5.

QUALITY MANAGEMENT: QUALITY ASSESSMENT AND

DEVELOPMENT
Evaluation of curriculum development and improvement is conducted regularly by
both the internal team and the external institutions. The evaluation process includes evalu-
ating the achievement of the vision and mission, the curriculum, students, and alumni. This
evaluation process is carried out to ensure that the education process runs according to the
targets and plans that have been set.
The entire monitoring and evaluation process is carried out in a structured manner,
starting from the national level, university level, faculty level, and study program level to
ensure the curriculum implemented in each study program has met the requirements of the
Independent Accreditation Institution of Indonesian Health Higher Education (LAM-PTKes),
which is held regularly every five years based on the regulations of Ministry of Education and
Culture Number 3 in 2020 and refers to the World Federation for Medical Education (WFME).

Criterion 5.1 Mechanisms for programme monitoring and evaluation

Monitoring and evaluating the educational program of the BSN-PN, MN, OGS, and
CVMS programs begins with the establishment of the curriculum, the curriculum process, and
the educational outcomes. A number of reviews are conducted on the study program's
monitoring and evaluation of the curriculum's development to make sure it adheres to
specified requirements. The review process includes the quality assurance unit, faculty
senators, the Rector/Vice Rector for legal verification, the IQAED at the university level, the
university senator, and finally, the Rector/Vice Rector, who officially approves and publishes
the curriculum for implementation. After obtaining legal approval, the BSN-PN, MN, OGS, and
CVMS programs implemented the curriculum shown in Figure 5.1.

Figure 5.1 Curriculum Development Scheme for BSN-PN, MN, OGS and CVMS Programmes
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 The curriculum process is monitored and evaluated by monitoring and assessing the
following aspects: (1) planning (course modules, teaching team preparation); (2)
implementation (lecturer attendance, timeliness, alignment with course modules); and (3)
evaluation of course implementation (perceived actual student workload on (Appendix 5.1
Perceived Students Workload of BSN-PN) for BSN-PN; (Appendix 5.2 Perceived Students
Workload of MN) for MN Programme; (Appendix 5.3 Perceived Students Workload of OGS
Programme) for OGSP; and (Appendix 5.4 Perceived Students Workload of CVMS Programme)
for CVMS Programme; and learning survey feedback from both lecturers and students on 5.2).
This procedure was carried out throughout the semester. IQAED monitors this procedure
once a year using an internal quality audit (IQA). The most recent IQA results in 2022 are
shown in Figure 5.2 for the BSN-PN program, Figure 5.3 for the MN program, Figure 5.4 for
the OGS program, and Figure 5.5 for the CVMS program. The results demonstrate that the
attainment of the BSN-PN, MN, OGS, and CVMS programs is excellent in all standards except
standard II, where the BSN-PN, MN, and OGS programs are satisfactory and the CVMS
program is satisfactory in standard III. The outcomes of the IQA evaluation will be addressed
through meetings with study program leaders and faculty. These discussions will result in the
development of corrective measures targeted at improving the situation. These measures will
be implemented by the designated study program leaders, and their effectiveness will be
evaluated at the subsequent IQA evaluation.

Figure 5.2 IQA Achievement of BSN-PN Figure 5.3 IQA Achievement of MN pro-
programme gramme

