Έκθεση Εσωτερικής Αξιολόγησης. Internal Evaluation Report of the Nursing Department of the

ΕΛΛΗΝΙΚΗ ΔΗΜΟΚΡΑΤΙΑ Α.Δ Ι.Π. ΑΡΧΗ ΔΙΑΣΦΑΛΙΣΗΣ ΠΟΙΟΤΗΤΑΣ ΑΝΩΤΑΤΗΣ ΕΚΠΑΙΔΕΥΣΗΣ HELLENIC REPUBLIC H.Q.A.A. HELLENIC QUALITY ASSURANCE AGENCY FOR HIGHER EDUCATION Έκθεση Εσωτερικής Αξιολόγησης Internal Evaluation Report of the Nursing Department of the ALEXANDER TECHNOLOGICAL EDUCATIONAL INSTITUTION (ATEI) OF THESSALONIKI, GREECE, 2009-2010 ΑΛΕΞΑΝΔΡΕΙO ΤΕΧΝΟΛΟΓΙΚΟ ΕΚΠΑΙΔΕΥΤΙΚΟ ΙΔΡΥΜΑ ΘΕΣΣΑΛΟΝΙΚΗΣ (ΑΤΕΙΘ) ΣΧΟΛΗ ΕΠΑΓΓΕΛΜΑΤΩΝ ΥΓΕΙΑΣ ΚΑΙ ΠΡΟΝΟΙΑΣ ΤΜΗΜΑ ΝΟΣΗΛΕΥΤΙΚΗΣ Ακαδημαϊκό έτος 2009 2010 Τόπος : ΘΕΣΣΑΛΟΝΙΚΗ Ημερομηνία : 21/06/2010 1

CONTENTS INTRODUCTION PAGES.1 CHAPTER 1. The process of Internal Evaluation 2-3 CHAPTER 2. Presentation of the Department 3-7 CHAPTER 3. Program of Studies 7-25 CHAPTER 4. Teaching 25-42 CHAPTER 5. Research Work 42-49 CHAPTER 6. Relations with social / cultural / industrial (SCI) organizations 50-52 CHAPTER 7. Strategic academic development 52-54 CHAPTER 8. Administrative services and infrastructures 54-59 CHAPTER 9. Conclusions 59-62 CHAPTER 10: Improvement Plans 62-63 Chapter 11: Tables 63-87 CHAPTER 12.Appendixes 87-183 2

INTRODUCTION The present document constitutes the Internal Evaluation Report of the Nursing Department of the ALEXANDER TECHNOLOGICAL EDUCATIONAL INSTITUTION OF THESSALONIKI, GREECE (ATEI). This report has been mainly based on data collected from questionnaires, (filled in by students), and inventories, (filled in by professors), during the fall and spring semesters of the academic year 2009-2010. This document has been carried out in accordance to the guidelines of the Hellenic Quality Assurance Agency for Higher Education (HQAAHE). According to the HQAAHE: Internal Evaluation is basically a self-evaluation process, which indicates the identity of the Department, while at the same time it reveals all the characteristics of its functioning, both positive and negative, as well as its future objectives. The aim of the Internal Evaluation (I.E.) was not simply data collection and results recording, but also promoting a critical stance regarding the Department s quality standards for educational, research and administrative activities carried out, in accordance with the law for Quality Assurance and the instructions given by HQAAHE. Following the first I.E. of the Department in the fall of 2009, a second I.E. was carried out efficiently. After extensive discussions and clarification of certain reservations and concerns within the General Board and the Departmental Board the process began. Students did not have any objections. Overall, it has been pointed out that an increased participation rate of students and professors is needed, while questionnaires have to be revised in order to obtain a better reality appraisal of the academic activities within the department. The completion of the first two IEs has offered a clear picture of the level of study offered by the department, as well as it s academic and social status. We believe that the I.Es. have offered the Department the opportunity of revising its mission, its objectives and its role in the field of Nursing Science. There have also been new opportunities for discussing several academic and practical issues, opportunities for developing innovative teaching strategies as well as reinforcing further the already strong points of the Department. The Department will carry on this attempt, in order to come up with certain solutions to persistent problems that hinder its development. At the same time the Department is anticipating that both the administration as well as the State will ensure the improvement of the framework, within which the Department is called upon to function, since Nursing Science develops rapidly, due to new technologies, neurosciences and the development of biotechnological research. This development results in the production of new knowledge regarding health and disease, the modification of clinical methods and the incorporation of research findings into the daily clinical practice. We would like to thank everyone who participated in the process of internal evaluation of the Department and contributed in its completion at any rate. 3

