

1 ELO Description Univers Vision 8 Practice holistic nursing and midwifery care in accordance with professional standards to assure quality and safety, and based on evidence, professional laws and codes of ethics, as well as the client's rights and dignity. (6) Parenthesis: TQF domain 1) morality and ethics; 2) knowledge; 3) cognitive skills; 4) in communication, and information technology skills; and 6) psychomotor skills; F fully ali

6 ity Stakeholders Mission Academic Employers Students Graduate TNMC Practice setting International/ national org. Health care/educatio n trends F F F F F F F F nterpersonal relationships and responsibility; 5) mathematical, analytical thinking, igned, P partially aligned, - not aligned

17 1.2 The programme to show that the expected learning outcomes for all courses are appropriately formulated and are aligned to the expected learning outcomes of the programme. Figure 1. ELOs are developed using the OBE framework and PDCA. The TQF 3-4 in the program have always included the general and specific course objectives, standards, and guidelines from the MHESI and TNMC. Consistent with the OBE, the ELOs are cascaded to each course shown in the curriculum mapping using the OBE framework ( Figure 1) . The Course Learning Outcomes (CLOs) (in TQF 3 or 4) are aligned with the assigned ELOs. Lesson Learning Outcomes (LLOs) are developed and mapped to the CLOs. The specific ELOs of this programme are in accordance with the standards and regulations of TNMC. All ELOs are designed to meet the requirements of TNMC and ensure that the document is well-structured and consistent. An example of the alignment between the ELOs and TNMC standards and regulations is provided in Appendix 1. 11. 1- 2 TQF 2 TNMC Approved. 1.3 The programme to show that the expected learning outcomes consist of both generic outcomes ( related to written and oral communication, problem solving, information technology, teambuilding skills, etc) and subject specific outcomes (related to knowledge and skills of the study discipline). The programme is developed and implemented to meet the needs of the healthcare workforce and stakeholders. This programme has both generic and specific objectives that emphasize the development of a broad range of foundational skills, honing the competencies of learners to those of a higher-education level. In addition, stakeholder feedback was regularly used to improve programme development. This programme also seeks to cultivate a well-rounded set of skills and attributes that will enable learners to excel in their chosen field of study. (Table 1.3.3).

18 Table 1.3.3 Specific Learning Outcomes and Generic Learning Outcomes (the B.E. 2565 curriculum) ELOs Specific Learning Outcomes Generic Learning Outcomes 1. Express integrity, self-discipline, and professional ethics, as well as a positive attitude toward the nursing profession, and personal and social responsibility. 2. Explain the association between the core principles of the nursing profession, management, information technology, digital health technology, entrepreneurship, and the science of nursing and midwifery. 3. Integrate scientific, research, and innovation processes into the nursing process in order to enhance knowledge and develop guidelines for solving problems in the field of nursing and midwifery. 4. Plan and manage disaster-related health risks and problems. 5. Show leadership qualities, respect rights, and be respectful of others; collaborate effectively with a multidisciplinary team; and strive for continuous self and nursing profession development. 6. Utilize mathematics, statistics, information technology, and digital health technologies proficiently and ethically in nursing practice. 7. Communicate properly in Thai and English for academic and professional purposes. 8. Practice holistic nursing and midwifery care in accordance with professional standards to assure quality and safety, and based on evidence, professional laws and codes of ethics, as well as the client's rights and dignity. 1. 4 The programme to show that the requirements of the stakeholders, especially the external stakeholders, are gathered, and that these are reflected in the expected learning outcomes. The TNMC requires that undergraduate ELOs comprise six learning domains (TQF 1- 6) . The ELOs reflect the requirements of the TNMC, as a stakeholder, with regards to the competence of nursing students. Other external stakeholders, such as employers of graduates and preceptors in practice settings, are routinely interviewed to assess the achievement of ELOs and provide feedback on student competencies and graduate performance. The programme review is a comprehensive, cyclical evaluation of programme quality that is conducted at least every five years for major changes and annually for minor changes. The most recent review revision (B.E. 2565) was also consistent with internal stakeholders, including academic staff and current students, and external stakeholders, including employers, the community, local governments, TQF, TNMC, and other professional organizations. The ELOs are developed and evaluated utilizing the feedback of all stakeholders. As evidenced by the B. E. 2565 programmee the ELOs incorporate

19 upcoming professional challenges such as the emergence of disease, disaster, innovation and digital disruption, and an aging society. 1. 5 The programme to show that the expected learning outcomes are achieved by the students by the time they graduate. The programme was developed in accordance with TQF, TNMC, and MFU graduation regulations. Because the ELOs were carefully cascaded into the CLOs, the achievement of the CLOs was evaluated cumulatively. A course evaluation also provided students with the opportunity to assess whether their CLOs were met during the study. In addition, all students must pass the exit examination, which is designed to assess students' general knowledge in areas such as global affairs, IT literacy, and English communication at the end of the third year and evaluate students' knowledge of nursing subjects using an eight-professional domain comprehensive examination in accordance with the TNMC. This is done to ensure that the ELOs are met prior to graduation. (Appendix 1.5 Eligible to graduate) For the recent revision of the programme (B.E. 2565), the YLOs were predetermined and were scheduled to be introduced initially for first- year students in the academic year 2565 using both embedded and summative evaluations. (Appendix 1.5 YLO) (Appendix: Criteria 1) AUN-QA 2 Programme Structure and Content 2.1 The specifications of the programme and all its courses are shown to be comprehensive, upto-date, and made available and communicate to all stakeholders. The BNS programme (TQF- 2) is required to be reviewed and updated at least every five years, and any minor improvements to the programme must also be made on an annual basis to ensure that the content remains up- to- date, relevant, and effectively meets the needs of stakeholders. Additionally, updated clinical and scientific knowledge, new healthcare technologies, national and TNMC announcements as well the student feedbacks are regularly shared among the SoN's staff at the monthly meeting, the semester-end seminar, or the MFU open chat application in order to plan, monitor, evaluate, and improve the course content, teaching and learning methods, and curriculum. For example, the revisions have been communicated to all stakeholders in a timely manner to ensure that they are aware of the changes and can use the new information to make informed decisions (Appendix 2. 1- Stakeholder assessment). The programme-specific and related information has been updated to reflect the current state of the nursing field. This includes course-specific information including course description and admission criteria provided via brochures, student handbook (ebook), the MFU and the SoN website (Table 2.1).