89
 Figure 5.4 (IQA Achievement of OGS Figure 5.5 IQA Achievement of CVMS
programme programme

The monitoring and evalua on carried out by study programs focus on the implemen-
ta on of the defined curriculum. The study program guarantees that the course team has
prepara on mee ngs during the planning phase to align the CLO with appropriate teaching
and evalua on methodologies. The team also evaluates and improves prior semesters' teach-
ing and evalua on approaches. The quality assurance unit examines the course learning plan
created by the course team prior to the course. The study program's director oversees imple-
menta on in accordance with the planned course module. Students and lecturers par cipate
in the evalua on process by comple ng a learning survey, which will be addressed more in
Sec on 5.2. The evalua on findings are shared with the course team and used to evaluate the
learning process.
The assessment of CLOs, ILOs, PLOs, and the Na onal Competency Examina on (NCE)
is used to monitor and evaluate educa onal achievements. This procedure is repeated on a
regular basis. In 5.4, the assessment of ILOs, PLOs, and NCEs will be discussed further.
Through the CLO-ILO mapping, LOs are linked to the CLOs of various courses; hence, if
the CLOs are obtained to the requisite level of satisfaction, the corresponding ILOs are pre-
sumed to be attained to the required level of satisfaction. CLOs are tested employing direct
assessment methods such as quizzes, case study reports, discussion groups, written exams,
assignments, objective structured clinical exams, direct observational procedural skill, and so
on. Each CLO could be assessed using one or more approaches. Each assessment method has
specific criteria to ensure objectivity. The course team assesses CLO outcomes by reviewing
course portfolios, which contain information on learning implementation, offered resources,
teaching and evaluation methodologies, measurement of learning outcomes, student and
faculty surveys, previous semester actions, and future plans. The study program uses an
online application for the Faculty of Nursing, available at https://perencanaan.un-
has.ac.id/cplkeperawatan, to compile and analyze graduate learning results. The sample
course portfolio for each study program's is presented in (5.5 Course Portfolio BSN-PM Pro-
gramme) for BSN-PN, (Appendix 5.6 Course Portfolio MN Programme) for MN, (Appendix 5.7
Course Portfolio OGS Programme) for OGSP, and (Appendix 5.8 Course Portfolio CVMS Pro-
gramme) for CVMSP. Through the CLO-ILO mapping, LOs are linked to the CLOs of various
90
courses; hence, if the CLOs are obtained to the requisite level of satisfaction, the correspond-
ing ILOs are presumed to be attained to the required level of satisfaction. CLOs are tested
employing direct assessment methods such as quizzes, case study reports, discussion groups,
written exams, assignments, objective structured clinical exams, direct observational proce-
dural skill, and so on. Each CLO could be assessed using one or more approaches. Each assess-
ment method has specific criteria to ensure objectivity. The course team assesses CLO out-
comes by reviewing course portfolios, which contain information on learning implementa-
tion, offered resources, teaching and evaluation methodologies, measurement of learning
outcomes, student and faculty surveys, previous semester actions, and future plans. The
study program uses an online application for the Faculty of Nursing, available at
https://perencanaan.unhas.ac.id/cplkeperawatan, to compile and analyze graduate learning
results. The sample course portfolio for each study program's is presented in (5.5 Course Port-
folio BSN-PM Programme) for BSN-PN, (Appendix 5.6 Course Portfolio MN Programme) for
MN, (Appendix 5.7 Course Portfolio OGS Programme) for OGSP, and (Appendix 5.8 Course
Portfolio CVMS Programme) for CVMSP.

Criterion 5.2 Teacher and student feedback

5.2.1 BSN-PN and MN Programme
The Faculty of Nursing has developed and implemented a method for collecting and
analyzing input from faculty and students. To ensure that learning outcomes are met, the
faculty and BSN-PN and MN programs perform annual evaluations at the end of each
semester using learning evaluation surveys. The quality assurance unit creates these surveys
while keeping validity and reliability in mind. Curriculum, teaching methods, faculty
assistance, resources, and general satisfaction are all evaluated. Structured questionnaires or
open-ended replies are used to collect feedback in order to identify areas for improvement
and measure program performance. Higher graduation rates, reduced dropout rates, and
academic achievements all reflect the program's excellence. The evaluation tool contains 15
Likert-scale questions encompassing the domains of planning, procedure, and evaluation. As
an example, "the teaching methods used in this course are relevant and helpful in assisting
students to understand the course material." The BSN-PN program had 106 student
respondents and 30 lecturers in the most recent evaluation in 2022, while the MN program
had 61 student respondents and 10 instructors. Figures 5.6 for BSN-PN students and 5.7 for
BSN-PN teachers show a variety of courses. (Appendix 5.9 Exemplary Questionnaire and
Students) contains an example questionnaire and the results of student feedback from the
BSN-PN curriculum. While the MN program course is depicted in figures 5.8 for MN students
and 5.9 for MN teachers, A sample questionnaire of the course survey for the MN program
and its results are presented in Appendix 5.10, MN_Questionnaire & Result Student Teacher
Feedback.