The G.I.E. (Groups of Internal Evaluation) of the Nursing Department, of Thessaloniki H.T.E.I. CHAPTER 1. The process of Internal Evaluation 1.1 Description and Analysis of the Internal Evaluation of the Department 1.1.1 People participating in the G.I.E. The Internal Evaluation was initiated, following a decision taken by the General Board of the Department of Nursing. According to this decision (16/1/08) the following people were assigned as members of G.I.E.: a) Melissa Chrysoula (Professor) b) Ombesi Filomila (Professor) c) Kourkouta Lambrini (Professor) And Moraiti Chrisanthi, as student representative During the second I.E., Prof. Sapountzi-Krepia D. had already retired and was subsequently replaced by Professor Kourkouta Lambrini. as currently acting head of the department. Moreover, the G.I.E. collaborated with the administrative personnel of the Department. 1.1.2 With whom and how did the G.I.E. collaborate to compile this report? The G.I.E. had meetings when: 1) decisions needed to be made regarding the distribution and collection of the questionnaires 2) a problem that came up during the conduct of the research had to be solved 3) the internal evaluation report had to be compiled 1.1.3 What sources and processes were used for the pumping of information? The information was drawn from the students and from the Department s staff (Table 2-3). The questionnaires were distributed to the students during the fall and spring semester of academic year 2008-09, and 2009-10. The questionnaires were distributed during lectures and were filled-in anonymously by the students. These questionnaires were subsequently collected and put in a file by a student already assigned for this task. The file was signed both by the student and a tutor and was submitted to the G.I.E. Two further forms were given for completion to the teaching staff, part time tutors and Clinical Collaborators of Department, i.e.: a) The Inventory for each semester course (Table 12-3), delivered in printed and electronic form. b) The Individual inventory for the teaching staff (Table 12-3). To what extent was the internal evaluation report discussed? The final I.E. report was presented to the General Assembly of the Department and was extensively discussed before final approval. 4

1.2 Analysis of positive elements and difficulties that were presented during the process of internal evaluation The process of evaluation, at the Departmental level, is relative new and it reasonably needs a phase of familiarization and progressive adaptation. It should also be noted that similar procedures have been applied in the past, but not in such an organised and systematic way. Thus, it is very positive that we have now acquired an overall assessment of the department s activities. This process offered the opportunity for a multifaceted and complete evaluation that its elements will also be used for comparison of our Department with others from various ATEIs, Universities and other Higher Educational Institutions from Greece and abroad. By determining weaknesses we are forced to plan suitable strategies and mechanisms in the future. The positive response by both full and part-time staff constitutes one of the strongest elements of the whole process. The most important difficulty was entering questionnaire data to the statistical package for further analysis. This process was time-consuming especially due to the current lack of human resources in the department. 1.3 Proposals for the improvement of I.E. process a) The process of evaluation will be more effective when all members of ATEI personnel, (educational, administrative and technical personnel), comprehend the importance and the role of evaluation in the ongoing growth and development of the Department. b) A simple proposal for improvement is the adaptation of questionnaires according to the comments and proposals of the students and tutors alike. c) Improved co-operation between HQAAHE and G.I.E. is needed so that different problems and issues are discussed and views on the I. E s objectives are shared with other ATEIs. CHAPTER 2. Presentation of the Department The Department of Nursing is one of the six departments of the Faculty of Health and Welfare Professions (SEYP) ATEI of Thessaloniki. The Department was established in 1973 under the auspices of post-secondary technological education (KATEE). In 1984, it was upgraded and included into the higher education system (TEI). Finally, according to Law 2916/2001, all ATEI departments are part of the official Greek tertiary education system (ATEI). From 1997 to 2010, 4783 students have graduated and 1328 are actively studying at the Department. 2.1. Departmental location The Department of Nursing ATEI, is sharing rooms within a 2-storey building with the Departments of Aesthetics, Physiotherapy and Medical Technicians. ATEI campus is situated in the suburb of Sindos, Thessaloniki, roughly 17 km from the centre of city centre. Public transport (bus and train) is available. With regards to the building 5

