47 7. 8 The competences of the support staff rendering services related to facilities are shown to be identified and evaluated to ensure that their skills remain relevant to stakeholder needs. MFU has a policy of evaluating the competencies of its staff and faculty twice a year. This evaluation is conducted to ensure that the employees are performing well in their respective roles and that they are meeting the expectations of the organization. The core competency evaluation looks at the employee's ability to perform their job duties in an efficient and effective manner. This includes their ability to work independently and use their skills and knowledge to complete tasks. The managerial competency evaluation looks at the employee's ability to lead and manage others. This includes their ability to direct and motivate their team, manage resources, and ensure that tasks are completed in a timely manner. The functional competency evaluation looks at the employee's ability to use their skills and knowledge to complete tasks related to their job duties. MFU has a policy of evaluating the competencies of its staff and faculty twice a year. Every employee has a job description, or TOR. According to their role, they must be evaluated based on their core competency, managerial competency, and functional competency. The evaluation is conducted systemically by the committee. If a person has been rated below-average, they will receive suggestions for improving their competency and be monitored until the next evaluation. It is MFU’s goal to ensure that its employees are fairly compensated for their works, and the annual salary increase reflects that goal. The SoN andMFU also believe that this policy will also result in a happier and more productive workforce, which in turn will lead to greater success for the company. 7.9 The quality of the facilities (library, laboratory, IT, and student services) are shown to be subjected to evaluation and enhancement. There are two major sections pertinent to the administration policy, such as supply, maintenance, evaluation, and improvement of service quality in the library, laboratory, IT supportive center, and academic services: University: There are numerous academic and support centers, including a library, laboratory center, information technology services center, and IT center. They conduct an annual online survey to determine how well their services are performing and how they can improve them. SoN: SoN is responsible for independently administering the LRC, seminar, and simulation rooms. These spaces facilitate the students' practice and learning. Students' suggestions and comments will be utilized as subjective data and presented at faculty meetings in order to plan for next year’s service. (Appendix 7.9 evaluation reports) (Appendix: Criteria 7)
48 AUN-QA 8 Output and Outcomes 8.1 The pass rate, dropout rate, and average time to graduate are shown to be established, monitored, and benchmarked for improvement. Admission, study delay, dropouts, pass rates, and graduation rates are all carefully monitored by the program committee. According to Table 8. 1, the admission rate was consistently greater than the admission plan (120 students every year). The decrease in student enrollment in the academic year 2022 was to compensate for FTEs, and the admission plan for the academic year 2023 was adjusted back to normal. Dropout rates were significant in the first year due to students' desire for further education in other disciplines and relocation to their hometown. The on-time graduation rate was 89. 40% . The cohort that dealt with the COVID-19 pandemic had a significantly longer study delay, owing to their fear of getting the disease and their unwillingness to study online. (Table 8.1) The program committee has established a follow- up document for students' progress, which includes information such as GPA, study plan, and exit exam pass rates. To ensure accuracy, the advisers, students, and program committee must review the document form. The outcomes of this monitoring procedure will be evaluated at the end of each semester. To monitor and benchmark the programme's achievements, this program planned to collaborate with the Faculty of Nursing at Chiang Mai University and the School of Nursing at Suranaree University. Table 8.1: Pass rates and dropout rate (2018-2022) Academic year Cohort size % of completed first degree in % dropouts during Study delayed (ถอยแผน) 4 years >4 years 1 st year 2 nd year 3 rd year 4 th year & beyond 2018 151 135 7 6 1 1 1 2 2019 140 (135+5*) 117 - 2 0 1 20 15+5* 2020 120 - - 7 4 3 - 3 2021 123 - - 6 1 - - - 2022 111 - - 7 - - -