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 Figure 5.6 BSN-PN Student feedback Figure 5.7 BSN-PN Teacher feedback

Figure 5.8 MN Student feedback Figure 5.9 MN Lecturer feedback

The quality assurance unit uses a customer satisfaction survey to assess the quality
and progress of the BSN-PN and MN programs' services for students and lecturers. This
evaluation involves customer satisfaction surveys completed each semester, with data
analyzed using the Customer Satisfaction Index (CSI) and Important Performance Analysis
(IPA). The results of the faculty of nursing customer satisfaction survey are presented in
Criteria (Appendix 5.11 Student Satisfaction Survey Results (BSN-PN and MN) and
Questionnaires).
All evaluations will be addressed in meetings with leaders and faculty members to
develop action plans for improving curriculum implementation and services. In the following
semester, the implementation of the follow-up plans will be reviewed. The evaluation
findings will be posted on the website https://nursing.unhas.ac.id/en/quality/.

5.2.2 OGS and CVMS Programme

The OGS and CVMS programs have established and implemented a method for
collecting and analyzing feedback from teachers and students via surveys at the end of the
semester. The poll included student evaluations of lecturers in each course taken by students.
During the semester, the lecturers' professionalism, services, responsiveness, care, and

92
assurance were all evaluated. Each course is graded using the following criteria: excellent,
good, satisfactory, and unsatisfactory. Sample questionnaires of satisfaction for the OGS and
CVMS programs are presented in Appendix 5.12 Examplary Quesionnaire and Students-
Teachers Feedback of the OGS Programme and Appendix 5.13 Examplary Quesionnaire and
Students-Teachers Feedback of the CVMSP, respectively. The answers to the end-of-semester
questionnaire are then studied and assessed by leaders and faculty members in order to
develop follow-up plans for improving curriculum implementation and services. The follow-
up strategies will be implemented in the next semester.

The figures below provide an overview of examples of courses assessed by students

in each course.

Figure 6.0 OGS Student feedback Figure 6.1 CVMS Student feedback

Criterion 5.3 Student representation

Hasanuddin University facilitates the extracurricular activities of students, including
masteral and specialist study program students. The student extracurricular activities are
based on the regulations of the rector about the student union and its activities (Appendix
5.14, Student Council and Activities (ENG)). There are existing student unions or councils at
the university level, faculty level, and study program level.
Besides participating in the student union, students are also involved in the design and
evaluation of the curriculum and the development of university regulations. In the curriculum
development or evaluation, all external and internal stakeholders, including students, partic-
ipated. The representatives of student unions at the faculty and study program levels are in-
vited.
At the university level, the top organ in regulation development is the Board of Trus-
tees. The president of the student union at Hasanuddin University is an ex-officio member of
the Board of Trustees. The activities of the student union at the faculty level consist of scien-
tific activities (scientific seminars and competition), sports and arts, entrepreneurship, organ-
ization and leadership programs, and social-community services. The faculty and study pro-
gram are responsible for supporting and facilitating the extracurricular activities through pro-
vided facilities, advice, student activity mentoring, and funding support.

93
 Upon graduation, students will receive several certifications as well as a diploma sup-
plement that explain their achievements, both learning achievement and non-academic
achievement, such as art and sports competition champions. (Appendix 5.15, Graduate Certi-
fication and Diploma Supplement)

5.3.1 BSN-PN and MN Programme

The student organizations at the departmental or study program level are the
Department Student Association or Study Programme Student Association. Student
organizations in the BSN-PN program are called Himpunan Mahasiswa Ilmu Keperawatan
(HIMIKA), or Association of Nursing Students, while in the MN program, student associations
are called Forum Mahasiswa Magister Ilmu Keperawatan (FORMIK), or Master of Nursing
Programme Students Forum.
The BSN-PN and MN programs offer student organizations the opportunity to represent
students and provide feedback regarding their satisfaction with the academic process, which
is conducted at the end of each semester. Members of HIMIKA and FORMIK are involved in
many activities, such as becoming committee members for international conferences held by
the Faculty of Nursing, being involved in inbound student’s program activities such as
becoming peer buddies for foreign students, and being facilitators for the exchange student
program.
The BSN-PN and MN programs support extracurricular activities for students by
providing spaces for HIMIKA and FORMIK, providing funding for students who want to join
international conferences overseas, and supporting their student creativity program by
providing mentors for them to develop a proposal for this program and submit it for the
national student creativity grant competition.

