Final - Oncology Nursing 2019 - May 9

Oncology Nursing Undergraduate Program
National Educational Quality Assurance

and Improvement Standards
March 2019
Table of Contents
Acknowledgement...........................................................................................................................4
Abbreviations...................................................................................................................................5
Introduction......................................................................................................................................6
Definitions.......................................................................................................................................9
I. Program Relevance, Approval, Goal and Objectives............................................................10
II. Governance, Leadership, and Administration.......................................................................10
III. Educational Resource.........................................................................................................10
IV. Academic and Supportive Staff..........................................................................................10
V. Student Admission and Support Service...............................................................................10
VI. Program Relevance and Curriculum...................................................................................10
VII. Teaching-Learning and Assessment...................................................................................10
VIII. Student Progression and Graduates Outcomes...............................................................10
IX. Continual Quality Assurance and Improvement.................................................................10
X. Research and Development, and Educational Exchanges.....................................................10
1. Program Relevance, Approval, Goal and Objectives............................................................12
1.1. Program relevance...........................................................................................................12
1.2. Program Approval...........................................................................................................12
1.3. Program Goal and Objectives.........................................................................................12
1.4. Formulation of the Program Goal and Objectives..........................................................13
2. Governance, Leadership, And Administration......................................................................15
2.1. Governance of the Program............................................................................................15
2.2. Academic Leadership......................................................................................................15
2.3. Program Autonomy.........................................................................................................16
2.4. Administrative Staff and Management...........................................................................16
2.5. Educational Budget and Resource allocation..................................................................17
2.6. Program Administration Supported by ICT....................................................................17
2.7. Interaction with Stakeholders..........................................................................................17
3. Educational Resources...........................................................................................................20
3.1. Lecture Halls/Classrooms...............................................................................................20
3.2. Office for Staff................................................................................................................21
3.3. Skill Development Center (SDL)/Laboratory/Demonstration Room.............................22
3.3.1. SDL Physical Facilities............................................................................................22
National Educational Quality Assurance and Improvement Standards for Oncology Nursing
Program 1
3.3.2. Storage....................................................................................................................24
3.4. Clinical Training Facilities/Practice Sites.......................................................................24
3.5. ICT facilities...................................................................................................................26
3.5.1. ICT infrastructure....................................................................................................26
3.5.2. Network and Connectivity.......................................................................................27
3.6. Library.............................................................................................................................27
3.7. Other Physical Facilities and Infrastructure....................................................................29
3.7.1. Sanitary Conveniences.............................................................................................29
3.7.2. Washing Facilities...................................................................................................29
3.7.3. Drinking Water........................................................................................................30
3.7.4. Access and Egress....................................................................................................30
3.7.5. Access to Disability.................................................................................................30
3.7.6. Emergency Facilities...............................................................................................30
3.8. Materials/equipment registration, inventory and Maintenance.......................................30
4. Academic and support Staff...................................................................................................33
4.1. Staff Recruitment and Development...............................................................................33
4.2. Faculty Size and Composition........................................................................................33
4.3. Faculty Appraisals...........................................................................................................34
4.4. Faculty Development......................................................................................................35
5. Student Admission and Support Service...............................................................................37
5.1. Student Admission and Selection...................................................................................37
5.2. Student Intake.................................................................................................................37
5.3. Student Support Service..................................................................................................38
6. Program Relevance and Curriculum......................................................................................40
6.1. Educational program curriculum design, structure and components..............................40
6.2. Educational program curriculum content........................................................................41
6.3. Curriculum Implementation and management................................................................42
7. Teaching-Learning and Assesment........................................................................................44
7.1. Teaching-Learning..........................................................................................................44
7.1.1. Plan for Teaching.....................................................................................................44
7.1.2. Classroom Based Teaching......................................................................................44
7.1.3. SDL Teaching..........................................................................................................45
7.1.4. Clinical Practice Teaching.......................................................................................45
Program 2
7.1.5. Community Based Teaching....................................................................................45
7.2. Student Learning Assessment.........................................................................................46
8. STUDENT progression and Graduates Outcomes................................................................49
8.1. Mechanism to monitor student progression....................................................................49
8.2. Student record.................................................................................................................50
9. Continual quality assurance and improvement......................................................................52
9.1. Quality Assurance...........................................................................................................52
9.2. Feedback.........................................................................................................................53
9.3. Accreditation/Approval...................................................................................................53
10. Research and Development, and Educational Exchanges..................................................55
10.1. Research..........................................................................................................................55
10.2. Community Services.......................................................................................................55
References......................................................................................................................................57
Annex I List of Skills required to be practiced in Skill Development Laboratory (SDL).............58
Annex II: Functional SDL materials (Simulators/ Mannequins / Anatomic Model)....................60
Annex III: SDL Functional Items (Medical Equipment)...............................................................61
Annex IV: Learning Resources for SDL.......................................................................................66
Annex V: Library Collections /resources......................................................................................68
Annex VI: Oncology Nursing Program Assessment Tool............................................................73
Program 3
ACKNOWLEDGEMENT
The Federal Ministry of Health (FMoH) and Higher Education Relevance and Quality Agency
(HERQA) are indebted to all who have contributed to develop the national standard. Nursing
schools’ enthusiasm and readiness to engage on the process have been overwhelming, signaling
that the development of national standards is both highly required and extremely needed
FMoH/HERQA would like to acknowledge the valuable contribution of the Technical Working
Groups (TWG) members in the development of this national standard.
Full name Profession Institution