20 Table 2.1. Communication Plan of Programme and Course Specifications Stakeholders Information Disseminated Communication Channels/Media Frequency Prospect Students Program and course specifications MFU website, The SoN website, FB, REG website Brochures youtube Every semester Current Students Program and course specifications, CLO, teaching, learning, and assessment methods MFU website, The Son website, LMS, Google classroom, student’s handout, Every semester Academic Staff Program and course specifications. Stakeholder needs TNMC regulation MFU website, The Son website, FB, REG website, Open chat application Every semester Healthcare settings Program and course specifications. Stakeholder needs TNMC regulation MFU website, The Son website, FB, REG website, Open chat application, School Meeting Every semester Alumni School acticities, Program and Trainnig course MFU website, The Son website, FB nursing student association Annually updated Employers Program and course specifications, CLO, TNMC regulation MFU website, The Son website, FB, REG website Brochures, SoN open house Annually updated General Public Program and course specifications, TNMC regulation MFU website, The Son website, FB, REG website Brochures Annually updated 2.2 The design of the curriculum is shown to be constructively aligned with achieving the expected learning outcomes. The program curriculums are designed to align with the ELOs and comprise four core course groups: general education, basic professional courses, professional courses, and elective courses. Each course helps to foster the ELOs in three domains: cognitive, affective, and psychomotor, as detailed in Bloom’s taxonomy. The general education courses are designed to provide foundational knowledge and build foundational skills. The basic professional courses are meant to develop students’ specialized knowledge and abilities. The professional courses are intended to help students learn the required skills and competencies to become professionals. All of these courses are structured to drive the ELOs and enable students to achieve the CLOs and LLOs in a professional manner (TQF-2).

21 2. 3 The design of the curriculum is shown to include feedback from stakeholders, especially external stakeholders. The SoN is committed to providing the highest- quality education for its students and takes a proactive approach to revising its programme at least every five years. This process is undertaken for responding to changes in practice patterns and ensuring that the programme meets the regulations set forth by the TQF and TNMC. During the revision process, the SoN works closely with external stakeholders including alumni, employers, and healthcare settings, to ensure that the programme meets their needs and expectations. After this process is finished, we invite external stakeholders to review the revised programme and provide additional feedback (stakeholder feeeback) . This feedback helps us to ensure that our programme is up-to- date and meets the needs, and is relevant in the ever- changing healthcare industries. By gathering this feedback, we can be sure that our programme is always effective, remains up-to-date and relevant. Every semester and academic year, the programme is reviewed to ensure it is meeting the needs of society. A collection of lessons, assessments, and other academic content taught in class by instructors are evaluated for their effectiveness. Feedback from students, instructors, preceptors, and communities are taken into account during this review process. The institution values the input of students, instructors, preceptors, and communities and is committed to using this feedback to continually improve its approach to teaching and learning. 2.4 The contribution made by each course in achieving the expected learning outcomes is shown to be clear. The SoN has undertaken a systematic process for the determination and mapping of the ELOs, CLOs, and LLOs. After obtaining the information from all stakeholders, the SoN programme committee designed the curriculum by distributing the ELOs to be taught by each course in the programme. These ELOs were rooted in the mission and vision of the SoN and were based on the standards of the professional field. The TQF-3 and 4 are developed through a series of program development workshops as part of an ongoing effort to keep courses up-to- date with current theoretical and methodological developments in the discipline. The goal of this process is to ensure that each course remains current and provides students with the most up-to- date knowledge and skills. The committee also reviewed and examined the possibility that such courses encourage students to achieve the required learning outcomes (TQF-2). The details of the course’s contribution to attaining ELOs are present in the curriculum mapping Through this systematic process, the SoN has been able to effectively determine and map out the PLOs/ELOs, CLOs, and LLOs for each course. Example provided in Appendix 2. 4 TQF 3- 1901218 Adult nursing 1).

22 2. 5 The curriculum to show that all its courses are logically structured, properly sequenced (progression from basic to intermediate to specialized courses), and are integrated. The SoN programme committee has developed a BNS 202 2 curriculum and structure that demonstrate the connection between general education, specific required courses, simple to complex subjects, and internal disciplinary to a multidisciplinary approach. The sequence provides students with the opportunity to learn based on their interests and intended use for professional development. As students enter the program, they enroll in General Education (GE) courses that aim to develop generic skills. These skills include skills such as critical thinking, problem solving, and communication, which are essential for success in the 2 1 st century and will help them become better members of society and more informed citizens. In the second year, students study the basic health sciences and fundamental nursing subjects in order to gain more knowledge to care for people with simple illnesses, while in the third year, the focus shifts to more specialized nursing subjects. This includes hands-on practice in hospitals, where students can hone their intermediate clinical skills. This is an important part of the learning process, as it enables the student to gain a better understanding of the material and how to apply it in real-world scenarios. The final year of the programme is designed to provide students with the necessary skills to become professional nurses. During this year, students will practice in more specialized courses in nursing practice such as community care, midwifery practice, leadership, and nursing management. The distribution and course sequence mapping for each semester are detailed in (Appendix 2.5:Curriculum mapping) Table 2.5. Course contribution of the programme Year 1 Year 2 Year 3 Year 4 Sem 1 Sem 2 Sem 1 Sem 2 Sem 1 Sem 2 Sem 1 Sem 2 1005120 Thai for Communicat ion 1006135 English for Communicatio n 2 2408102 Chinese 2 1203102 Managing Organization and Entrepreneurshi p 1901307 Maternity nursing and midwifery 1 1901321 Communit y nursing 2 1901324* Adult and elderly nursing practicum 2 1901324* Adult and elderly nursing practicum 2 1006134 English for Communi -cation 1 1901101 Health system and nursing profession 1001127 Psychology in Daily Life 2102202 Anatomy and Physiology 2 1901316 Community nursing 2 1901304 Adult nursing 2 1901417 Maternity nursing and 1901417* Maternity nursing and

23 Year 1 Year 2 Year 3 Year 4 Sem 1 Sem 2 Sem 1 Sem 2 Sem 1 Sem 2 Sem 1 Sem 2 midwifery practicum 2 midwifery practicum 2 1101105 Sciences and Mathematics All Around 2102141 Basic Medical Biochemistry for Nursing Students 2102271 Basic Immunology, Microbiology and Parasitology for Nursing Students 1802203 Pathophysiolog y 1901306 Professiona l laws and ethics in nursing 1901322 Leadership and nursing manageme nt 1901421 Community nursing practicum 1901421* Communit y nursing practicum 1103100 Principles of Biology 2408101 Chinese 1 2102201 Anatomy and Physiology 1 1901216 Fundamental of nursing 1901320 Mental health promotion and psychiatric nursing 1901323 Emergency , trauma and disaster nursing 1901418 Primary medical care practicum 1901418 Primary medical care practicum 1301110 1104100 1901214 Nursing theories and nursing process 1901215 Pharmacology for nursing students 1901317* Maternity nursing and midwifery practicum 1 1901317* Maternity nursing and midwifery practicum 1 1901422 Leadership and nursing managemen t practicum 1901422 Leadership and nursing manageme nt practicum 1901104 Tobacco and health 1601104 Global Citizenship 1901213 Health assessment 1901318* Adult and elderly nursing practicum 1 1901318* Adult and elderly nursing practicum 1 1901417 Maternity nursing and midwifery practicum 2 Mfu 333 1901325 English communication for healthcare professional 1901218 Adult nursing 1 1901319* Pediatric and adolescent 1901319* Pediatric and adolescent 1901419 Nursing research