49 8.2 Employability as well as self-employment, entrepreneurship, and advancement to further studies, are shown to be established, monitored, and benchmarked for improvement. According to our data, all of our nursing programme graduates were employed within one year of graduation, in both the private and public healthcare sectors. Furthermore, the SoN recognizes the importance of providing its students with the most up-to- date information and opportunities. To that purpose, the SoN continues to conduct a job fair at the end of the study programme, inviting a variety of health organizations to attend. These organizations provide students with the opportunity to gain useful experience as well as the possibility of post- graduation employment. We compare our graduates' performance in all healthcare settings to that of graduates from other nursing schools by regularly evaluating their performance. The employer evaluation will be utilized to improve the curriculum, the quality of graduates, the facilities, and the degree of support. Table 8.2.1 shows employment data of our graduates during the last four academic years. Table 8.2 Employablitiy rate 2020-2023 Academic Year Number of graduates Number of respondence Employability Rate (%) 2020 108 106 94.34 2021 120 119 99.16 2022 117 116 94.78 2023 145 142 97.18 (Appendix: QA school employability's report 1; 2) 8.3 Research and creative work output and activities carried out by the academic staff and students, are shown to be established, monitored, and benchmarked for improvement. In the former curriculum, the SoN provided a nursing research course in which fourth- year students completed a mini-research project under the supervision of the instructors, and some students participated in the faculty's research project (Appendix 8.3 Nursing Research). In the recent curriculum, the SoN incorporates design thinking and digital technology into Design Thinking and Digital Technology for Health and Nursing Care (year 2). After that, the students will take Research Process and Evidence-Based Nursing ( year 3), followed by two years of research practicum. Students will have greater flexibility when conducting research as a result of the transformation. Furthermore, in nursing practice courses ( year 3 students), innovation assignments allow students to apply their knowledge, creativity, and information from various sources to the development of ways or products to assist patients in resolving their problems. The SoN mission is that research and innovation are critical methods for
50 increasing the quality of care and life. Faculty members' research activities are assessed twice a year. The study's findings must be published in national or international journals or presented at national or international conferences. (Table 8.3) As part of the research efforts, collaboration with national and international scholars is encouraged. The SoN begins analyzing and categorizing the findings in order to develop a research roadmap for future advancements (Figure 5). Table 8.3 Types and Number of Research Publication (Academic Staff) Calendar Year Types of Publication No. of Academic Staff No. of Publication Per Academic Staff National Regional International Total 2020 2 - 12 14 48.5 1:0.29 2021 8 - 12 20 49.5 1:0.40 2022 13 - 16 29 47.5 1:0.61 Figure 5: SoN Research Roadmap
51 8.4 Data are provided to show directly the achievement of the programme outcomes, which are established and monitored. The SoN has carefully collected and tracked students' achievements through a student support program, an academic adviser system, and a semester-end seminar. The number of on-time graduate students, the number of dropouts, and employment rates are all indicators of program success. Additionally, academic staff, current students, alumni, and graduate employers have been contacted. Current students' feedback and opinions were gathered through interviews and questionnaires, and the results will be used to improve the curriculum. At the end of the academic year, the program committee examines data from all stakeholders in order to improve teaching, learning, and evaluation methods. All feedback from stakeholders was taken into consideration when drafting the ELOs and specifications. (Appendix 8.4 Program outcomes) 8. 5 Satisfaction level of the various stakeholders are shown to be established, monitored, and benchmarked for improvement. The SoN has a quality assurance system throughout its units to ensure the process, equipment and methods to implement to receive stakeholder feedback, including satisfaction. Satisfaction of the stakeholder includes students, alumni, academic staff and employers toward programs were collected through directed surveys such as seminar, dialogues, interviews, and in directed surveys such as phone call, email, survey with alumni and employers. The Quality Assurance also conducted the online surveys on the satisfaction of all the stakeholder. Results of the surveys are reported in a timely manner for improvement. After each survey, the program always has meetings to analyze satisfaction level and propose improvement plan. The results are monitored and benchmarked with other training programs. (Table 8.5: Example graduate Satisfaction Survey Results,) Table 8.5- Satisfaction Survey Results Academic Year Averages of satisfaction Current students SoN alumni Employers 2020 4.69 3.96 4.60 2021 4.56 4.02 4.53 2022 4.38 3.88 4.49