Abere Woretaw University of Gondar
Negalign Getahun Addis Ababa University, School of
Nursing and Midwifery
Sr. Eriste Nigussa St. Paul Hospital Millennium Medical
College
Sr. Haregewoin Ayalew Tikur Anbessa Specialized Hospital
Sr. Sholaye Kassa Tikur Anbessa Specialized Hospital
Tesfaye Techane St. Paul Hospital Millennium Medical
College
Yeshaneh Seyoum Bahir Dar University
Also, HERQA and FMoH would like to extend special thanks for the overall coordination,
facilitation and technical contribution provided by FMOH staff (Getachew Molla), HERQA staff
(Taffere Bitena, and Abiy Debay) and Clinton Health Access Initiative (CHAI) staffs (Dr.
Hailemariam Lemma, Mr. Equlinet Misganaw. Dr. Samuel Mengistu, Mr. Robel Tezera).
Program 4
ABBREVIATIONS
BSc Bachelor Of Science

FMHCA Food Medicine and Health Control Authority
HEIs Higher Education Institutes
HERQA Higher Education Relevance And Quality Agency
IQA Internal Quality Assurance
IT Information technology
LCD Liquid Cristal Display
Mini-CEX Mini-Clinical Examination Exercise
PBL Problem based Learning
SDL Skill Development laboratory center
WHO World Health Organization
INTRODUCTION
Program 5
Quality assurance of higher education, including medical education, is becoming very important
these days. One reason for this is the increasing expectation of a healthy life that advances in
medicine have made possible. This translates into consumer demands for consistently good
performance and drives out poor performance.
In Ethiopia, assuring the quality and relevance of higher education institutes (HEIs) is recognized
as a priority agenda. To this end, the Higher Education Proclamation 650/2009 mandated the
Higher Education Regulatory and Quality Agency (HERQA) to ensure that higher education
institutions provide high quality and relevant education. Moreover, in Article 22, the
proclamation instructs all higher education institutions of Ethiopia to establish a reliable internal
quality assurance (IQA) system.
The ultimate goal of IQA is to have a culture of quality care that ensures that quality is a focus of
all the activities of an institution at all levels and is incorporated into the everyday work of the
whole institutional community. A robust and transparent quality assurance system conveys
confidence in the quality of the provision of a HEI to its staff, to students, to employers, and to
other stakeholders.
Increased public expectation for quality and ethical health care is necessitating changes in what
health professionals are taught and how they are taught. There is also increased demand for
advanced and higher quality health care necessitated by epidemiological transition, rapid
urbanization, broader social and economic changes occurring in the country, as well as improved
utilization of the country’s referral system. Cognizant of this, the government of Ethiopia plans
to increase the number of hospitals across the country.
On the other hand, the increasing need to train more health workers is coupled with limited
capacity of training institutions to provide high quality training for specialty health care
providers presents a serious challenge to the quality of education of health professionals at all
levels. Also, considerable variabilities are observed in the quality of instruction across
institutions for those programs who don’t have quality standards to determine an institution’s
readiness to launch these programs.
Improving the Under graduate level education requires a uniform competency based curriculum
and minimum national standard for quality training. Internationally, there has over the last few
decades been a trend to introduce supranational regulations to help to optimize the quality of
medical education. Consensus about standards for medical education might facilitate
convergence of the development of medical education. The increase in training is a positive step
Program 6
and needs to continue as many students choose healthcare education as a career option. Although
this can be viewed as a remarkable progress, it is clear that these training sites, with limited
capacity and poorly equipped facility are unable to address the huge demand gap. To this end,
standards must be clearly defined, and be meaningful, appropriate, relevant,
assessable/measurable, achievable and accepted by the users. They must have implications for
practice, recognize diversity and foster adequate development
Process of Standards Development

Recognizing the need for quality standards and harmonized curricula to ensure high quality and
standard residency education in Ethiopia, the Federal ministry of Health (FMoH) and HERQA
together with Clinton Health Access Initiative (CHAI) has initiated the development of national
quality standards for Under graduate level education in seventeen selected programs.
In a stakeholder meeting among the FMoH, representatives of each respective professional