compounds, it has been a longstanding request of the Department to have: bigger classrooms, more specialized laboratories and a big convention hall (amphitheatre). 2.2 Background of the Department s development 2.2.1 Staff levels in the Department (tutors, administrative and laboratory personnel) during the last five-years: quantitative elements This is presented in Table 11-1. Additional permanent and part-time staff is required in order for the department to function properly and collaborate with other Greek and foreign departments, as well as to conduct research and participate in exchange programs. More secretarial staff is also needed. 2.2.2 Distribution of students per level of study (pre-graduate, postgraduate, doctoral) during the last five years. The distribution of the registered as well as the new pre-graduate students of the department (there are no postgraduate or doctoral students) over the last five years is shown in the tables 11-2.1 and 11-2.2 respectively. 2.3 Aims and objectives of the department. 2.3.1 What are the aims and objectives of the department according to its foundation legislation? The department s aims and objectives are presented in the Governmental Law Publication (Ruling YPEPTH E5/652 FEK B number 99/24.02.1984). 2.3.2 How does the academic community of department conceive the aims and the objectives of the department? Nursing is a humanitarian scientific branch, but also a specialized art that addresses the individual, family and community, within the broad spectrum of health and illness. Consequently, the Nursing Department aims at promoting the development and transmission of scientific knowledge and skills which are included in the application of the nursing science through theoretical teaching, laboratory, clinical practice and applied research. The aim of the Department is to provide students with a complete training leading to a professional career. After their graduation they are ready to work both in the community and hospital sector, offering services to institutions and organizations in all levels of health and care provision. The Department mission statement includes: * Collaboration with nursing and other health care institutions. * Conducting research programmes. * Provision of updated scientific knowledge. * Organization of seminars and educational meetings for graduate students within the context of continuing education and life-long learning. Recently, it organized the first 6

International Congress of Nursing Education, Research and Clinical Practice (15-17 October 2009) in Thessaloniki, with exceptional success. *Finally, the Department maintains bilateral collaboration with Universities and other tertiary institutions as well as Health Care Organization Services from abroad as to promote its graduates professional establishment and future career. In particular, it has participated in the COMMET, Leonardo da Vinci and Erasmus European Educational programs. It has also collaborated with University Hospitals in the USA (Deborah Hospital, New Jersey, USA) over a ten year period, a program which has been offered to the Department by the AHEPANS association. 2.3.3 Is there any deviation between the officially set (in FEK foundation) objectives and those considered worth-seeking by the Department nowadays? As mentioned above in the FEK foundation, the Department s objectives and aims are not mentioned. The objectives mentioned above are the ones our Department considers that it should seek nowadays. 2.3.4 Are the objectives, that the Department considers it should seek, achieved? If not, which are the deterrent factors that hider this effort? The educational and inquiring objectives are possibly achieved through; 1. the reformation of the program of studies in regular time intervals, so as the professional guide lines and the profile of graduates keep up with the international and national demands. 2. the EP s upgrading in the next ranks, requires -from their part- promotion of the nursing science and their specific cognitive object, through high level research which should be published in internationally recognized scientific magazines and announced in national and international congresses. This action leads to the production of new theoretical knowledge (as long as basic research is carried out) and applied knowledge (as long as research of field is carried out). 3. the EP s participation in inquiring and developing programs. 4. the evaluation of students general record in different subjects, as well as their participation in the educational procedure. 5. the writing of their final thesis, which is compulsory to all students. This work should present either scientific originality (so it should be based on reliable data and lead to interesting results) or educational innovation (so it enriches the author s theoretical and cognitive background by a suitable way and it facilitates his professional objectives). 6. the students participation in practical practice, which is the means of his preparation and familiarization with real work conditions. 7