Obstetrician and Gynaecologist Specialist Programme

The Student Representative Organization of the Obstetrics and Gynecology Specialist

Study Programme consists of a chairman, vice chairman, secretary, treasurer, division
coordinator, and division members. The chairman is chosen from senior residents, and the
other members consist of students from semesters 3 to 7. Student representatives are
responsible for organizing student activities during the education process, both academic and
non-academic, as well as being a mediator between students and the Head of the Study
Programme in the context of education. Suppose there are problems related to the learning
process or non-academic issues within the resident scope. In that case, they are also involved
in decision-making or policy formulation as student representatives in the study program
forum.

5.3.2 OGS and CVMS Programme

The Student Representative Organization of Cardiology and Vascular Medicine
Specialist study program consists of chief advisors and chief councils. Chief advisors are
elected from among the senior residents, while the chief councils consist of 7th semester
students. Student representatives are responsible for organizing student activities during the
94
educational process (student rotation and shift schedules) and also extracurricular activities
and mediating the student with the Head of Study Programme in the context of education.
Suppose there are problems related to the learning process or non-academic problems within
the scope of the resident. In that case, they are also involved in decision-making or policy
formulation as student representatives in the study program forum. The student
representative organization holds several activities ranging from those that will enhance the
student’s knowledge in the field of cardiology, such as the ECG Club, Echocardiography Club,
and Sharing Pakar.

Criterion 5.4 Performance of students and graduates

5.4.1. Performance of students
The head of all study programs, in collaboration with the academic committee,
monitors, assesses, and evaluates implementation and learning in each semester using a
range of measurements. The key performance indicators (KPIs) listed below are used to assess
performance and are also used by the Indonesian Accreditation Agency for Higher Education
in Health (IAAHEH) to validate quality interpretations. The Head of the BSN-PN program will
report to the Dean on the KPIs listed in Table 5.1. The results of the KPIs and the achievement
of PLOs, as well as feedback from stakeholders, were discussed among faculty members in
order to address proposals for improving specific parts of academic activity. The course
portfolio describes the student's achievement rate.
Another student's performance is visible on the ILO assessment. The ILO assessment
is carried out each semester by analyzing the CLO measuring data in each course. In the 2021
curriculum, the BSN-PN and MN programs earned great achievements in all nine graduate
learning outcomes, with each course ILO scoring over 80%. Likewise, the MN program
excelled in all ten MN learning outcomes, with each ILO scoring more than 80% in the 2021
curriculum.

Figure 6.2 ILO Achievement of BSN-PN Figure 6.3 ILO Achievement of MN Pro-
Programme gramme

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Figure 6.4 ILO Achievement Obstetrics Figure 6.5 ILO Achievement Cardiology and
and Gynaecologist Specialist of Pro- Vascular Medicines Specialist of Pro-
gramme gramme

96
 Table 5.1 Key Performance Indicators of BSN-PN, MN, OGS, and CVMS Programme
BSN Programme PN Programme MN Programme OGS Programme CVMS Programme
20/21 21/22 22/23 20/21 21/22 22/23 20/21 21/22 22/23 20/21 21/22 22/23 20/21 21/22 22/23
Intake student 125 176 138 84 150 135 19 45 37 21 28 24 18 23 22
Student body 502 575 529 50 65 135 119 107 97 104 101 79 93 97
Number of 110 130 152 108 84 150 61 53 57 15 21 26 16 16 11
Graduates
Average of GPA 3.42 3.55 3.50 3.84 3.84 3.91 3,81 3,81 3,88 3.67 3.72 3.77 3.88 3.84 3.83
Number of 99 120 138 105 82 148 48 66 47 0 2 2 0 2 3
students who
graduate on time
Number of 0 1 5 37 19 60 3 1 1 0 2 0 0 2 3
graduates with
Cum- Laude
Number of Drop- 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
out student
Percentage of - - - 136 of 84 of 110 of - - - 15/15 21/21 26/26 7/7 9/9 17/17
passed 138 85 110 (100%) (100%) (100%) (100%) (100%) (100%)
participant at (98.5%) (99%) (100%)
National Nursing
License Exam