24 Year 1 Year 2 Year 3 Year 4 Sem 1 Sem 2 Sem 1 Sem 2 Sem 1 Sem 2 Sem 1 Sem 2 nursing practicum nursing practicum 1901103 Health promotion 1901302 Elderly nursing 1901420* Mental health promotion and psychiatric nursing practicum 1901420* Mental health promotion and psychiatric nursing practicum 1901423* Nursing profession practicum 1901203 Human dev elopment 1901309 Pediatric and adolescent nursing 1901401 Maternity nursing and midwifery 2 1901105 Innovation and evidence based in nursing 1901217* Fundamental of nursing practicum 1901405 Primary medical care 2.6 The curriculum to have option(s) for students to pursue major and/or minor specialisations. The objective of the program is to produce nursing graduates who meet the professional standards of the TNMC in five areas: 1) child and adolescent nursing; 2) maternity and midwifery nursing; 3) adult and elderly nursing; 4) mental health and psychiatric nursing; and 5) community nursing. This program has been designed to ensure that nursing graduates are equipped with the knowledge and skills to provide high quality care in these specialties. The programme has been designed with the aim of offering students a wide range of opportunities to pursue their own areas of interest and expertise. To achieve this, the program offers a variety of general education courses as well as elective courses, which students can choose from based on their personal interests and career goals, such as practicing in an intensive care unit, emergency department, pediatric ward, midwifery role, etc. The potential employer will also consider the student's final course specialization when deciding whether to recruit the graduate for a particular position.

25 2. 7 The programme to show that its curriculum is reviewed periodically following an established procedure and that it remains up-to-date and relevant to industry. As stated previously, the SoN revises its programs at least once every five years and adheres to its policies ( university and SoN mission and vision), regulations (TQF and TNMC), guidelines, and feedback (internal and external stakeholders). In this process, the programme committee uses the PDCA cycle (Fig. 1.) to achieve the intended purpose of the programme. The program committee and instructors strive to ensure that the programme remains dynamic, relevant, and as effective as possible. This review process is an important part of providing the best possible educational experience for our students and ensuring that the programme is in line with the MFU educational policy and relevant to the needs of the healthcare industry. Further, the programme committee has revised the curriculum, teaching and learning activities and assessment strategies to reflect the changes. (Appendix: Criteria 2) AUN-QA 3 Teaching and Learning Approach 3.1 The education philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities. Constructivist philosophy and the meta-paradigm of nursing are used in education (SoN Program website, MFU website, brochure, and SoN activities) . The academic staff encourages students to construct nursing knowledge rather than simply taking in information passively. The majority of nursing professional courses are taught through student- centered activities that support the development of subject knowledge and understanding, as well as independent learning and digital fluency, using active blended learning as a pedagogy (TQF-2_2565). Another emphasis is to foster social and communication skills by emphasizing teamwork and the exchange of ideas in the classroom. Furthermore, all students are trained in professional theory and practice courses to plan and provide nursing care to diverse groups in scenarios, as well as in hospital and community settings. CLOs are discussed in advance with students, supervisors, and preceptors in the practice setting during course orientation, in the practice handbook, and during the meeting between the academic staff and the setting (TQF-3 and 4). Despite the fact that students are divided into multiple small groups ( no more than eight students per instructor, as specified by the TNMC), teaching, learning, and assessment are all carried out in the same way. Innovation-based learning is also used to assist students in constructing their knowledge by using previously learned information and health problems from clients, and then developing innovative solutions or tools to address the issues.(Appendix 3. 1. 2. 1 TQF- 3 1901218 adult nursing 1; 3. 1. 2. 4 Blended education; 3.1.2.4 Blended education)

26 3.2 The teaching and learning activities are shown to allow students to participate responsibly in the learning process. The programme committee collaborated with the course coordinators and teaching team to design the teaching and learning activities using the educational philosophy mentioned in 3. 1. Using this philosophy, the academic staff provides the teaching activities and materials that emphasize students' creation of knowledge and practical skills througha variety of learning methods for both individuals and group study. Furthermore, the information provided in the orientation session about learning structures, assignments, and evaluating procedures assistsstudents in more effectively setting their goals or selecting the topic of interest and other activities in order to meet the CLOs and ELOs. Additionally, as part of the assessment process, the students are also encouraged to take part in peer assessment and score their groups and classmates on their presentation or group work participation. By doing so, students are actively participating in the learning process and taking ownership of their own education (Appendix 3.2 examination of grade report). 3.3 The teaching and learning activities are shown to involve active learning by the students. Students are encouraged to actively participate in teaching-learning activities in class or other settings to promote their activeness and responsibilities in their learning process, as seen in TQF3 and 4. Each course's instructional approach must be designed using blended learning principles. For instance, flipped classrooms and digital learning platforms are widely utilized. In certain courses, students demonstrate their comprehension of a specific topic by delivering learning content in a number of formats. Students are encouraged to develop their critical thinking, communication, and group dynamics through discussion with instructors and peers. In addition, through group discussion, presentation of case studies, tutorial demonstrations, and practice, students develop self- directed learning and lifelong learning abilities. At the conclusion of each course, students must apply information, knowledge, and experiences and present them to their peers. 3.4 The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning (e.g. commitment to critical inquiry, information-processing skills, and a willingness to experiment with new ideas and practices). As stated previously, all teaching- learning activities in this programme emphasize studentcentered and blended learning strategies. Students are expected and encouraged to be active and independent learners by acquiring the key competencies for lifelong learning, such as communication in foreign languages, problem solving and critical thinking, digital and innovative thinking, social and citizenship competence, and entrepreneurship. These components may require up to 30 credits. For

27 instance, first-year students have learned an "Introduction to Information Technology" (1301104) that will aid in the development of their digital literacy skills and allow them to explore knowledge independently. Particularly, learning and teaching on online platforms such as LMS, Google Classroom, and MS Team, where students have brought out their technology capabilities to learn independently, teaching designs utilizing the flipped classroom, the questioning method, the inquiry method, and the reflective method were utilized to encourage students to be knowledgeable and to develop their reasoning, analytical, and critical thinking skills as well. Additionally, the programme encourages students to interact effectively in national and international communities. To support this goal, the teaching activities are designed to implement learning activities in English for a variety of subjects, including English-language lectures, assignments, and presentations. Students are expected to participate in extracurricular activities that allow them to develop in multiple areas, such as the SoN's "How to Learn" programme for first- year students, in addition to structured academic activities ( Appendix 3. 4- 2 How to Live and Learn) Through the activities "Orientation, Meet the Alumni, and Inspiration," the project aimed to provide all new students with knowledge of how to study in the nursing programme. These activities allow students to learn about the course and curriculum, experience, and techniques from nursing graduates, as well as establish inspiration to study from a professional nurse for successful studies and continuous learning. 3.5 The teaching and learning process activities are shown to inculcate in students, new ideas, creative thought innovation, and an entrepreneurial mindset In the early years, effective teaching and learning methodologies are also introduced to students to help them develop their creative, innovative, and entrepreneurial skills. For first and second year students, the courses "1203120: Managing Organization and Entrepreneurship" and “1901222: Design Thinking and Digital Technology for Health and Nursing Care” are taught using a variety of teaching strategies such as brainstorming, which helps students generate new ideas and solutions around a specific problem; concept mapping, which helps students connect major ideas directly to the central concept; and the students' innovation project, which helps them create new ideas by doing the project. Furthermore, as students progress to the thrid and fourth years, they will gain experience providing client care in reallife situations. These practicum courses allow students to create challenges, ideas, or innovations that are consistent with the organizational context, according to the MFU's motto of "New, Different, and Better." Under the constructivism pedagogy, students develop innovations systematically based on problems while being supervised by instructors who emphasize "learning by doing."