societies and CHAI, it was agreed to formulate a Technical Working Group (TWG) for each the
program. Each TWG was composed of representatives from each university running the specific
MLHP education program and professional societies. Term of reference (ToR) for both the
TWGs were developed.
The development of technical content began with a facilitators orientation, in which facilitators
reviewed principles and approaches to standard setting. It was agreed that the World Federation
for Medical Education (WFME) Global Standards for Quality Improvement1 (2015) would be
taken as the starting point for the outline of MLHP education programs standards. HERQA
guideline and previous work on MLHP and residency program standard has been also referred.
In such away a generic version for Ethiopian MLHP education program standard was established
on which all standards have been customized. Each TWG was granted discretion to deviate from
that template (including additions and deletions) as required by the specific program, and was
encouraged to provide detailed specifications for each standard.
A serial of three rounds of TWG workshops for each of the programs were held. First TWG
workshop members were drafting the tabards, followed by circulating the draft to faculty
members who did not attend the TWG and collect their supplements, inputs and comments. 2 nd
TWG workshop was to incorporate the collected inputs and comments and review the draft. The
1
World Federation for Medical Education (WFME) program on global standards in medical education, approved by the World
Health Organization (WHO) and the World Medical Association (WMA),
Program 7
third is a finalization workshop where editorial and nay remaining constituents were captured. In
the entire process a team of medical education experts was leading the process, providing
technical guidance, supervision and support.
Use of Standards
This standard is intended to guide the MLHP education program development and evaluation,
facilitate diagnosis of strengths and weaknesses relating to the program, and stimulate quality
improvement. It should be emphasized that, in working with the standards for purposes of
program development or evaluation, the principles underlying standards are the following
essential points
 Standards should be concerned with broad categories of process, structure, content,
outcomes/competencies, assessment and learning environment.
 Standards should function as a lever for change and reform.
 Standards are intended not only to set minimum national requirements but also to
encourage quality development beyond the levels specified.
 Compliance with standards must be a matter for each country or region.
 Standards should acknowledge the dynamic nature of program development.
 Standards should not be used to rank education programs.
 Standards must be clearly defined, and be meaningful, appropriate, relevant, measurable,
achievable and accepted by the users. They must have implications for practice, recognize
diversity and foster adequate development.
Over-attention to details should not obscure the need to apply the basic standards, and the
desirability of working towards the standards for quality development.
FMOH/HERQA holds that the set of standards, offering as it does a developmental perspective
from attainment of basic to quality development levels, can be used nationally as a tool for
quality assurance and development of MLHP education in the following ways:
• Self-evaluation of programs: The primary intention introducing an instrument for quality

improvement is to provide a new framework against which authorities, organizations and
institutions with responsibility can measure themselves in voluntary self-evaluation and self-
improvement processes. Evaluation based on generally accepted standards is an important
Program 8
incentive for improvement and for raising the quality, both when reorientation and reform are
pursued, and also when continuous development is strived for.
• External evaluation or peer review: The process of institutional self-evaluation described
above can be further enhanced and objectivity promoted by inclusion of evaluation and
counselling from external peer review committees.
• Combination of self-evaluation and external evaluation or peer review:
FMOH/HERQA considers such a combination to be the most valuable
method.
• Approval and accreditation: Low quality program can be improved by use of a system of
evaluation and accreditation based on such nationally accepted standards. This is likely to
enhance the quality of health care, both nationally and internationally depending on local
needs. The standards can also be used by national agencies dealing with accreditation and
approval.
DEFINITIONS
A mid-level healthcare provider may be defined as the phase in which doctors develop
competencies under supervision towards independent practice after completion of their basic
medical qualification (in Ethiopia, a Medical Doctorate degree), and might comprise pre-
registration education (leading to right to independent practice), systematic
vocational/professional education, specialist and sub-specialist education or other formalized
education programs for defined expert functions. Upon completion of a formal training program
a degree diploma or certificate is usually granted.
It is important to define some basic terms appeared in this guideline to enhance the
understanding of the document.
In this standard document the term program provider(s) refer to local and national authorities
or bodies involved in regulation and management of UNDERGRADUTE LEVEL education. In
Ethiopia this may include health education institutions such as universities and teaching
hospitals Ministry of Education (FMoE) and FMoH.
Areas are defined as the broad components to be covered in the process, structure, content,
outcomes/competencies, assessment and learning environment of MLHP education programs.
HERQA has identified the following 10 Areas which will form the focus areas for a quality
audit model at program-level in Ethiopian HEIs. They are:
Program 9
I. Program Relevance, Approval, Goal and Objectives
II. Governance, Leadership, and Administration
III. Educational Resource
IV. Academic and Supportive Staff
V. Student Admission and Support Service
VI. Program Relevance and Curriculum
VII. Teaching-Learning and Assessment
VIII. Student Progression and Graduates Outcomes
IX. Continual Quality Assurance and Improvement
X. Research and Development, and Educational Exchanges
Sub-areas: are defined as specific aspects or dimensions of an area, corresponding to

performance indicators. They are characterized by two digits, e.g. “1.1 Mission & Goals.”
Standards: are specified for each subarea using two levels of attainment, as described below.
The set of standards are structured and organized in 10 broad, being aware of the complex
interactions and links between them.
In this national educational standards for quality assurance and improvement of MLHP
education, comprising altogether 422 basic standards and 110 quality development standards.
Standards are indicated by three digit identifiers and a “B” for basic standard (e.g. B 1.1.1) or
“Q” to indicate a standard for quality development (e.g. Q 1.1.1).
STRUCTURE OF STANDARDS
Standards for medical education can be formulated at different levels of attainment. In this
national document, we use basic and development standards. According to the WFME
definitions,
Basic standards mean that the standard must be met from the outset of the medical school. It is
obligatory. Basic standards are expressed by a “must”.
Standards for quality development mean that the standards are in accordance with international
consensus about best practice. Standards for quality development are expressed by a “should
Program 10
Annotations: are used to clarify, amplify or exemplify key concepts of the standards. The
annotations do not add new criteria or requirements. The listing of examples in annotations are
in some cases exhaustive, in others not.
1. PROGRAM RELEVANCE, APPROVAL, GOAL AND OBJECTIVES
1.1. Program relevance