7. the co-operation of students and staff in committees in order to make proposals for the improvement of the operation of the Department and the readjustment of its objectives whenever it is needed. 8. the renewal of equipment of the Department through the EPEAEK-ETPA national programs. 9. the exchange of students and teachers through the European educational programs. The factors that act suspensively in the achievement of objectives are: 1) the increasing administrative activities of the EP members due to lack of sufficient administrative support. 2) the lack of postgraduate studies (Master s and Doctoral level ). As long as there are no autonomous postgraduate studies, the volume of research - both qualitatively and quantitatively will not be able to compete with other departments of higher education. 3) the lack of sufficient teaching places. 4) the retirement of EP members without their fast replacement by new staff. 2.4 Administration of the Department. The administration is carried out by the Council and the Head of the Department The council is composed by the members of the teaching staff, one from each sector and a students representative(s). The Head chairs in the Council and minutes are kept by the secretariat of the Department. In the meetings of this Council, a representative of the special technical staff is also present, when issues that refer to the specific sector are discussed. 2.4.1 Which committees are legislated and function in the Department? The following committees have been designated from the Council of Department. Practice committee. It is responsible for the supervision of all phases of the students Clinical Practice. These phases include finding working places for the Practice, the contracting of agreements with the people in charge of those places, the allocation of specific number of students to each supervisor of his Clinical Practice, the resolution of any presenting problems during this six month period of Practice, the construction of final reports of the Practice. Committee of reformation for the studies program. It deals with partial or total reformation of the program of pre-final studies, according to modern tendencies and directions in the nursing field, so as the program of studies not 8

only be attractive for the candidate students but also keep pace with the educational and working needs of the place. Committee of internal evaluation. It is responsible for conducting effectively the internal evaluation of the Department and for the collection of the six-monthly and annual reports of this evaluation. The processes of internal evaluation include: 1) the configuration of questionnaires proposed by ADIP, so as to be adjusted to the particularities of our Department, 2) the processes of distribution and collection and the elaboration of quantitative and qualitative data. The following committees are also in place : the committee for student transfers (from affiliated departments in other ATEIs) the committee of entrance examinations for graduates of other departments (who wish to enroll for our nursing degree) the committee for the students part-time supportive work within the department the committee for thesis examination the committee for extra curriculum material and other learning resources 2.4.2 Are there any internal regulations in the Department? There are no specific internal regulations for the Department. The ATEI official regulation for the operation of all Departments applies. (appendix 12-9). 2.4.3 Structure of Department in sectors. Does this structure correspond to the current perception of the Department s mission? Three sectors function in the Department: 1. The sector of basic science-clinical laboratories 2. The sector of humanities and social sciences 3. The sector of nursing specialties This structure was in line with the old Program of studies but will be restructured as soon as the Ministry of Education accepts our new proposals. CHAPTER 3. Program of Studies 3.1 Undergraduate Program 3.1.1 Degree of correspondence between the program objectives and the requirements of society. The content of the program of studies in the first internal evaluation was approved by the scientific council of PE on 19.11.2002 following a proposal by the General Assembly of the Department on 31.10.2002. This program s revision was approved on 25.5.2009 by 9