28 The MFU and SoN seek to promote creative thinking and entrepreneurship within nursing students through extra- curricular activities. These activities can range from mentorship programmes, workshops, seminars, field trips and more (Appendix 3.5-Extracurriculum activities, SoN website). 3.6 The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomes. Continual improvement of the program requires systematic monitoring. In the context of teaching and learning seminars, this means that diligent observation, documentation, and analysis must be carried out. Another effective way to achieve this aim is through course evaluation from the Quality Assurance (QA) department. By gathering feedback from students, instructors, and other stakeholders, QA can provide valuable insights into the program's strengths and areas that need improvement. This information can then be used to guide future decisions and improvements to the program. It is through this process that the program remains high-quality, up-to-date, and reflects the needs of the healthcare industry with respect to alignment with the ELOs. Feedback is frequently used to improve programme activities, teaching and learning methods, and the evaluation procedures Appendix3. 6- 1 QA- course evaluation website; TQF 5 and 6). (Appendix: Criteria 3) AUN-QA 4 Student Assessment 4.1 A variety of assessment methods are shown to be used and are shown to be constructively aligned to achieving the expected learning outcomes and the teaching and learning objectives. Prior to the beginning of each semester, the course coordinators review the previous year's course improvement plans and student and instructor feedback. The course delivery plan, including course objectives, teaching and learning methods, assessment methods, assessment time, and assessment and grading criteria, is then presented to and approved by the programme committee. It is encouraged to use a variety of assessment methodologies that are constructively aligned with the CLOs. The index of teaching and learning methods and assessments is regularly updated and made available to all instructors as a resource. The diagnostic, formative, and summative assessments are administered throughout the student's study period and focus on both ELOs and CLOs (TQF 3 and 4). Diagnostic assessments, such as quick quizzes or short questions/surveys at the beginning of a lesson or questions and answers during class hours, enable instructors to adapt their teaching and learning activities to students' learning levels. Examples of formative and summative assessments include class attendance, written tests, group projects, peer evaluation, feedback and reflection. In the Nursing Profession course, for example,

29 instructors use classroom projects as the summative assessment to evaluate the CLOs that reflect the ELOs (TQF-3- Nursing Profession; SoN website; Appendix 4.1-2 Activity report). 4.2 The assessment and assessment-appeal policies are shown to be explicit, communicated to students, and applied consistently The assessment methods are communicated clearly to students in TQF 3 and 4, as well as during the course orientation described in Section 4. 1. In the course orientation and on the REG website, the assessment- appeal policies are explained explicitly. Students are encouraged to check their scores regularly. For instance, after an online quiz is submitted, the quiz score will be posted immediately, and the midterm exam score will be posted two days after the exam. If students have any questions about their scores, they can contact the course coordinator. Furthermore, students who are not satisfied with their examination results can file an appeal. It is important for students to monitor their exam results and contact the course coordinator with any queries or concerns. The appeals process for both SoN and MFU is illustrated in the accompanying appendix (grade reconsideration). As such, students are able to submit an appeal within 15 days of the grade announcement, and the school committee must approve any revisions that may occur (Appendix 4.2 Assessment-appeal policy). 4.3 The assessment standards and procedures for student progression and degree completion, are shown to be explicit, communicated to students, and applied consistently. Course specifications are the documents that outline the list of courses necessary to complete a degree program and are typically available on the REG website and the SoN website. Student handbooks are designed to provide students with information about the courses required to meet graduation requirements. Homeroom sessions are held to explain the expectations for each course in the program. During these sessions, students are also informed of the courses required for their degree plan. Students are aware of the graduation requirements and criteria that must be met in order to graduate such as MFU333 and the exit examination. The study plan is created to ensure that students are able to successfully meet the criteria to graduate on time, and the minimum grade point average for professional nursing courses must be at least a C. For student progression and degree completion, the SoN follows university policy; each student must complete a minimum of 133 credits, maintain a cumulative GPA of 2.00 , and fulfill all degree requirements within eight years of the date of their initial enrollment in the programme (TQF-2).(MFU 333; Exit Exam procedure)

30 4. 4 The assessment methods are shown to including rubric, marking schemes, timelines, and regulations, and these are shown to ensure validity, reliability, and fairness in assessment. To ensure the assessment is tailored to each course, the SoN provides each course with course assessment methods, timelines, and regulations that are in alignment with the course objectives, teaching and learning methods, and the student’s proficiency level. The programme provides detailed assessment guidelines for instructors and faculty members to ensure that any assessment methods and examinations are valid, reliable, fair, and appropriate for its objectives and the student’s level of proficiency. Each academic year, the seminar provides an opportunity for instructors to review all assessment tools and ensure their accuracy and effectiveness. In addition, the instructors use an assessment rubric that is tailored to the course objectives. The grading conversion guidelines are used to convert the scores accumulated using the rating rubric. In professional practice courses, the course coordinator will inform students about the practice assessment forms, weights, and scoring criteria so that they can easily follow them and have the opportunity to ask questions. Additionally, the review process ensures that assessments provide an equal opportunity for all students to demonstrate their knowledge and skills. (Appendix 4.4- Rubric score) 4. 5 The assessment methods are shown to measure the achievement of the expected learning outcomes of the programme and its courses. The programme committee is dedicated to designing and validating each assessment method to ensure all CLOs, content, teaching and learning methods, timeline, and assessment components are aligned with the ELO of the programme. Students are told which assessment corresponds to which domain of learning, or CLO, and then ELOs. Each assessment is clearly linked to the ELOs and provides students with the opportunity to demonstrate their understanding of the subject. Additionally, all assessments are monitored and evaluated to ensure that the LOs are achieved and that the assessments remain valid and reliable. The example below for 1901106, Nursing Profession, clearly defines which assessment method are linked between CLOs and listed in Table 4.5 (Appendix 4.1-2 Acitivity report) CLOs Assessment methods Week Percentage (%) LO1 (1.1, 1.2, 1.3, 1.4, 1.5) - Class attendance - Assigment submission times - Attitude - every week - 15th week - 15th week 2% 3% 5% LO2 (2.1, 2.2, 2.4) - MCQ - Quiz - 9 th and 15th week - every week 30% 10%

31 CLOs Assessment methods Week Percentage (%) LO3 (3.1, 3.2, 3.3, 4.1) - Report - Project - 15th week - 15th week 10% 15% LO4 (5.1,5.2,5.3,5.4) - Peer evaluation - 15th week 5% LO5 (7.1) - Project presentation - 15th week 20% Total 100% Note: Assessment Methods of 1901106 Nursing Profession 4.6 Feedback of student assessment is shown to be provided in a timely manner. Feedback is an essential part of the formative assessment process, allowing instructors to gather feedback from students and use it to better tailor their teaching activities to the levels of knowledge of the students. There are a variety of approaches to providing feedback, depending on the type of assessment used. Before the start of a course, instructors can assess students’ levels of knowledge using methods such as interviews and questions, and then use the students’ feedback to adjust their teaching activities. With formative assessment, students can quickly gain insight into how they are performing in a course and what they need to do to improve. Instructors provide immediate feedback to students, such as posting quiz scores as soon as the online quiz is completed, or midterm exam scores two days after the exam. This immediate feedback helps students identify areas in which they need to focus their efforts, allowing them to make the necessary changes to achieve success in the course. (Figure3). For student reports, instructors provide comments and modifications directly on the days when students are present, as shown in the example below. As a result, other students can learn from the reports' weaknesses and strengths. Summative assessments, also known as final examinations, are used to evaluate student learning, skill acquisition, and academic achievement at the end of a course. (Appendix 4.4 Rubirc score)