Basic Standards
The Oncology Nursing Program must:
 Be designed based on need assessment so as to address priorities of health need of the
society (B1.1.1.)
 Ensure participation of principal stakeholders in identifying the priorities of health need
of the society through consultative workshop (B1.1.2.)
 Establish a formalized mechanism to regularly assess the local, national and regional
priorities health needs to ensure program relevance. (at least every 5 years or less)
(B1.1.3.)
Quality Improvement Standards

The Oncology Nursing Program should:
 Ensure that the program is aligned with international standards of the profession
(Q1.1.1.)
 Respond to address the social and health needs of specific health and health-related sector
(Q1.1.2.)
1.2. Program Approval

Basic Standards
 Be fully approved by the regulatory body of the country (B1.2.1.)
 Make the decisions on approval of program is known to public using different means of
mass communication and social media (B1.2.2.)
Quality Improvement standard

 Have a plan for periodic re-approval of the program (Q1.2.1.)
Program 11
1.3. Program Goal and Objectives
Basic Standards
 Define its program goal and make it them known to its constituency (B1.3.1.)
 Ensure the program goal and objectives reflect from the role expected from the graduates
in the broader society and in the view of current change in health professional education
(B1.3.2.)
 Outline in its statement of program goals and objectives that the Oncology Nursing
students are competent at a basic level and capable of undertaking the role as:
o Clinician (B1.3.3.)
o Leader and manager (B1.3.4.)
o Health promoter (B1.3.5.)
o Educator (B1.3.6.)
o Advocator (B1.3.7)
o Researcher and scholar (B1.3.8.)
o Counselor (B1.3.9.)

 Ensure that its goal is in line with and supportive of the mission and vision of the Higher
Education Institutes (HEIs) (Q1.3.1.)
 Ensure that the program goal and objective encompass aspects of social accountability
(Q1.3.2.)
 Ensure that the program goal and objective encompass aspects of global health (Q1.3.3.)
1.4. Formulation of the Program Goal and Objectives

Basic Standard
 Ensure that its principal stakeholders participate in formulating program goals and
outcomes (B1.4.1.)
Quality Improvement Standard

 Ensure that the formulation of program goals and outcomes is based on inputs from other
relevant stakeholders (Q1.4.1.)
Program 12
Annotations
 Relevance: In health care can be defined as the degree to which the most important
problems are tackled first; primary attention to be given to these who suffer most, to
ailments that are most prevalent, and to conditions that can be addressed with locally
available means. Relevance also implies an organized effort to constantly update a plan
to address the priority health needs.
 Need assessment: A needs assessment is a systematic process for determining and
addressing needs, or "gaps" between current conditions and desired conditions or
"wants". The discrepancy between the current condition and wanted condition must be
measured to appropriately identify the need.
 Program goals/outcomes: Are general statements of what the program intends to
accomplish; they describe learning outcomes and concepts in general terms. They
should also be consistent with the mission of the program and institution.
 Principal stakeholders: Include the students, faculty members, Ministry of Education,
professional associations, Ministry of Health, private organizations, Non-governmental
organizations, HERQA, education strategic center, etc.
 Constituency: Would include the leadership, Oncology Nursing staff, and students of the
Oncology Nursing department as well as other relevant stakeholders.
 Regulatory body: A regulatory agency (also regulatory authority, regulatory body or
regulator) is a public authority or government agency responsible for exercising
autonomous authority over some area of human activity in a regulatory or supervisory
capacity. An independent regulatory agency is a regulatory agency that is independent
from other branches or arms of the government.
 Social accountability: Be defined as the obligation to direct their education, research, and
service activities towards addressing the priority health concern of the community, region,
and /or nation they have a mandate to serve.
 Aspects of global health: Would include awareness of major international health
problems and also of health consequences of inequality and injustice.
 Current change in view of Health professional education: Medical education today is
understood as more than the acquisition of knowledge, skills and attitudes. It is the
construction of a professional identity; the transformation of the entering individual from
lay person to professional; It is preparing learners to their professional roles they will
enact tomorrow (learning professionalism). It is also preparing self-directed learner,
lifelong learners, and reflective learner and preparing learners to critically think, make
decisions, frame and solve problems and develop new solutions for new problems rather
Program 13
than a straightforward application of theoretical knowledge to the problems encountered.
 Other relevant stakeholders: Include community representatives, patient
associations, partners, etc.
 Mass communication: Refers to a type of communication or exchange of
information at a larger scale to wider community.
2. GOVERNANCE, LEADERSHIP, AND ADMINISTRATION
2.1. Governance of the Program

Basic Standards
 Use the senate /academic legislation as a guide to make a decision. (B2.1.1.)
 Define its governance structure including its relationships with the University/College
using organogram (B2.1.2.)
 Define its governance functions with clear duties and responsibilities (B2.1.3.)
 Ensure that students are represented in the departmental committee (B2.1.4.)
 Ensure transparency of the work of governance and make the decisions known through
various means of communications. (B2.15.)