the Board of ATEI which confirmed the decision of the general assembly of the Department (11.11.2008) The core philosophy of the current program is to train students so that they will be able to work in a wide range of health and welfare services both in the public and private sector. They can also perform administrative tasks in all structures and levels of health services, Heads of nursing departments, Directors of nursing sectors and Directors of nursing services. Graduates can also be employed in secondary and tertiary education, as well as researchers in research centers in Greece and abroad. 3.1.1.1 Are there control mechanisms for the above? How effectively are they applied? The program corresponds to the above objectives because it includes courses of Basic Science and Basic Nursing courses which offer a complete theoretical training in Nursing. Also, courses of specialty are offered that provide specialized knowledge and the development of clinical skills which are required by the profession. The possession of necessary knowledge is certified by the students participation in writing and oral examinations, while their ability to apply them in various fields of practice is monitored by training in laboratories and the completion of practical placements in public hospitals and health centers. The provision of a thorough academic and clinical training to our students is verified by the fact that a lot of them are admitted for postgraduate studies to universities in Greece and abroad. 3.1.1.2 Is there any process of evaluation and revision of studies? How effectively is the process applied? As mentioned above, the Committee of reformation for the studies program is active in collaboration and consultation with the General Assembly of Department. 3.1.1.3 How is the program of studies publicized? The Program of Studies is publicized through the department s website (http://www.nurse.teithe.gr), with informative booklets that are distributed to students of secondary education and during Open Days and Study Days. 3.1.1.4 Is there effective process of observation of professional development of graduates? How are its results used? In the Department, there is no specific follow-up for our graduates career development and employment status. However, recently, there have been efforts to rectify this situation by using IT technologies, i.e. Departmental website and facebook. ATEI also has a free service of career counseling and job placements in the private sector. 3.1.2 Structure, cohesiveness and functionality of the Undergraduate Program. 10

3.1.2.1 What is the percentage of basic science/specialties/others within the overall course structure? 3.1.2.2 How many electives are offered? 3.1.2.3 What is the percentage of mandatory/electives? 3.1.2.4 What is the percentage between course divisions? The Department offers 48 courses in total, i.e. 36 compulsory and 3 obligatorily electives (out of 12). The graduate has to successfully attend 36 mandatory courses and 3 electives. All these courses have been classified in the following groups: Basic Science Division (BSD) 1. ANATOMY I 2. ANATOMY II 3. PHYSIOLOGY I 4. PHYSIOLOGY II 5. PHARMACOLOGY 6. INTERNAL MEDICINE I 7. INTERNAL MEDICINE II 8. MICROBIOLOGY 9. SURGERY I 10. SURGERY II 10. BIOSTATISTICS 11. EPIDEMIOLOGY 12. BIOLOGY/GENETICS Basic Nursing Division (BND) 1. INTRODUCTION TO NURSING SCIENCE 2. BASIC PRINCIPLES OF NURSING SCIENCE 3. NURSING DIAGNOSTICS 4. RESEARCH METHODOLOGY IN NURSING 5. NURSING THEORIES 6. QUALITY ASSURANCE IN NURSING PRACTICE 7. NUTRITION & SPECIAL DIETS 8. HOSPITAL INFECTIONS 9. WOMEN S HEALTH/MOTHER CARE NURSING 10. NURSING REHABILITATION OF CHRONIC PATIENTS & NEUROLOGICAL DISORDERS 11. NURSING MANAGEMENT 12. SEMINARS IN NURSING/WRITING AN ACADEMIC ESSAY 13. CARDIOLOGY NURSING 11