32 Figure 3: Feedbacks of studens’ assignment 4.7 The student assessment and its processes are shown to be continuously reviewed and improved to ensure their relevance to the needs of industry and alignment to the expected learning outcomes. The SoN has a verification system that employs the four steps of the PDCA cycle. To begin, the programme committee has established procedures for assessing LOs at the end of each semester to evaluate the student's learning outcomes on both CLOs and ELOs. Teaching and learning methods are also important in order to keep students on track before judging them. During the meeting, the programme committee ensures that course objectives, content, teaching and learning methods, and assessment methods are all aligned. The head of the division monitors the courses throughout the semester. The programme committee approves the scoring and grading process as well as the results at the end of the semester. Furthermore, at the end of each academic year, external experts verify at least 25% of all courses (TQF 7). The instructors must analyze and present the outcomes of teaching and learning in each subject to the programme committee in order to plan and carry out further program improvement in the following semester.(Appendix 4. 7- 1. 2 course evaluation result, 4. 7- 2 report evaluation form; 4. 7.2 Program curriculum committee meeting report) (Appendix: Criteria 4)

33 AUN-QA 5 Academic Staff 5. 1 The programme to show that academic staff planning (including succession, promotion, redeployment, termination, and retirement plans) is carried out to ensure that the quality and quantity of the academic staff fulfil the needs for education, research, and service. The programme has an academic staff plan to ensure adequate numbers and competence for teaching and learning, education, research, and academic services. Then, each academic staff member's development plan is developed in collaboration. The administrative staff analyzes both the quantity (staff: student ratio = 1:6) and quality of the workforce and organizes manpower plans to replace retirees, resign, and transfer employees, in addition to launching a new nursing clinic, establishing a graduate program, and transforming the LRC into a virtual laboratory. To ensure the utmost quality of teaching and learning outcomes, the administrative team conducts twice- yearly assessments of the expertise and competency of the academic staff. The assessments review the academic staff’ s competency, characteristics, skills, knowledge, and abilities, along with their work behavior and work outcomes. After completing the assessments, the results are compared to determine if there is a performance gap. This process helps to ensure that the academic staff is meeting the expectations of the institution and that they are continuously striving for improvement. Candidates for new staff positions are advised via the MFU's website of its recruitment and selection criteria. To fulfill its mission and vision, the SoN selects academic staff who are qualified and suited for their designated position and responsibilities. If the candidate's profile demonstrates sufficient competency, a request for staff position allocation will be submitted to the SoN. The selection is based on the MFU policy's guidelines, regulations, and criteria. The demand for recruitment corresponds to the workforce capacity, workload, and expertise required. The SON's academic staff should possess at least a master's degree. The university encourages all MFU academic personnel to pursue a Ph.D. by applying for scholarships from various funding providers in Thailand and abroad. They are also permitted to pursue a Ph.D. through self-funding. Additionally, SoN developed an academic staff plan based on the program's workload and staffing requirements. The SoN creates a five-year strategic plan comprising academic training, research development, continuing education, and academic ranks. Montoring, reassignment, termination, and retirement are also governed by MFU regulation.

34 Table 5.1 Academic staff during 2565 and 2569 Specialty As planned Number of staff อัตราเกษียณอายุงาน/ ลาศึกษาต่อ/แผนรับ actual Ed. leave total vacancy 256 5 2566 2567 2568 2569 Pediatric nursing 8 7 1 8 0 0/0/0 0/0/0 0/0/0 0/0/0 0/0/0 Adult and elderly nursing 15 14 0 14 +1 2/2/0 1/1/2 0/0/1 0/0/1 0/0/1 Maternity nursing and Midwifery 13 9 1 10 +3 0/0/2 1/1/2 0/1/0 1/0/1 1/0/1 Psychiatric nursing 5 7 0 7 -2 0/0/0 0/0/0 1/0/0 0/0/0 0/0/0 Community nursing 13 13 1 14 -1 0/1/0 1/1/1 1/0/1 1/0/1 1/0/1 Total 54 50 3 53 1 1 0 0 0 2 2 1 2 1 vacant for academic staff with scholarship to pursue MNS; 2 graduate from Ph.D. as planned Boldadd for MNS programme between 2565-2569; + less than plan; – more than plan (July 31, 2022) 5.2 The programme to show that staff workload is measured and monitored to improve the quality of education, research, and service. As stated in section 5.1, the SoN school committees continuously (at least once a year) monitor staff-to-student ratios and workloads to ensure the quality of education, research, and service. The teaching workload is assigned by the dean once a year, at least five months before the semester begins, so that the academic staff can plan time for teaching, research, and service. Academic staff are free to teach any subject or semester they want, but their workload should be roughly equal throughout the year. The ratio of academic staff to full-time equivalent students cannot exceed 1:6.99 according to the TNMC criteria for nursing institution accreditation. From 2018 to 2022 , the academic staff-to-student ratio is shown in the table 5. 2. 2. Academic staff can also use research leave and academic service days. The actual workload of each academic staff member is shown in (Appendix5.2Academic and staff workloads) Table 5.2.1 Qualification, numbers and category of academic staff Category M F Percentage Associate professors - 3 33.33 Assistant professors - 22 42.10 Lecturers 1 28 24.14 Total 1 53

35 Table 5.2.2 academic staff-to-student ratio from 2018 to 2022 Academic year Total FTEs of students Staff-to-student ratio 2018 1 : 6.49 1:8 2019 1 : 6.82 1:8 2020 1 : 6.91 1:8 2021 1 : 6.82 1:8 2022 1: 6.42 1:8 5.3 The programme to show that the competences of the academic staff are determined, evaluated, and communicated. MFU defines the core competencies of staff as 1) teaching, 2) research, 3) the mission of preserving arts and culture, and 4) academic services. For teaching, all academic staff in every course must be assessed and evaluated for competency. The evaluation will be performed using the evaluation form prepared by the personnel division and the SoN under the Professional Standard Framework (PSF) of the university. Research competency is simply monitored by publication and research funding. In addition, the contribution of academic staff in supporting students in learning activities or providing academic service for selected communities to improve the quality of life is also included in the assessment to classify academic staff at the end of the academic year. Measuring and monitoring academic staff competency aims to improve the quality of education, research, and academic services. The evaluation is done twice a year. This is intended to improve employee performance and be considered when determining salary increases. The evaluation criteria and time frame are communicated to staff via a variety of channels, including the monthly staff meeting, new staff orientation, the MFU personnel website, and the welfare benefit handbook. (Appendixhttps 5.3 HR regulation and policies) 5.4 The programme to show that the duties allocated to the academic staff are appropriate to qualifications, experience, and aptitude. The SoN has developed a 5- year strategic plan to allocate academic staff based on the school's needs, qualifications, knowledge and abilities, expertise, experience, and aptitude. It is essential that those who teach have full knowledge and understanding of the subject that they are teaching, are able to effectively impart their knowledge in a range of teaching contexts, and can access feedback on their own performance. For example, professional nursing science (lecture and practicum) is taught by lecturers of each specialty, such as maternity nursing and midwifery practicums conducted by the maternity and midwifery teams.