 Ensure its governance structures set departmental committee that reflects representation
from Principal stakeholders (Q2.1.1.)
2.2. Academic Leadership

Basic Standards
 Designate a departmental/academic leader (at least who has a Master's degree and 2 years
of experience in the Oncology Nursing program) (B2.2.1.)
 Have clear selection criteria (necessarily include intrapersonal, interpersonal and
organizational skills of leadership) and decision making process for the appointment of
department/academic head position (B2.2.2.)
 Periodically evaluate its (at least annually) academic leadership in relation to
achievement of its program goals and intended educational outcomes (B2.2.3.)
Program 14
 Ensure the department/academic leader is trained and experienced in Health Professional
Education (Q2.2.1.)
 Consider leader who encourages educational research and project (Q2.2.2.)
 Consider leader who can bring together heterogeneous mind-sets and viewpoints whilst
enabling emergence of innovative ideas and approaches (Q2.2.3.)
2.3. Program Autonomy

Basic Standards
The Oncology Nursing Program must have Program autonomy to be able to make decisions
about key areas including:
 Introducing new education and training program (B2.3.1.)
 Reviewing and evaluate the existing curriculum (B2.3.2.)
 Deciding the size of student enrollment (B2.3.3.)
 Staff recruitment/selection and employment conditions, (B2.3.4.)
 Planning and ensuring resource allocation (B2.3.5.)
 Manage the budget allocated for the program (B2.3.6.)
 Appeal for dismissal of academic staff (B2.3.7.)
 Appeal for promotion of academic faculty (B2.3.8.)
 Appeal for dismissal of administrative supportive staffs (B2.3.9.)
 Appeal promotion of administrative staff (B2.3.10.)
 Appeal for dismissal of students (B2.3.11.)
 Enrolling graduate students at the university (B2.3.12.)
 To deciding the level of tuition fees (B2.3.13.)
 Raising funds from internal and external sources (B2.3.14.)
 Establishing links and enters into partnerships with internal and external partners
(B2.3.15.)

 Have program autonomy to be able to make decisions on student’s admission (Q2.3.1.)
2.4. Administrative Staff and Management

Basic Standards
Program 15
 Have adequate administrative staff in size and composition to support implementation of
its educational program and other related activities:
o At least one secretary: graduated with secretarial science and office management
(B2.4.1.)
o At least one office runner (B2.4.2.)
o At least one designated administrative and finance officer (B2.4.3.)

 Have its own administration and finance staffs to support the implementation of the
academic program (Q2.4.1.)
2.5. Educational Budget and Resource allocation

Basic Standards
 Have allocated budget according to their plan for the implementation its educational
program and related activities (B2.5.1.)
 Implement a transparent system of responsibility and accountability in the planning, and
use of the budget and other resources (B2.5.2.)

 Ensure resource is managed by taking into account development in the
program/profession and health needs of the society (Q2.5.1.)
 Make ensure that the budget allocation matches with student enrollment (Q2.5.2.)
2.6. Program Administration Supported by ICT

Basic Standards
The Oncology Nursing Program must use ICT for:
 Official communication with staff using email or other social Medias regarding official
matters (B2.6.1.)
 Attendance of staff members (B2.6.2.)

The Oncology Nursing Program should use ICT for:
Program 16
 Staff recruitment (Q2.6.1.)
 Leave Management of staff members (Q2.6.2.)
 Performance appraisal (Q2.6.3.)
2.7. Interaction with Stakeholders

Basic Standard
 Establish formal collaboration/interaction /partnership with the health and health-
related sectors, and societies both at local and/or international on academic issues
(B2.7.1.)