97
 The student’s performance is examined by the NCE for the BSN-PN, MN, OGS, and
CVMS programs. Nursing program quality is evaluated through competency tests and accred-
itation status. Since 2013, the NCE has been employed in Indonesia for BSN-PN, and the OGS
and CVMS programs have used the national competency examination to validate qualified
competence. It consists of a written exam as well as the Objective Structured Clinical Exami-
nation (OSCE). In 2020, an exit exam for the written component of the BSN-PN program was
added. The NCE certifies graduates' proficiency and issues a registration certificate as confir-
mation of their competence as nurse generalists, as required by the Ministry of Health. Table
5.1 shows the outcomes of the national NCE for the BSN-PN, MN, OGS, and CVMS programs
at Unhas.

5.4.2 Performance of graduates

PLOs are broad statements describing the achievements that BSN-PN, MN, OGS, and
CVMS program graduates should attain a few years (2–3 years) after completing the program.
The achievement of PLOs is evaluated through an employer survey and by the alumni them-
selves. Responses to the survey ranged from "excellent" (scored 4) to "poor" (scored 1), which
are in line with the levels of attainment shown in Table 5.2. The BSN-PN graduates did well in
PLOs from employer opinions like "care provider," "communicator," "health educator," and
"nurse manager," with mean scores between 3.6 and 3.8. Research-related PLO attainment
was considered satisfactory. While alumni opinions demonstrated satisfactory results for all
PLOs, as shown in figure 6.6, The employer of MN showcased exceptional performance in
PLOs with mean scores of 3.6, which are considered exemplary, while alumni opinions
demonstrated satisfactory performance for all PLOs, as shown in figure 6.7.
The employer of the OGS program showcased exceptional performance in PLOs with
mean scores of 3.81, which are considered exemplary, while alumni opinions demonstrated
exemplary (care provider, communicator, and decision maker) and satisfactory (educator,
community leader, and manager), as shown in figure 6.8.
The CVMS alumni demonstrated strong performance in PLOs from employer perspec-
tives such as care provider, educator, leader, and manager. Researcher-related PLO attain-
ment was considered satisfactory. While alumni's opinions demonstrated exemplary (care
provider and educator) and satisfactory (manager, leader, and researcher), as shown in figure
6.9.

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 Figure 6.6 BSN-PN Graduates Performances Figure 6.7 MN Graduates Performances based
based on Employer and Alumni Opinions on Employer and Alumni Opinions

Figure 6.8 OGSP Graduates Performances Figure 6.9 CVMSP Graduates Performances
based on Employer and Alumni Opinions based on Employer and Alumni Opinions

Table 5.2 Attainment level of PLOs

The survey of graduates also includes measuring factors such as the duration of wait-
ing time for employment, career choices, and their decisions to pursue further studies at the
next level. BSN-PN, MN, OGS, and CVMS Program graduates career choices are in line with
their profession, as shown in Table 5.3.

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 Table 5.3. Awaiting time for employment
Programme awaiting time for Career Choice
employment
(months)

BSN-PN 2.1 Nurse (93.3%), Education staff (1.8%),

Educational Laboratory Technician (1.8%),
Private employee (1.8%), Continuing study
(0.9%)

MN 0.5 Nurse (28.6%), Lecturer (64.3%), Health care

administrator (7.1%)

OGS 1.5 Specialist (79.07%), Head of specialist

department (3.53%), Head of hospital (8.14%),
Lecturer (6.98%), Administration section
(2.33%)

CVMS 1.5 Cardiologist (90%), Manager and Leader (7%),

Lecturer (3%)