36 The other courses related to the nursing profession are taught by lecturers who have teaching skills and experience in this course. All of these are under consideration for similar workloads. Academic staff who desire to teach a subject but lack experience are allowed to observe and learn from existing instructors before being assigned. Furthermore, from course evaluation, the student is free to evaluate their lecturers and obtain the information learners expect to develop independent learning. 5.5 The programme to show that promotion of the academic staff is based on a merit system which accounts for teaching, research, and service. The promotion of the academic staff is based on a merit system that accounts for four tasks: 1) teaching, 2) research, 3) the mission of preserving arts and culture, and 4) academic services based on criteria as mentioned in 5. 4. Furthermore, the program chair monitors academic staff workload and employs performance appraisal to evaluate individual academic staff based on knowledge, and covering both teaching and research. The results of KPIs are used to categorize salary increases. Each academic staff member could observe and discover that his or her salary increments are fairly judged with clear evidence of the system. Also, honorable awards for working performance are rewarded by the SoN and MFU policies and are all based on KPI results. There are various honorable awards to stimulate academic staff performance in teaching, research, and other missions, such as commendations on SoN website, SoN Facebook page, and commendation diplomas. Moreover, financial awards are also used or come along with international publications, and with MFU-PSF or UK-PSF. The programme promotes and motivates personnel in a concrete and concise manner in order to enforce ethics and morale in personnel so that they can produce quality work that is accepted nationally and internationally. The programme has short- term and long- term planning for instructor selfimprovement and applying for academic positions. It also encourages and motivates the curriculum faculty to be enthusiastic about generating quality work. There is a 5 - year plan for self- development, with continuous monitoring of personnel programme. The curriculum committee and school executive members have a vital role in the success of the programme, as they ensure that the instructors are fully equipped and trained to do their job, and that any changes or adjustments that need to be made are properly implemented. Furthermore, academic staff are encouraged to implement the plan and apply for academic advancement from lecturer to assistant professor to associate professor to full professor. (Appendix 5.5 HR evaluation and recognitions)

37 5.6 The programme to show that the rights and privileges, benefits, roles and relationships, and accountability of the academic staff, taking into account professional ethics and their academic freedom, are well defined and understood. MFU has clarified personnel benefits, such as medical benefits, subsidies, accident insurance funds, university housing welfare, etc. For example, full-time academic staff are entitled to medical benefits, and a legitimate spouse with two legitimate children aged under 18 years, medical health insurance that at least covers inpatient hospitalization. Additionally, Ph.D. scholarships at national and international institutes, as well as short-term training courses and computer and IT accessories, are available. Information about welfare benefits is communicated to staff through the university website, new staff orientation, and HR staff handbook. (Appendix 5.3 HR regulation and policies, 5.4 evalution and recognitions) The academic staff of SoN is aware of their responsibilities and accountabilities, which are described in their contract with the school and MFU. Academic staff are encouraged to support each other in common activities like meetings, class observation, and sports competitions. Furthermore, they have freedom of thought, speech, expression, and comment in order to serve the academic’s mission. 5.7 The programme to show that the training and developmental needs of the academic staff are systematically identified, and that appropriate training and development activities are implemented to fulfil the identified needs. There are two approaches to the academic staff's training and development. First is the SoN's training and development to meet its needs in order to achieve its vision and accomplish its mission. Academic staff are required to attend training courses or meetings in order to acquire specific knowledge and skills, such as OBE and related courses. The second method of training and development relies on the expertise of the academic staff. They can determine the training they need to perform their jobs effectively as well as to progress and grow by submitting an official request to the dean. Funding is available to support individual development plans. In addition, the SoN organizes the teaching mentor and research mentor to offer newcomers core competencies such as regulations, teaching methods, including the formulation of course learning outcomes, teaching methods, and assessment strategies. The SoN has a mentorship system to take care of new academic staff. According to their area of specialization or interest, the SoN also has a strategy for personnel development and academic development that allocates a budget of 10,000 baht per fiscal year for attending academic meetings. Also, the programme committee offers academic seminars with the purpose of enhancing the teaching and research abilities of instructors in all courses. The following is an approach for training the course instructor:

38 1. Curriculum orientation preparation for instructors, including special instructors, to gain a better understanding of the curriculum. Guidelines for teaching and learning, supporting facilities, and MFU policy also were provided. 2. Encourage academic personnel to join a committee, club, or professional association, or to help organize national and international academic conferences. 3. Promote professional practice in accordance with TNMC policy and regulation, which encourages nurse instructors to improve their skills by collaborating with healthcare industries to provide care or to improve quality improvement plans for healthcare industries. At the end of various academic staff development activities or projects, they will summarize what they have learned and report it to the programme committee. Moreover, the SoN encourages instructors to improve their academic performance by publishing academic works in high-quality journal databases, such as Scopus or TCI, or by presenting research at the national and international levels. (Appendix 5.4 evalution and recognitions) 5.8 The programme to show that performance management including reward and recognition is implemented to assess academic staff teaching and research quality. As mentioned in 5. 3- 5. 5, the SoN has a criteria- based performance appraisal system in place to consider salary increases. The results will be forwarded to the dean, who will provide a commendation allowance to motivate them in their teaching activities. In addition, as a token of appreciation for staff, the university provides a financial reward. Furthermore, as mentioned in 5. 5, there is a system of recognition for academic staff who publish their research in international journals (Scopus database/Q1). The achievements of academic staff or rewards of excellent research are posted in on the Son Facebook, Line official, and SoN web pages. (Appendix: Criteria 5) AUN-QA 6 Student Support Services 6.1 The student intake policy, admission criteria, and admission procedures to the programme are shown to be clearly defined, communicated, published, and up-to-date. For Thai students, the student intake policy for the program is based on the MFU undergraduate admission criteria and is administered through the TCAS system. The MFU admission policy, criteria, procedures, requirements, and testing schedule are all detailed in the university handbook and brochure, as well as on the MFU admissions website, during a high school roadshow, and on Facebook. Every year, the process by which students enter a program is planned and revised by the school committee