52 2.5 Self-Rating according to AUN-QA Assessment at Programme Level Criterion 1 2 3 4 5 6 7 1 Expected Learning Outcomes 1.1 The programme to show that the expected learning outcomes 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. ✓ 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. ✓ 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). ✓ 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. ✓ 1.5 The programme to show that the expected learning outcomes are achieved by the students by the time they graduate. ✓ Overall opinion ✓ 2 Programme Structure and Content 2.1 The specifications of the programme and all its courses are shown to be comprehensive, up-to- date, and made available and communicated to all stakeholders. ✓ 2.2 The design of the curriculum is shown to be constructively aligned with achieving the expected learning outcomes. ✓ 2.3 The design of the curriculum is shown to include feedback from stakeholders, especially external stakeholders. ✓ 2.4 The contribution made by each course in achieving the expected learning outcomes is shown to be clear. ✓ 2.5 The curriculum to show that all its courses are logically structured, properly sequenced (progression from basic to intermediate to specialised courses), and are integrated. ✓ 2.6 The curriculum to have option(s) for students to pursue major and/or minor specialisations. ✓ 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. ✓ Overall opinion ✓ 3 Teaching and Learning Approach 3.1 The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities. ✓ 3.2 The teaching and learning activities are shown to allow students to participate responsibly in the learning process. ✓
53 Criterion 1 2 3 4 5 6 7 3 .3 The teaching and learning activities are shown to involve active learning by the students . ✓ 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). ✓ 3 .5 The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset . ✓ 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 . ✓ Overall opinion ✓ 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 . ✓ 4 .2 The assessment and assessment -appeal policies are shown to be explicit, communicated to students, and applied consistently . ✓ 4 .3 The assessment standards and procedures for student progression and degree completion, are shown to be explicit, communicated to students, and applied consistently . ✓ 4 .4 The assessments methods are shown to include rubrics, marking schemes, timelines, and regulations, and these are shown to ensure validity, reliability, and fairness in assessment . ✓ 4 .5 The assessment methods are shown to measure the achievement of the expected learning outcomes of the programme and its courses . ✓ 4 .6 Feedback of student assessment is shown to be provided in a timely manner . ✓ 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 . ✓ Overall opinion ✓ 5 Academic Staff 5.1The programme to show that academic staff planning (including succession, promotion, re- deployment, 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 . ✓ 5 .2 The programme to show that staff workload is measured and monitored to improve the quality of education, research, and service . ✓
54 Criterion 1 2 3 4 5 6 7 5 .3 The programme to show that the competences of the academic staff are determined, evaluated, and communicated . ✓ 5 .4 The programme to show that the duties allocated to the academic staff are appropriate to qualifications, experience, and aptitude . ✓ 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 . ✓ 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 . ✓ 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 . ✓ 5 .8 The programme to show that performance management including reward and recognition is implemented to assess academic staff teaching and research quality . ✓ Overall opinion ✓ 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 . ✓ 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 . ✓ 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 . ✓ 6 .4 Co -curricular activities, student competition, and other student support services are shown to be available to improve learning experience and employability . ✓ 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 . ✓ 6 .6 Student support services are shown to be subjected to evaluation, benchmarking, and enhancement . ✓ Overall opinion ✓
55 Criterion 1 2 3 4 5 6 7 7 Facilities and Infrastructure 7.1 The physical resources to deliver the curriculum, including equipment, material, and information technology, are shown to be sufficient. ✓ 7.2 The laboratories and equipment are shown to be up-to-date, readily available, and effectively deployed. ✓ 7.3 A digital library is shown to be set-up, in keeping with progress in information and communication technology. ✓ 7.4 The information technology systems are shown to be set up to meet the needs of staff and students. ✓ 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. ✓ 7.6 The environmental, health, and safety standards and access for people with special needs are shown to be defined and implemented. ✓ 7.7 The university is shown to provide a physical, social, and psychological environment that is conducive for education, research, and personal well-being. ✓ 7.8 The competences of the support staff rendering services related to facilities are shown to be identified and evaluated to ensure that their skills remain relevant to stakeholder needs. ✓ 7.9 The quality of the facilities (library, laboratory, IT, and student services) are shown to be subjected to evaluation and enhancement. ✓ Overall opinion ✓ 8 Output and Outcomes 8.1 The pass rate, dropout rate, and average time to graduate are shown to be established, monitored, and benchmarked for improvement. ✓ 8.2 Employability as well as self-employment, entrepreneurship, and advancement to further studies, are shown to be established, monitored, and benchmarked for improvement. ✓ 8.3 Research and creative work output and activities carried out by the academic staff and students, are shown to be established, monitored, and benchmarked for improvement. ✓ 8.4 Data are provided to show directly the achievement of the programme outcomes, which are established and monitored. ✓ 8.5 Satisfaction level of the various stakeholders are shown to be established, monitored, and benchmarked for improvement. ✓ Overall opinion ✓ Total score from 8 criteria ....4...... points