Criterion 5.5 Involvement of stakeholders

The BSN-PN, MN, OGS, and CVM programs always involve stakeholders in course
and program evaluation, curriculum, and the performance of graduates. We actively in-
volve internal and external stakeholders, as shown in Table 5.4
Table 5.4 the involvement of stakeholders
Programme Internal stakeholder External stakeholder
BSN-PN Lecturer, support alumni, users, government, the Healthcare
MN staff, Student Professional Organization by Indonesian Na-
tional Nurses Association (INNA), and The Ed-
ucation Association (Association of Indone-
sian Nurse Education Centre (AINEC)
OGS alumni, users, government, the Healthcare
Professional Organization by Collegium of In-
donesian obstetrics and Gynaecology Associ-
ation (IOGA), and The Institution Association
of Indonesian Medical Education
CVMS alumni, users, government, the Healthcare
Professional Organization by Collegium of In-
donesian Heart Association (IHA), and The In-
stitution Association of Indonesian Medical
Education

100
a. Involvement on the curriculum
The formulation of graduate profiles and ILOs in BSN-PN, MN, OGS, and CVMS
programs involves gathering aspirations from both internal and external stakeholders
following the curriculum development process outlined in Figure 5.1. The aspirations of
stakeholders are taken into account in formulating the graduate profiles. The correlation
between the profile and aspirations of stakeholders is explained in the curriculum book
that has been explained in (Appendix 5.16 Curriculum Book of BSN Programme),
(Appendix 5.17 Curriculum Book of MN Programme), (Appendix 5.18 Curriculum Book
of OGS Programme), and (Appendix 5.19 Curriculum Book of CVMS Programme).

b. Involvement on course and programme evaluation

The faculty of nursing and the faculty of medicine conduct satisfaction surveys
twice a year. This survey was conducted for students, teachers, alumni, and employers
to evaluate the quality and development of their degree program. These surveys assess
curriculum, teaching methods, faculty support, resources, and overall satisfaction.
Feedback is collected through structured questionnaires or open-ended responses,
allowing participants to share their opinions, suggestions, and concerns. The feedback
helps identify areas for improvement and measure the effectiveness of degree
programs, including teaching strategies. Higher graduation rates, lower drop-out rates,
and academic achievements reflect the program's effectiveness in providing a quality
educational program. Alumni outcomes (employment rates, career advancements, and
contributions to their fields) indicate how well the program prepared them for
professional success. The questionnaire and results of the alumni and employer
satisfaction surveys are presented in (Appendix 5.20 The Quesionnaire and Result of The
Alumni and Amployer Satisfaction for BSN Programme) for the BSN-PN programme),
(Appendix 5.21 The Quesionnaire and Result of The Alumni and Amployer Satisfaction
for BSN Programme) for the MN programme), (Appendix 5.22 The Quesionnaire and
Result of The Alumni and Amployer Satisfaction for OGS Programme), and (Appendix
5.23 The Quesionnaire and Result of The Alumni and Amployer Satisfaction for CVMS
programme).

c. Involvement on the performance of graduates

Graduate surveys measure alumni achievements two years after graduation
through an employer survey. Employer surveys gauge alumni performance in relation to
PLOs as perceived by employers. The results of this survey are described in Criterion 5.4,
figure 6.6 to 6.9.

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 SWOT ANALYSIS

Strengths:
a. Unhas has a well-established internal quality assurance system that ensures all
university standards are met. This system is implemented at various levels, including
university, faculty, and department levels by using Plan-Do-Check-Act (PDCA) approved.
b. The university conducts regular internal quality audits and assessments to monitor the
implementation of standards and evaluate the achievement of learning outcomes. This
ensures that feedback is collected consistently and allows for continuous improvement
such as Regular Evaluation, Comprehensive survey system, Evaluation of clinical skills,
Alumni outcomes assessment, Graduate Performance evaluation by Users.
c. The programmes use validated instruments for surveys and questionnaires, ensuring the
reliability and consistency of the data collected. The use of online surveys also makes it
easier for respondents to participate and provide feedback. The quality assurance unit
uses validated instruments for the surveys, which ensures the reliability and validity of
the data collected.
d. The study programme holds meetings to discuss the evaluation results and develop a
follow-up plan for each feedback received. This demonstrates a proactive approach to
address concerns and make improvements.
e. The programmes gather feedback from stakeholders on curriculum, courses, and
programme evaluation. This feedback helps shape and improve the curriculum, ensuring
that it meets the needs and aspirations of stakeholders.