39 based on the suitability of the programme (e.g., FTEs, number of instructors), and this is communicated to stakeholders and the programme committee. For overseas students, the GRD administers an admissions policy based on SoN's international admission requirements. On the GRD website are outlined the admissions policy, criteria, procedures, qualifications, and testing schedule (particularly for Thai language proficiency) . Prospective students can contact the GRD directly for more information. Qualified Thai and international applicants will undergo an interview with the academic staff to determine their personalities and attitudes, as well as their readiness to become nursing students. Table 6.1 Number of students entering the programme between year 2019 and 2023 Activities 2019 2020 2021 2022 2023 As planned 120 120 120 120 120 Admission 140 120 123 111 150 International admission 5 - - 7 12 6. 2 Both short-term and long-term planning of academic and non- academic support services are shown to be carried out to ensure sufficiency and quality of support services for teaching, research, and community service. For Son academic and non- academic support services, the programme committee collaborates with the Student Development Affairs Division, MFU, to establish the "How to Live and Learn on Campus" (HLLC) project, a short-term training project designed to familiarize and adapt new students to campus life through participation in a variety of activities, as well as to improve their English proficiency during the HLLC. In addition, HLLC provides an opportunity for new students to become acquainted with faculty, staff, and senior students. The new students were motivated by nurses or graduates with successful careers and high performance. Furthermore, the academic advisors monitored student academic progress to assist students by 1) providing information about the education system 2) providing course information and study plans 3) monitoring each semester's academic progress; 4) consulting on probationary conditions 5) offering feedback regarding the request to enroll in fewer or additional credits due to illness or leave. In addition, the SoN student affairs committee organizes extracurricular activities that focus on developing discipline skills, improving self-confidence, communication, teamwork, and professionalism, and adhering to ELOs throughout the academic year. Extracurricular activities (Appendix 6.2) include "NS home activities" for first- year students, which emphasize the development of adaptive skills, and "Energy for Change" for second-year students. It focuses on the development of emotional intelligence; Nurse Communication" for third- year students focuses on the development of professional communication, and "SMART Nurse" for fourth-year students focuses on the development of personal

40 skills necessary for entering the profession. All activities are announced and published on the SoN and MFU websites, as well as on Facebook and the students' Line group. Students were satisfied with SoN's extracurricular activities in academic year 2022 (average score >4 of 5) All students, regardless of their needs or preferences, have access to additional academic and nonacademic support services. The M4U Center offers networking opportunities, admission and visa processing, academic registration, student life and support, counseling, fee payment, and internships. The MFU Learning Innovation Hub ( MLii) is another useful resource. This institution intends to assist students with their learning management system (LMS), specifically their online learning system. All students now have access to G-Suite Education as a key learning platform, and online learning is possible. MLii also provides learning technology by offering a training program for students who require assistance with learning technology. In addition, the university provided safe and dependable dormitory services in university areas. Scholarships and financial aid are also available (https://studentaffairs.mfu.ac.th). During their university studies, students could also join a club based on their interests to develop their social skills. In addition, the Sport Center houses indoor and outdoor sports fields that are open to students, faculty, and the general public. 6. 3 An adequate system is shown to exist for student progress, academic performance, and workload monitoring. Student progress, academic performance, and workload are shown to be systematically recorded and monitored. Feedback to students and corrective actions are made where necessary. There is an adequate system in place for monitoring student progression and academic performance. The programme committee, comprised of the program chair and instructors, meets every two months to monitor students' progress and academic performance, and each student receives a report on their academic progress via https://reg.mfu.ac.th/ the LMS system, Logbook, and two meetings with the academic advisor during the semester. At the beginning of each semester, the academic advisor must monitor and report to the program committee the progress of students with a GPA of less than 1. 80. Changes to the student's study plan may be made to assist them in completing the program. The programme committee monitors student workload by having all course coordinators in each semester meet together to arrange students' workload for each course and agree not to burden students with an excessive workload. Furthermore, when planning assignment workload, students' feedback from the previous year, as well as the course improvement plan, are taken into account. Moreover, if there are issues with student progression and academic performance that are related to mental health or financial

41 issues, the programme committee and academic advisor will notify parents of students in order to minimize risks and maximize student capacities. 6.4 Co-curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability. Students participate in a variety of planned extracurricular activities such as sports, freshmen orientation, and cheerleading through student affairs and the Student Development Affairs Division to support academic achievement and develop interests and talents. The other activities, like the extracurricular activities mentioned in 6. 2, are based on courses that are conducted outside of teaching hours, such as academic service for vulnerable populations in the community, volunteer club, and photo club, to promote key skills in the twenty-first century. The SoN offers a course, “ 1901222: Design Thinking and Digital Technology for Health and Nursing Care” to enhance students' thinking abilities through campus and nationwide contests. Students created the prototype and were encouraged to participate in the competition. Students who pass the selection are supported by MFII and sent to higher competitions. The Student Affairs Committee and programme committee provide information about extracurricular activities, as well as full-time and parttime employment prospects, in order to prepare students for the workforce after graduation. To increase their employability, the students and graduates of the SoN participated in an "Open House" activity and job fair in order to obtain the most up-to- date information about jobs that are immediately available to students and to reduce the time required for graduates to find their first job. 6.5 The competences of the support staff rendering student services are shown to be identified for recruitment and deployment. These competences are shown to be evaluated to ensure their continued relevance to stakeholders needs. Roles and relationships are shown to be well-defined to ensure smooth delivery of the services. The SoN developed a 5- year strategic plan that includes recruitment of support staff to fulfill education and response for academic services. The support staff plan is based on job analysis, workload, and the mission and vision of the school. As needed, supportive personnel/staff are selected. The recruitment details, including documentation, examination, and interview schedule, are published on the MFU PR website. The personnel division is in charge of the recruitment process; thus, the SoN proposes to MFU specific criteria such as staff specifications, educational background, experience, IT literacy, and number of requirements.

42 A recruitment process begins with recruitment planning, followed by plan consideration, the formation of a recruitment committee, the collection and sorting of applications, the organization of compulsory knowledge examinations, and the assessment of overall results. Following that, an examination will be held in accordance with the selection criteria stated in the admissions announcement, with a written exam and an interview to select those with the knowledge and skills required for the position. To be hired as a university employee to perform duties in the position received, candidates must pass the criteria in each method with a score of at least 60% . Following that, for qualified applicants, there will be an announcement for recruited applicants who will have to go through a 6-month probation period under the supervision of the assigned advisor with appropriately assigned tasks. Following the probation period, a school meeting will be held to evaluate the applicant's performance and whether or not to sign a new contract. The dean assigns tasks to applicants based on their work performance and experience, in accordance with the function and responsibility descriptions of the units. Laboratory work, LRC support, and student service support are all part of the job description. Academic administration services should be provided in a timely and efficient manner, with no significant obstacles to students achieving the program's ELO. Furthermore, the SoN provides 100% training to increase staff competencies, such as digital university improvement, budget planning, good English competency, and inventory management. Students and staff’s evaluations will be used as part of their performance. (Appendix 6.5-1 Supportive staff competencies; 6.5-2 Supportive staff plan) 6. 6 Student support services are shown to be subjected to evaluation, benchmarking, and enhancement. To achieve the best outcomes in providing education and research services, the level of student support must be assessed. Student services, libraries, and laboratories are among the accessible facilities. The university annually monitors, evaluates, and develops the facility. Every year, the programme conducts facility quality surveys in an effort to gradually improve the quality of these facilities. The survey uses laboratories, libraries, classrooms, learning media, Internet access, learning space, and environmental cleanliness as benchmarks for facilities. Students' satisfaction with the MFU's infrastructure facilities is directly correlated with services such as library services, an IT center, buildings, adequate computer laboratories, good conditions, and comfortable classrooms with internet networks. The results indicate that students rated the range of SoN supportive services as greater than 4. 00 out of 5.00.