56 Part 3: Strengths and Weaknesses Analysis AUN-QA Criteria Program Strength and Weakness and Area for Improvement AUN 1 Expected Learning Outcomes Strength - ELOs are in line with the university's vision and mission, as well as the needs of all stakeholders, including employers, healthcare industries, alumni, and nursing organizations. - Each course's cognitive, affective, and psychomotor aspects have been tailored to its unique characteristics. - The program structure and content were created to provide a good balance of generic and specialized skills and knowledge. - The program structure has been designed to ensure that all graduates achieve ELO and competencies. Basic courses are considered necessary for more advanced courses. - The program structure, active blended learning methods, and assessment methods are all clearly designed to support ELO achievement. Weaknesses - AUN 2 Programme Structure and Content Strength - The program structure is designed to promote the achievement of ELOs through the teaching and learning methods. - According to TNMC regulations, the program is subject to regular monitoring and evaluation at least once every five years. - Periodically, the program is reviewed to ensure that it is always up to date with the advancement of knowledge, skills, professionalism, and stakeholder requirements. - Active blended learning and a student-centered approach are employed through classroom learning, websites, practice, and simulation-based learning. Weaknesses - Updating the necessary information on the website is only possible with the assistance of IT support, resulting in the information not being updated as expected. - The program should be benchmarked against the same program studied through direct visits or school information. AUN 3 Teaching and Learning Approach Strength - All stakeholders are informed about the education philosophy, program objective, and teaching and learning approach. - Students are encouraged to use technological platforms and high- fidelity simulation-based learning to improve key 21st century IT literacy skills. - The student-teacher ratio is 1:8, which is adequate for providing advice and focusing on the needs of individual students. - The teaching and learning strategy and its results have been shared and improved on a regular basis (at least twice per semester) by the program committee. Weaknesses -
57 AUN-QA Criteria Program Strength and Weakness and Area for Improvement AUN 4 Student Assessment Strength - ELO is used to assess student academic development, which is supplemented by assessment rubrics that include formative (feedback, group discussion, post conference) and summative (examination) assessments. - The program includes a clear appeals procedure. Weaknesses - The programme committee and academic staff must develop methods to ensure that the rubric assessments and assessment procedures performed by nurse preceptors in various practice settings are conducted in the same way by academic staff. AUN 5 Academic Staff Strength - All academic staff have practical nursing experience and expertise. - 100 % of academic staff have received academic and professional training in teaching and learning, as well as outcome-based education. - All academic staff can use information technology, online platforms, and Google Classroom to assist students improve their skills. - Students evaluate academic staff performance in the program through an anonymous online evaluation. Weaknesses - The percentage of full-time academic staff with a doctorate degree remains at 25.92% (TNMC regulations require 40%). However, ten academic staff members are currently pursuing doctorates at national and international nursing programs, so the percentage will rise in the coming years. AUN 6 Student Support Services Strength - The process and regulations for recruiting support staff are clear and already included in the standard operating procedures. - Students have access to a counseling unit, scholarships, a self-access center, and a career development center. - Admission procedures and processes are well planned and implemented. Weaknesses - The program should give academic advisors more responsibility to assist and encourage students to complete their studies on time. - Members of the support staff have to work more on improving their English skills. AUN 7 Facilities and Infrastructure Strength - There are enough classrooms, seminar rooms, and work areas, and each room has the necessary equipment. - MFU students have full access to the journal and other publication resources. - There are support facilities such as a prayer room, toilets, a canteen, sports facilities, a health center, a student activities room, and a shuttle bus. Weaknesses - Improve the cleanliness of each classroom, especially after each use.