 Periodically review its interaction/partnership with the health and health-related sectors
(Q2.7.1.)
 Interact with health and health-related sectors based on principles of mutual benefit and
shared governance (Q2.7.2.)
Annotations
 Governance: Means the act and/or the structure of governing the school. Governance is
primarily concerned with policymaking, the processes of establishing general institutional
and program policies, and also with control of the implementation of the policies. The
institutional and program policies would normally encompass decisions on the mission of
the Oncology Nursing department, curriculum, admission policy, staff recruitment and
selection policy and decisions on interaction and linkage with Oncology Nursing
Program practice and the health sector as well as other external relations.
 Principal stakeholders: Refer to annotation in 1.1.
 Program autonomy: Would include appropriate independence from government and
other counterparts (regional and local authorities, religious communities, private co-
operations, the professional unions and other interest groups) to be able to make decisions
about key areas such as design of curriculum, assessments, student admissions, staff
recruitment/selection and employment conditions, research and resource allocation.
 Academic leadership: Refers to the positions and persons within the governance and
management structures being responsible for decisions on academic matters in teaching,
research, and service and would include school leader, vice school leader, heads of
departments/units, and chairs of standing committees.
Program 17
 Administrative staff: In this document refers to the positions and persons within the
governance and management structures being responsible for the administrative support
to policymaking and implementation of policies and plans and would—depending on the
organizational structure of the administration—include head and staff in the dean’s office
or secretariat, heads of financial administration, staff of the budget and accounting
offices, officers and staff in the admissions office, and heads and staff of the departments
for planning, personnel, and information technology (IT).
 Management: Means the act and/or the structure concerned primarily with the
implementation of the institutional and program policies including the economic and
organizational implications, i.e., the actual allocation and use of resources within the
Oncology Nursing department.
 Collaboration/ Constructive interaction: Would imply exchange of information, and
organizational initiatives that would facilitate education of Oncology Nursing so as to
equip them with the qualifications needed by society.
 The health sector: Would include the health care delivery system, whether public or
private, research institutions, and other Oncology Nursing sectors.
 The health-related sector: Would depending on issues and local organization—include
institutions and regulating bodies with implications for health promotion and disease
prevention (e.g., with environmental, nutritional, and social responsibilities)
 Mutual benefit: Would mean both parties in agreement gain value out of the interaction.
For example, Oncology Nursing sends students to a certain hospital for practice; in
exchange, staffs at the hospital are given educational opportunities at the same
department.
 Shared governance: Would mean working together to make decisions for the good of
both parties involved.
 Attendance of staff members: Includes attending all the planned learning activities
(workshops, seminars, class rooms, Problem Based learning (PBL) session etc.)
Program 18
3. EDUCATIONAL RESOURCES
3.1. Lecture Halls/Classrooms

Basic Standards
 Have a hall /classroom for lecture, tutorial, and seminar activities with space of
1.6m2/student (B3.1.1.)
 Ensure the hall /classrooms have sufficient furniture seats/tables, tablet arms, instructor
station) per the number of scheduled students and instructor without obstruction of
necessary equipment or controls. (B3.1.2.)
 Ensure that the halls/classrooms have sufficient audiovisuals
o In-built liquid crystal display (LCD) projection with clean projection wall/screen
or plasma TV (B3.1.3.)
o White/black/green board that is erasable and has sufficient size that is not
obstructed by furniture or the projection surface (B3.1.4.)
o Functional shades and accessible light switches that support discussion/lecture
note taking (full light) (B3.1.5.)
o Projection system that is clearly visible from all seats (to see 24-pt font clearly
(B3.1.6.)
o Visible from back seat with the given lighting controls (switches and shades)
(B3.1.7.)
o Voice reinforcement for large lecture halls (for >90 students) (B3.1.8.)
o Ability to hard-wire the faculty computer to the projection system (current
connections are Video Graphic Array (VGA) and high definition multimedia
interface (HDMI) (B3.1.9.)
 Ensure that the temperature in class room must be in range of 16-25 degree Celsius
(B3.1.10.)
 Ensure that the class rooms are well ventilated with at least two windows (B3.1.11.)
Program 19
 Ensure the classrooms are well illuminated (able to see pencil written material from any
side of the room) (B3.1.12.)
 Ensure class rooms are clean and hygienic on daily basis so as to ensure the health and
safety and have dust bin for removal of waste, rubbish, and slippery substances (B3.1.13.)
 Ensure electrical systems in the class rooms is appropriately installed and/or maintained.
(B3.1.14.)
 Have (access to have) at least one smart classroom equipped with appropriate audio-
visual facilities to support an ICT enabled teaching-learning so that
o Students have computers to access online resources (1:2 ratios) (B3.1.15.)
o Students and faculty use a social media output channel to connect with
students and fellow classrooms (B3.1.16.)
o Students and faculty have internet access for document sharing and device
connectivity. (B3.1.17.)
o Class room has a projector with interactive whiteboard (smart board) and/or
plasma Television (B3.1.18.)
 Classroom facilities and equipment need to be checked regularly (daily basis) for
cleanness, functionality and durability (B3.1.19.)
 Class room coordinator responsible for coordinating and managing class for all programs
(B3.1.20.)

The Oncology Nursing Academic Program should:
 Ensure class room facilities and equipment need to be evaluated, adapted and improved
for teaching and learning to meet the objectives of the Oncology Nursing academic
program (Q3.1.1.)
 Have smart classroom equipped with additional audio-visual facilities including: faculty
instructor uses a presentation clicker (pointer), faculty instructors use a visualizer or
document camera for displaying student work, or presenting live feedback, teacher and
students have tablet devices, have recording hardware/software for podcasting e.g.
microphone, headphone and speakers, a digital camera for showcasing work in film or
photographs (Q3.1.2.)
 Have alternative power supply in case of power interruption (Q3.1.3.)
3.2. Office for Staff