43 Not only the support service but also the dean and Head of Administrative Services regularly evaluate the performance of each staff member for the SoN based on their qualifications, experience, and merits. (Appendix: Criteria 6) AUN-QA 7 Facilities and Infrastructure 7.1. The physical resources to deliver the curriculum, including equipment, material, and information technology, are shown to be sufficient. There are two main levels of resources, including those at the university level and the SoN level, to support the learning outcomes of the students University level: The university has an extensive range of resources available to its students, staff, and other members of the community. The main library, formal and informal classrooms, and REG are all at the disposal of those associated with the university. Ensuring these educational facilities are of a high standard and maintained to the best of their ability is the responsibility of the university’s Division of Building and Grounds. This division strives to ensure that all classrooms, facility rooms, and vehicles used to support faculty and student learning are kept in the best condition possible and maintain the quality of these resources. By maintaining and servicing our equipment four times per year, and providing an easy means of submitting requests for repairs and monitoring. Additionally, the university has an electronic system in place to enable students and faculty to submit repair and monitoring requests. The university is confident that our students and faculty will have all the necessary tools to assist them in their studies and research, which will provide a conducive environment for students and faculty to pursue their academic goals. The SoN level: The SoN is equipped with the necessary facilities for students to learn and practice their skills. The classrooms, LRC, are equipped with computers, projectors, high-fidelity mannequin simulators, and other modern amenities to enable teachers and students to work together. In addition, there are seminar rooms that can accommodate 8- 10 people. The labs provide students with the resources to apply their skills to real life situations, while the simulation rooms allow them to practice and hone their skills. All of these facilities are designed to ensure that students gain the maximum benefit from their learning experience.

44 7. 2 The laboratories and equipment are shown to be up-to-date, readily available, and effectively deployed. Students can learn and practice fundamental and advanced nursing skills in the LRC, which serves as both a laboratory and learning center for students to practice and hone fundamental and advanced nursing skills. Access to the simulation lab helps our students be well- prepared for their future careers as nurses. In the simulation lab, the students now have the opportunity to gain valuable experience, can expand their knowledge, and become more confident in their nursing abilities. Following the use of the LRC, the evaluation form to assess student and staff satisfaction, as well as the class evaluation form, will be distributed to students and staff for feedback. The report will be presented to the programme committee at the semester's end seminar. Figure 4 Simulation & Laboratory room 7.3 A digital library is shown to be set-up, in keeping with progress in information and communication technology. The MFU library, which offers physical ( hard copies) or digital access (soft copies) materials, quiet study areas, and common spaces for group study and collaboration, as well as public facilities for access to their electronic resources, such as computers and Internet access. The library has books, journals, and domestic and international electronic resources covering both science and social sciences. The library constantly updates its database and provides students with up-to- date knowledge resources. Additionally, there is a system for students and faculty to use for searching public networks as remote servers by using the virtual private network (VPN) system or EZproxy program to access information from library partners worldwide. The MFU Library provides. (Appendix:7.2-7.3 list of facilities and services (digital and non-digital))

45 The budget allocation for library resources is determined by the academic staff in consultation and is influenced by various factors such as the library's mission, user needs, available funding, and institutional priorities. For accurate and up-to- date information on the budget for purchasing library resources, it would be best to consult the specific library or institution in question. (Appendix- 7. 3-1 Online Database Link) 7.4 The information technology systems are shown to be set up to meet the needs of staff and students. MFU offers Wi-Fi access in all university buildings via the MFU Connect platform, which has approximately 3,200 access points, as well as an e-learning system that includes platforms such as LMS, Moodle, Google Classroom, Zoom Meeting, MS Team, and others. The university also has an IT service office for students with computer and network issues. In the event of an internet signal problem, students and staff can simply fill out a request form or call 053- 916411, and an IT technician will respond immediately to resolve the issue. Windows 10, Adobe Reader 2020, Microsoft Office 2019, formal fonts, Screen Recorder Free, Turnitin, and Nitro Pro are among the programs that the Center for Information Technology Service surveys and prepares for students, faculty, and staff. SoN offers online and blended learning to nursing students during the COVID-19 pandemic. As a result, students and instructors can work and study from home via an online learning platform. Students, faculty, and staff can request and contact the CITS Call Center by dialing 053916411 or sending an email to [email protected]. After students return to university, MFU and the SoN prepare classrooms for them in accordance with the social distancing policy. 7.5 The university is shown to provide a highly accessible computer and network infrastructure that enables the campus community to fully exploit information technology for teaching, research, service, and administration. The CITS and MFU library are responsible for planning and providing the computers and infrastructure to support students, instructors, and staff in teaching, research, academic service, and administration. The MFU Learning Innovation Institute (MLii) plays a critical role in developing and deploying novel information technology for use by faculty and staff in teaching, research, projects, academic service, and administration. The course coordinators ask questions about the needs and problems associated with the use of computers and the Internet. Feedback from students and staff is used to further improve.

46 7.6 The environmental, health, and safety standards and access for people with special needs are shown to be defined and implemented. University Safety and Health Safety Standards serve as the basis for setting, implementing, and upholding environmental, health, and safety standards for all employees in order to ensure the highest degree of physical, mental, and social well- being for all employees. MFU has put measures in place to ensure the safety of students and staff during the COVID- 19 pandemic, including various measures to prevent the spread of the virus. Moreover, the university has security guards for 2 4 hours, and all buildings have closed-circuit television (CCTV) for monitoring the safety, laboratory safety guidance, drills, and practice of fire and disaster evacuation routes. The university also provides a comprehensive plan to address and serve the students with special needs accordingly, save lives, prevent massive damage to properties and facilities, and ensure prompt post- disaster recovery and rehabilitation, especially in vital areas. These include the establishment of early warning systems, the promotion of disaster preparedness awareness and education, the implementation of risk reduction measures, and the development of strategies to facilitate rapid postdisaster recovery and rehabilitation. MFU has a cyber-security system to protect personal information as well as other essential data by using the policy of cyber security and the maintenance of all supplies (hardware) every four times a year. Also, check the security of all electronic supplies twice a day (noon and midnight) and use the Windows security system to protect all firewalls and spam. Moreover, MFU has the CITS system for data back up in case of an emergency.(Appendix 7.6 Safe and standard) 7.7 The university is shown to provide a physical, social, and psychological environment that is conducive for education, research, and personal wellbeing. With rising staff and student environmental conservation awareness, MFU was transformed into a green university and ranked 156th among 619 green universities worldwide and sixth among 27 Thai universities. There is a medical center staffed with medical personnel for students with health emergencies or problems. A ramp path, audio books, and Braille books are also available for students with special needs. The SoN is also in the process of establishing an NS-primary medical care clinic that will be operated by SoN faculty so that they can respond to medical emergencies or accidents while treating patients. In addition, Internationalization at Home (IaH), MFU333, and extracurricular activities provided students with a social environment that prepared them to be contributing members of society. (Appendix 7.7 conseling student advisory services and intervention )