Weaknesses:
a. Decrease in Audit Result Scores especially in some criteria, such as finance and facilities,
and outputs and achievements, have shown a decrease in scores during the audit
process. This indicates potential weaknesses in these areas that need to be addressed
for improvement.
b. Curriculum Approval Process: The process of curriculum approval involves multiple
stages and requires input and verification from various bodies. This may lead to delays
or inefficiencies in implementing updated curricula.
c. Limited focus on specific aspects: While the surveys cover various areas, there is no
specific mention of evaluating certain important factors such as the integration of
technology in teaching, cultural competence, or diversity and inclusion within the
programmes. These aspects are crucial for modern healthcare education.

Opportunities:
a. Continuous improvement based on stakeholder feedback with feedback gathered from
stakeholders can be used to identify areas for improvement in curriculum, courses,

102
 programme management, and facilities. This allows for ongoing enhancements to meet
the evolving needs of stakeholders and ensure programme quality.
b. There is an opportunity for the university to enhance collaboration and partnerships,
both domestically and internationally, to further improve the quality of education,
research, and community services.
c. The university can leverage the feedback received from students, faculty members,
graduates, and employers through surveys and assessments to identify areas of
improvement and address their needs and expectations
d. The feedback received from evaluations can be used to inform decision-making
processes and drive improvements in the programme's performance and effectiveness.
e. The surveys and evaluations can help identify gaps in knowledge, skills, and
preparedness for clinical practice among graduates. This information can be used to
develop targeted interventions and improve the overall competence of students and
graduates.

Threats:
a. There may be a risk of evaluation bias if the evaluations are not conducted objectively
or if the participants' responses are influenced by external factors.
b. With the growing number of nursing and medical programmes, the programmes face
the threat of increased competition in attracting high-quality students and faculty
members. They need to continuously assess and improve their performance to
maintain their reputation and competitiveness.

AREA OF IMPROVEMENT
a. Enhance Utilization of Quality Assurance System: Strengthen the implementation of the
internal quality assurance system by ensuring that findings from regular audits and as-
sessments lead to tangible improvements in university standards and learning out-
comes.
b. Improve Feedback Integration: Streamline the process of incorporating feedback from
stakeholders into curriculum development and programme enhancements. Develop a
more systematic approach to turning feedback into actionable improvements.
c. Address to increase the score of Audit Result: Devote resources and efforts to address
weaknesses identified in the audit results, particularly in areas like finance, facilities,
and outputs/achievements. Implement corrective actions and monitor progress.
d. Streamline Curriculum Approval Process: Work on simplifying and expediting the cur-
riculum approval process by reducing bureaucratic hurdles. Consider involving fewer
bodies in the approval process or establishing clear timelines for approvals.
e. Expand Evaluation Scope: Broaden the scope of evaluations to encompass critical as-
pects such as the integration of technology in teaching, cultural competence, and di-
versity and inclusion. Ensure these aspects are systematically assessed and improved.

103
f. Enhance Collaboration and Partnerships: Actively seek opportunities for collaboration
and partnerships both domestically and internationally to further improve education,
research, and community services.
g. Leverage Stakeholder Feedback: Utilize feedback from students, faculty, graduates, and
employers more effectively to identify areas for improvement and align programmes
with their needs and expectations.
h. Data-Driven Decision-Making: Promote a culture of data-driven decision-making by us-
ing feedback data to inform programme decisions and drive performance improve-
ments.
i. Address Knowledge and Skill Gaps: Use surveys and evaluations to identify and address
gaps in knowledge, skills, and preparedness for clinical practice among graduates. De-
velop targeted interventions to enhance student and graduate competence.
j. Mitigate Evaluation Bias: Implement measures to mitigate evaluation bias. Ensure that
evaluations are conducted objectively and that responses are not unduly influenced by
external factors. Train evaluators and respondents on the importance of unbiased feed-
back.
k. Stay Competitive: Given the growing competition in the field of nursing and medical
programmes, continually assess and improve programme performance to maintain a
strong reputation and competitiveness. This includes attracting high-quality students
and faculty members and offering innovative educational experiences.

104