Basic Standards
Program 20
 Have an office with an adequate space (18m2) that can accommodate all the necessary
items (B3.2.1.)
 Equip the department head/unit coordinator office with:
o Printer (B3.2.2.)
o Telephone (B3.2.3.)
o Laptop computers and/or desktop computers with internet connection (B3.2.4.)
o File cabinet/book shelf (B3.2.5.)
o Managerial chair and table (B3.2.6.)
o Conference (meeting) table with chairs (B3.2.7.)
o External hard disk (B3.2.8.)
 Have an office (adjoining room with departmental head office) for secretary (12m 2)
(B3.2.9.)
 Equip the secretary office with:
o Desktop computers with internet connection (B3.2.10.)
o Secretarial chair and table (B3.2.11.)
o Chair for guests (2-3) (B3.2.12.)
o File cabinet and shelf (B3.2.13.)
o Printer (B3.2.14.)
o Scanner, (B3.2.15.)
o Photocopier (B3.2.16.)
o Notice board (B3.2.17.)
o Binding Machine (B3.2.18.)
 Have Offices for faculty staff and/or consultants (6m2/person) (B3.2.19.)
 Equip the faculty office with:
o Desk top computers with Internet access 1: 1 ratio/person (B3.2.20.)
o Chairs and tables with drawers’ 1: 1 ratio/person (B3.2.21.)
o File cabinet and /or bookshelf 1/person (B3.2.22.)
o Printer per office (B3.2.23.)
o Chair for guest (B3.2.24.)

 Ensure the secretary office is equipped with television, refrigerator and utensils (Q3.2.1.)
Program 21
3.3. Skill Development Center (SDL)/Laboratory/Demonstration Room
3.3.1. SDL Physical Facilities
Basic Standards
 Have room dedicated for practicing all the required skills (see Annex I) in controlled
environment [Skill Development Laboratory (SDL)] (B3.3.1.1.)
2
 Have SDL room with capacity of 2.2m per student (B3.3.1.2.)
 Have movable chairs and tables that accommodate all students and teachers (B3.3.1.3.)
 Have focal person for managing SDL (with at least MSc and above in the Oncology
Nursing profession) (B3.3.1.4.)
 Have SDL technical assistant with BSc and above in Oncology Nursing background
(B3.3.1.5.)
 Be accessible for independent and peer-assisted learning to allow them the opportunity to
practice (SDL is open at night and weekend) (B3.3.1.6.)
 Use the national SDL guideline to manage the SDL (B3.3.1.7.)
 Ensure that the temperature in SDL in range of 16-25 degrees Celsius (B3.3.1.8.)
 Ensure that the SDL is well ventilated with at least two windows (B3.3.1.9.)
 Ensure the SDL is well illuminated (able to see pencil written material from any side of
the room) (B3.3.1.10.)
 Clean and hygienic so as to ensure the health and safety. (B3.3.1.11.)
 Have physical areas for (B3.3.1.12.):
o Demonstration and coaching
o Stations for small group practice arranged by competency areas
o Audio visual
o Learning resources (learning guides/checklist, CDs, and relevant books.)
o Reception area, area for briefing /debriefing
 Have adequate consumable and medical supplies (gloves, disinfectant solution, etc.)
(B3.3.1.13.)
 Have sufficient safety devices (fire extinguisher, eye goggle, apron, facemask, gloves)
(B3.3.1.14.)
 Have adequate instrument kits (scissor, forceps etc.) sufficient for all students in each
Skill stations (B3.3.1.15.)
 Have appropriate infection prevention and patient safety (IPPS) materials and supplies-
(running water, sinks or buckets, soap, towels and plastic buckets for decontamination of
soiled linen) (B3.3.1.16.)
 Have appropriate audio-visual facilities including (B3.3.1.17.)
Program 22
o Plasma television /Liquid Crystal Display (LCD)
o Educational Videos
o Digital Video Disk (DVD)
o Flip charts
o Whiteboard/blackboard
 Post the Code of behaviors, working hours, schedule, and standard methods of
demonstration and coaching in visible place. (B3.3.1.18.)
 Have /access to functional simulators/anatomic models/mannequins in the student ratio to
teach the required skills mentioned in Annex I (See Annex II) (B3.3.1.19.)
 Have /access to have functional medical equipment in the student ratio to teach the
required skills mentioned in Annex I (See Annex III) (B3.3.1.20.)
 Have /access to have essential learning resources (learning guide, checklist, posters,
charts, algorithms…) in the student ratio to teach the required skills mentioned in Annex
I (See Annex IV) (B3.3.1.21.)