58 AUN-QA Criteria Program Strength and Weakness and Area for Improvement AUN 8 Output and Outcomes Strength - Graduate employability is high, especially since more than 85% work in recognized healthcare industries. - Students are also satisfied with the program. Weaknesses Benchmarking with national and international nursing programs to enhance not only the program's process but also its outcomes.
59 Appendices Criteria Title Link 1 Appendix1.1-1.1 TQF 2_TNMC approved 2560 https://drive.google.com/file/d/1rfeuaQ0mQKb6O2y5XN2uegGdOBGTO6V/view?usp=drive_ link Appendix1.1-1-2 TQF 2_TNMC approved 2565 https://drive.google.com/file/d/1Q5B4T55w2xUIZy5M9yLlf 73VOVIAJtjM/view?usp=drive_link Appendix 1.1-1.2 The stakeholders' communication channels https://docs.google.com/document/d/1oph7-w3CnZ4OnJVpun0jpMG9vrHAzt0/edit?usp=drive_link&ouid=1040301 06046620308809&rtpof=true&sd=true Appendix 1.1-2.2 TQF 1 MHESI https://drive.google.com/file/d/1ypIOHeWl3rwlpU34fGahN MRIjgzOUSbq/view?usp=drive_link Appendix 1.1- 3 TNMC https://drive.google.com/file/d/1UnwuQ7Jajkd38QrxB9uQ9 EEPtjIskUEA/view?usp=drive_link Appendix 1.1- 4 Summary table of stakeholder’s needs https://drive.google.com/drive/folders/1AZ3Xzwf8OF3IQj7- 5P9DeDLMUFB3AC87?usp=drive_link Appendix 1.2 TQF 3- 1901218 Adult Nursing 1 https://drive.google.com/file/d/1EIElLH2g2fKsrG6CA3_rK WnkW73oCFN8/view?usp=drive_link Appendix 1.5-1 Exit Examination https://docs.google.com/document/d/1wBqY4kKAIdNXPCJMrbIxxtw6mG4NbTP72hlwFxwfWw/edit?usp=drive_l ink Appendix 1.5-2 Eligible to graduate https://docs.google.com/document/d/1FIqGkBhswGEKOYW OQytzRQ6w0HPX4uO/edit?usp=drive_link&ouid=10403010604 6620308809&rtpof=true&sd=true Appendix 1.5-3 Year Learning Outcomes https://docs.google.com/spreadsheets/d/179YDPhq6n0d6Xuo _awC0MxnWKUvfJ7je/edit?usp=drive_link&ouid=1040301 06046620308809&rtpof=true&sd=true 2 Appendix 2.1-3 Students’ handbook https://docs.google.com/document/d/1NdADpgFYBOBMQj nefLHwzM36KATdsVfY5nspsUVWlts/edit?usp=drive_link Appendix 2.3.1 (9a-e) https://drive.google.com/file/d/1Q5B4T55w2xUIZy5M9yLlf 73VOVIAJtjM/view?usp=drive_link Appendix 2.5 Curriculum mapping https://drive.google.com/file/d/1PDhWbmP3RPDMPfZ_6ezj b0aXM4AvNFmZ/view?usp=drive_link