Nursing Specialties Division (NSD) 1. SURGICAL NURSING I 2. INTERNAL MEDICINE NURSING I 3. SURGICAL NURSING II 4. INTERNAL MEDICINE NURSING II 5. PEDIATRIC NURSING & MIDWIFERY 6. MENTAL HEALTH NURSING 7. EMERGENCY NURSING/ICU 8. COMMUNITY NURSING I/HEALTH PROMOTION 9. COMMUNITY NURSING II 10. GERONTOLOGICAL NURSING 11. ONCOLOGY NURSING Humanities and Social Division (HSD) 1. HEALTH PSYCHOLOGY 2. HEALTH SOCIOLOGY 3. DEVELOPMENTAL HEALTH PSYCHOLOGY 4. HEALTH ECONOMICS 5. EUROPEAN LAW & NURSING LEGISLATION 6. HEALTH INFORMATICS 7. TEACHING METHODS IN NURSING 8. ENGLISH TERMINOLOGY 9. NURSING HISTORY 10. PUBLIC HEALTH 11. MENTAL HEALTH COUNSELING IN NURSING FOR CHILDREN AND ADOLESCENTS 12

The schedule of the department can be found at the following link: http://www.nurse.teithe.gr Semester Α, Semester Β, Semester C, Semester D, Semester Ε, Semester F, Semester G, Semester Η. A. SEMESTER SUPERVISOR: MARIA AVRAMIKA Code # COURSE ECTS STUDY UNITS THEORY STUDY UNITS LAB HOURS /WEEK THEORY +LAB WORK LOAD Prerequisite /Elective 110 Introduction to nursing science 9 4 5 3+3 12 Prerequisite BSD 120 Anatomy Ι 5 4 1 3+1 7 Prerequisite BSD 130 Physiology Ι 5 4 1 3+1 7 Prerequisite BSD 140 Biology/Genetics 2 2-2 6 Prerequisite BSD 150 Developmental Psychology 4 4-3 7 Prerequisite HSD 160 Microbiology 2 2-3 6 Prerequisite BSD 170 Health Sociology 3 3-2 5 Prerequisite HSD TOTAL: 30 23 7 19+5 50 13

B. SEMESTER SUPERVISOR: LABRINI KOURKOUTA Code # COURSE ECTS STUDY UNITS THEORY STUDY UNITS LAB HOURS /WEEK THEORY +LAB WORK LOAD Prerequisite /Elective 210 220 Anatomy II Physiology ΙI 230 Basic Nursing Principles 240 Community Nursing I/Health Promotion 250 Internal Medicine I 3 2 1 2+1 5 3 3-2 5 9 5 4 4+3 15 9 5 4 4+4 15 3 3-3 6 260 3 3-3 4 Pharmacology TOTAL: 30 21 9 18+8 50 Prerequisite BSD Prerequisite BSD Prerequisite BND Prerequisite NSD Prerequisite BSD Prerequisite BSD 14

C. SEMESTER SUPERVISOR: HELEN KITANI Code # COURSE ECTS STUDY UNITS THEORY STUDY UNITS LAB HOURS /WEEK THEORY +LAB WORK LOAD Prerequisite /Elective 310 Surgical Nursing Ι 11 7 4 4+4 15 Prerequisite NSD Internal Medicine 11 7 4 320 Nursing Ι 330 Surgery I 2 2-4+4 2 15 Prerequisite NSD 6 Prerequisite BSD 340 Internal Medicine II 2 2-3 7 Prerequisite BSD 350 Health Psychology 4 4-3 7 Prerequisite HSD TOTAL: 30 22 8 16+8 50 15

D. SEMESTER SUPERVISOR: EUGENIA MINASIDOU Code # COURSE ECTS STUDY UNITS THEORY STUDY UNITS LAB HOURS /WEEK THEORY +LAB WORK LOAD Prerequisite /Elective 410 Surgical Nursing ΙΙ 11 7 4 4+4 15 Prerequisite NSD 420 Internal Medicine Nursing ΙΙ 11 7 4 4+4 15 Prerequisite NSD 430 Health Economics 2 2-2 4 Prerequisite HSD 440 Biostatistics 2 2-2 6 Prerequisite BSD 450 Epidemiology 2 2-2 5 Prerequisite BSD 460 Surgery II 2 2-2 5 Prerequisite BSD TOTAL: 30 22 8 16+8 50 16