60 Criteria Title Link 3 Appendix 3.1-2 Examples of Teaching plans and activities https://drive.google.com/drive/folders/1GBEge5LAQ7NIaBP PppBOuN2t52XyDLwj?usp=drive_link Appendix 3.2 Examination of grade report https://drive.google.com/drive/folders/1UARZuorGHpHcjX9 iEOrRyUFRDUVaaZrn?usp=drive_link Appendix 3.4 3.4-1 TQF 3 -1301104 Intro to IT https://docs.google.com/document/d/1GDioNdi3plbY15l2V AmWmwkhgN9fUy4a8N0R8ZLGIGw/edit?usp=drive_link Appendix 3.4.2 How to live and learn https://drive.google.com/file/d/1oGVsSXtZyIgS0w7rIzi5Acf zALwmvqaT/view?usp=drive_link Appendix 3.5-1 TQF 3 1901222 Design Thinking https://drive.google.com/file/d/1IcfUBPpCbhVwtqyx_L6NuphWBe1XcMe/view?usp=drive_link Appendix 3.5-2 TQF3- 1203120 Managing Organization https://docs.google.com/document/d/14Tz5q9l8VlLicKiWjV 0YfmkXzdhtSGkux9wubjJVlmg/edit?usp=drive_link Appendix 3.6-1 3.6-1 QA Online Teachning Evaluation System https://docs.google.com/document/d/1rGikXkKTd1g5tivnaY 1riNpatwVHDoXEzZpRUniPC8A/edit?usp=drive_link 4 Appendix 4.1-1 Example of TQF 3-6 https://drive.google.com/drive/folders/1ZMKl9Gi3M1XsaVb nB5yvQ4qj1pi6lFSJ?usp=drive_link Appendix 4.2 Assessment-appeal policy https://drive.google.com/drive/folders/1qP94fzZbpGCOmlU dpxfOL_-8T16cawHw?usp=drive_link Appendix 4.1-2.1 Activity reports https://docs.google.com/document/d/1fcihr1871qc4Pl0eAoh DhsVX2fyylkYIbVwLS3Jg3Vg/edit?usp=drive_link Appendix 4.4 https://drive.google.com/drive/folders/1gBuhp2IJRkT1_frW qKHaRX-RkR7PU4Fr?usp=drive_link Appendix 4.6_Feedback of student assessment https://drive.google.com/file/d/1BmPrZEJY4DRUi07GerxH pv8owEN8JYiB/view?usp=drive_link Appendix 4.7.1-1 TQF 7 Program report https://drive.google.com/file/d/1KF4RqAC_F4EkE0- _fCDeFlwu85Ngk6oF/view?usp=drive_link Appendix 4.7.1-2 Student program evaluation report_2565 https://drive.google.com/file/d/1mZyZQUAIB4SMbEkNtMg vZP5OVm5ALuHi/view?usp=drive_link Appendix 4.7.2 Report evaluation form 1901215 https://drive.google.com/file/d/17JHFzf5RwoihVWNgehN_I R-2ljet3-uJ/view?usp=drive_link 5 Appendix 5.1 Academic Qualifications https://drive.google.com/drive/folders/1DGmJgatj_9d4zUmk I070s7XrEG0y92aC?usp=drive_link
61 Criteria Title Link Appendix 5.2 Academic and staff workloads https://drive.google.com/drive/folders/1wQZAYLgLL7fVKxY3akz6s8DHSNiluRF?usp=drive_link Appendix 5.3 HR regulation and policies https://drive.google.com/drive/folders/1gGVxdRHkXoBb47 ZUpQFm_eymWIXh8v9Q?usp=drive_link Appendix 5.4 Nursing MIS https://docs.google.com/document/d/1duNryN7tHKKVuHQ BwvtFLKlcd-RvwWMMEtlR2657GGo/edit?usp=drive_link Appendix 5.5 HR evaluations and recognitions https://drive.google.com/drive/folders/1yUYcZui_mldb28w XJZo6KkFlkC6ZikYH?usp=drive_link Appendix 5.7 Training and development plans https://drive.google.com/drive/folders/1bGJkjl0035DYnaI3d SlKCMDTdjX1DesX?usp=drive_link Appendix 5.8 Reward and recognitions https://drive.google.com/drive/folders/18Ne8EehefBMk24A NhS3wtngLG-9Zoutv?usp=drive_link 6 Appendix 6.1 Admission criteria and procedure https://docs.google.com/document/d/1QOtnN4xfALT9yrfWk _E-vMC3ONMKplmYdPXz_oBRPi8/edit?usp=drive_link Appendix 6.2 Extracurriculum activities https://drive.google.com/drive/folders/1gTVlYN4ptpE7TRS vjGcyxlgH1K1PPGqA?usp=drive_link Appendix 6.3 counseling student advisory services and intervention https://docs.google.com/document/d/1d53qtuNHoiJ5qlyTYx ycaITWbUL_uVV9BzOf08N4VRA/edit?usp=drive_link Appendix 6.4.1 Project: Oopen house https://drive.google.com/file/d/1wIcaqZwIqWweLztkEY_r4bWBBqu0CvX/view?usp=drive_link Appendix 6.4.2 Evaluation: open house https://drive.google.com/file/d/1QTucpShHk2lORtdB_GSW h45lAQhciSpp/view?usp=drive_link Appendix 6.5-1 Support staff competencies https://drive.google.com/drive/folders/1jZHsTOKCeyRUWLN9E8tJrgvS4OQjGww?usp=drive_link Appendix 6.5-2 Supportive staff plan https://drive.google.com/drive/folders/1AtzZhOUTd3M4bnx PWsckrcsN6IChbgu1?usp=drive_link 7 Appendix 7.2-7.3 URL links https://docs.google.com/document/d/1Gl3Aq7ZsKK0H0n3lt 8MOenXaIYL8Nvgd/edit?usp=drive_link&ouid=104030106 046620308809&rtpof=true&sd=true Appendix 7.3-1 Online Database https://docs.google.com/document/d/1Y4xlbB9H3t2epulJ8- McBx7at4hZVC1Z/edit?usp=drive_link&ouid=1040301060 46620308809&rtpof=true&sd=true Appendix 7.5 Computer, Facility, and Internet https://drive.google.com/file/d/1WyLbdHuXrkxCg55JNDLk v1jxb5riqNr5/view?usp=drive_link Appendix 7.6 safty and standard https://drive.google.com/drive/folders/1uyuOwuk1P2IQyebG iHy9blqCtP_UDn6t?usp=drive_link
62 Criteria Title Link Appendix 7.7 conseling student advisory services and intervention https://drive.google.com/drive/folders/10tnMKPuaaUjSfViRoM4gnUdPNtkOB76?usp=drive_link Appendix 7.8 HR regulation and policies https://drive.google.com/drive/folders/1gGVxdRHkXoBb47 ZUpQFm_eymWIXh8v9Q?usp=drive_link Appendix 7.9 Evaluation reports https://drive.google.com/drive/folders/1LdKdpHJF7ON5asc CQXgzYjZxVNhH3qyj?usp=drive_link 8 Appendix 8.3 Nursing Research course https://drive.google.com/drive/folders/1S6vwbev_9Aqn7hQ N4u-5DS5lq_amd_nQ?usp=drive_link Appendix 8.4 Program outcomes https://drive.google.com/file/d/1HRcJFmEPLp2KFCOt0OF1_ IAQbXZZH50M/view?usp=drive_link
63