E. SEMESTER SUPERVISOR: MARIA LAVDANITI Code # COURSE ECTS STUDY UNITS THEORY STUDY UNITS LAB HOURS /WEEK THEORY +LAB WORK LOAD Prerequisite /Elective 510 Pediatric Nursing 15 5 10 4+9 18 Prerequisite NSD 520 Oncology Nursing 5 5-4 8 Prerequisite NSD 530 Ethics in Nursing 2 2-3 8 Prerequisite HSD 540 TOTAL: 551 552 553 Research Methodology in Nursing Quality Assurance in Nursing Practice Nursing Rehabilitation of Chronic Illness & neurological Disorders 6 6-3 8 Prerequisite BND 28+(2) 18+(2) 10 14+(2)+9 42+(8) =30 =50 2 2-2 8 Elective BND 2 2-2 8 Elective BND Nursing Theories 2 2-2 8 Elective BND 17

554 Dietetics/Nutrition and Special Diets 2 2-2 8 Elective BND Code # COURSE ECTS STUDY UNITS THEORY STUDY UNITS LAB HOURS /WEEK THEORY +LAB WORK LOAD Prerequisite /Elective F. SEMESTER SUPERVISOR: THEOLOGIA ZIOGOU 18

610 Mental Health Nursing 11 6 5 4+5 17 Prerequisite NSD 620 Gerontological Nursing 4 4-2 6 Prerequisite HOURS NSD Code STUDY STUDY /WEEK WORK Prerequisite 630 Emergency COURSE Nursing/ICU ECTS UNITS UNITS 11 6 5 4+5 18 Prerequisite # THEORY LOAD THEORY LAB /Elective 710 640 TOTAL: Nursing Community Nursing 15 Management/Management ΙΙ of Nursing Services NSD 18 Prerequisite NSD BND 6 9 4+8 2 2-3 6 Prerequisite 28+(2) =30 18+(2) 10 13+(2)+10 47+(3) =50 651 Nursing Diagnostics 2 2 2 3 Elective BND 652 Nursing Informatics 2 2 2 3 Elective HSD 653 History of Nursing 2 2 2 3 Elective HSD 654 Hospital Infections 2 2 2 3 Elective BND +LAB G. SEMESTER SUPERVISOR: DIMITRIOS THEOFANIDIS 19

Teaching Methods 4 - Prerequisite 720 4 3 in Nursing 8 HSD Mental Health - Prerequisite Code Counseling in 4 8 HSD COURSE ECTS STUDY HOURS STUDY /WEEK WORK Prerequisite UNITS UNITS 730 # THEORY LOAD Nursing for 4 THEORY LAB 4 /Elective +LAB Children and 810 Adolescents Thesis 20 - - 4 15 Prerequisite Seminars in - Prerequisite 740 Nursing/Writing an 5 5 3 8 BND Academic Essay TOTAL: 28+(2) =30 22+(2) 6 14+(2)+8 42+(8) =50 751 Cardiology Nursing 2 2 2 8 Elective BND 752 Women s health/mother-care Nursing 2 2 2 8 Elective BND 753 Public Health 2 2 2 8 Elective HSD 754 English Terminology 2 2 2 8 Elective HSD H. SEMESTER SUPERVISOR: THALIA BELLALI (HEAD OF DEPT.) 20

820 TOTAL: Nursing Practice Placement 10 - - 35 35 Prerequisite 30 - - 35+4 50 The corresponding percentages in each category, the percentages for the teaching units (TU), teaching hours/week (TH/W) and the workload (Wl) are presented in Table below: Table: Percentages of categories of courses 21

BSD BND NSD HSD courses 27% 27% 23% 23% TU 18.5% 20.% 47.5% 14.% TH/W 19% 20,5% 45,5% 15% WL 27% 23% 25% 25% 3.1.2.5 How is time allocated between lectures, class assignments, labs, and other activities? The ratio between lectures and laboratory work is: 115/70. 3.1.2.6 How is the organization and coordination of courses? Are there gaps between courses? Is the teaching material satisfactory? Is there an in-house process of reassessment, refinement and updating of the courses? The content of each course is organized by each tutor in accordance with the course s outline and in co-operation with other colleagues. Moreover, in all nursing courses, there is no overlapping or gaps and the extent of the course content is deemed rational. A course update is applied periodically by upgrading textbooks, course material, supplying additional notes or bibliography. 3.1.2.7 Is a prerequisite course system applied? How functional is it? What percentage of courses fit in this system? Yes, there is one as shown below. The department considers this functional as it facilitates a gradually stepping up learning process. Α/Α Prerequisites to 1. INTRODUCTION TO NURSING BASIC NURSING PRINCIPLES SCIENCE 2. BASIC NURSING PRINCIPLES INTERNAL MEDICINE NURSING Ι and SURGICAL NURSING Ι 3. INTERNAL MEDICINE NURSING Ι and SURGICAL NURSING Ι INTERNAL MEDICINE NURSING ΙI and SURGICAL NURSING ΙI 4. RESEARCH METHODOLOGY IN NURSING and NURSING SPECIALTIES COURSES SEMINARS IN NURSING/WRITING AN ACADEMIC ESSAY (EXCEPT FROM COMMUNITY NURSING ΙΙ) 5. ΑNATOMY Ι and ANATOMY ΙΙ SURGERY Ι 6. PHYSIOLOGY Ι and INTERNAL MEDICINE ΙΙ PHYSIOLOGY ΙΙ 7. EPIDEMIOLOGY and COMMUNITY NURSING Ι COMMUNITY NURSING ΙΙ 22

8. INTERNAL MEDICINE NURSING ICU ΙI and SURGICAL NURSING ΙI 9. MENTAL HEALTH NURSING MENTAL HEALTH COUNSELLING IN NURSING FOR CHILDREN AND ADOLESCENTS 3.1.2.8 How many courses are offered by other departments and how many to others by our department? Name them: No subject is offered by/or to other departments. 3.1.2.9 What foreign languages are taught in the Department? Are these courses mandatory? The following courses of foreign languages are taught: English, Russian, French, German, Italian, all of which are optional. 3.1.3 The examination system 3.1.3.1 What are the evaluation systems applied in your department? The written final exam is the main mode of student assessment. This can come in the form of essays or/and multiple choice questions. Laboratory assessment is done via on-going skill assessment (application) and final oral exams. In special circumstances, (eg students with learning or other disabilities) there is the possibility of oral examination by the tutor and another colleague.. 3.1.3.2 What are the means of ensuring transparency in the student s evaluation process? This is ensured by the supervision of students during the examinations and the public announcement of grades, by allowing student access to his exam paper in case of objections on final marks,. There is provision for a three member assessment committee who is handling complaints on methods of assessment, fair marking etc.this process is initiated following an official student complain to the departmental academic board. 3.1.3.3 Is there is a formal process of evaluation of the examination process and what is it? The course instructor is responsible for the effectiveness of the examination process and for making all changes necessary. 3.1.3.4 How transparent is the process of awarding and reviewing the BSc thesis? The BSc thesis is examined three members appointed by the Departmental Academic Board at the request of supervising teacher. one of whom is the supervisor professor. The award and examination process is transparent, as there is a three-member committee. Certain standards have to be met. 3.1.3.5 What are the quality standards for thesis award? The quality standards are initially set by the supervisor, who refer students to the TEI library booklet i.e. "Guide for the preparation of literature and bibliographic references" or to the teaching notes of the course "Seminars in Nursing (Notes 23