 Have physical areas for: (Q3.3.1.1.)
o Offices,
o Break areas,
o Locker rooms,
o Storage rooms
o Data centres
1.1.1. Storage
Basic Standards
 Ensure closets and cabinets are lockable for security; and include adjustable wire shelving
units (B3.3.2.1.)
 Store medical supplies in clear plastic containers and clearly labeled (B3.3.2.2.)
 Ensure learning resources (learning guides, checklists, case studies, role play checklist are
stored in file cabinets and shelves) and videos, reference guides, textbooks be store in
bookshelf (B3.3.2.3.)
Program 23
 Store all SDL materials according to KAIZEN principles (5Ss: Sort, Seat in order, Shine,
Standardized and Sustain) (Q3.3.2.1.)
1.2. Clinical Training Facilities/Practice Sites

Basic Standards
 Have clear criteria for selecting clinical practice sites consistent with the skills being
taught including: (B3.4.1.)
o level of care the facility providing
o availability of case with adequate load and right mix
o availability of prepared and wiling preceptors
o management support
o physical adequacy
o easy access for learners to and from the clinical site
 Have a formal relationship (signed Memorandum of Understanding/Agreement) with the
selected clinical practice sites to ensure the commitment of both parties and improve the
effectiveness of their partnerships (B3.4.2.)
 Have a program specific clinical coordinator responsible for managing all clinical
practice training (B3.4.3.)
 Prepare and use clinical preceptors (BSc degree and above with technical update in
pedagogical skills) for teaching and assessing students’ during practical attachment
(B3.4.4.)
 Ensure that each clinical practice sites have: (B3.4.5.)
o Detail schedule (showing distribution of patient cases load throughout the day to be
able to provide opportunity for students adequate exposure throughout the day)
o Learning assessment tools and instruments
o Learning resources (service delivery guidelines, treatment protocols, learning
guides, checklist)
o A room for reading and discussion
 Ensure the availability of student transportation to and from clinical practice (B3.4.6.)
 Have code of ethics, rules and regulation during clinical practice and made it known by
students, faculty and others (B3.4.7.)
Program 24
 Have Range of clinical practice sites in variety of settings and ensure that appropriate
number of students are practicing in each clinical practice setting at a time as described
in the following table
Clinical Practice Setting/Sites Maximum number of students
to practice at a time
Medical ward (B3.4.8.) 1 student per 2beds
Surgical ward (B3.4.9.) 1 student per 2beds
Orthopedic ward (B3.4.10.) 1 per 2 patients
Gynecology ward (B3.4.11.) 1 student per 3 bed
Gynecology OPD (B3.4.12.) 1 student per examination table
Pediatric oncology ward (B3.4.13.) 1 students per 3 beds
Emergency ward (B3.4.14.) 1studentper station/area
Adult ICU (B3.4.15.) 1 student per bed
PICU (B3.4.16.) 1 student per bed
Hospice (B3.4.17.) 1 student per 4 patients
Adult oncology Day care unit (B3.4.18.) 1 per 3 patients
Pediatric oncology day care unit (B3.4.19.) 1 per 2 patients
Radiotherapy unit (B3.4.20.) 5 students per unit
Adult hematology unit (B3.4.21.) 1 student per 2 beds
Pediatric hematology unit (B3.4.22.) 1 student per bed
Adult Oncology OPD (B3.4.23.) 1 per examination table
Pediatric oncology OPD (B3.4.24.) 1 per 2 examination table
Adult Causality room (B3.4.25.) 1 per 1patent
Pediatrics causality room (B3.4.26.) 1 per 1 patient
 Ensure that each clinical practical setting is equipped with equipment and materials as per
the National Food Medicine and Health Care Administration (FMHCA) minimum
standards for health care delivery (B3.4.27.)

 Periodically assess the quality of practice sites and preceptors in light of achieving
curricular needs and identify potential additional sites when needed (Q3.4.1.)
 Ensure that the clinical practice site have a mini-library with essential reference books
with internet access and guidelines in the clinical practice site (Q3.4.2.)
 Provide housing service /accommodation for students during off-sites clinical practice
site (Q3.4.3.)
Program 25
1.3. ICT facilities
1.3.1. ICT infrastructure
Basic Standards
 Have adequately large information and communication technology (ICT) room area for
students (2.2m2 per student and accommodating at least 40 students at a time.) (B3.5.1.1.)
 Have or access to adequate and qualified IT personnel (BSc in Computer science, /IT,
and /software engineering) IT personnel (at least 3) (B3.5.1.2.)
 Have space/area/room for IT personnel, store, server, learning resources (B3.5.1.3.)
 Ensure that the ICT rooms have appropriate lighting and ventilation, (B3.5.1.4.)
 Have an optimum ICT infrastructure so that not more than two students will work at a
computer access point at a given time (B3.5.1.5.)
 Have at least one printer, scanner, projector, digital camera, audio recorders and such
other devices for each ICT room (B3.5.1.6.)
 Have ICT room connected to at least 200mB/s local area network and/or broadband
internet (B3.5.1.7.)
 Have adequate safety precautions and rules; and make it known by users (B3.5.1.8.)

 Ensure that network security guideline is developed (Q3.5.1.1.)
 Formulate and implement a policy that addresses effective use and evaluation of
appropriate ICT (Q3.51.2.)
1.3.2. Network and Connectivity

Basic Standards
 Ensure all computers in the Oncology Nursing Program are part of a single local area
network to enable optimum sharing of resources. (B3.5.2.1.)
 Provide broad band internet connections at the library, class rooms, teachers’ office
room, and the school head’s office and student accommodation area (B3.5.2.2.)

The Oncology Nursing Program should
Program 26
 Ensure that the number of computers given internet connectivity be governed by the
available bandwidth, in order to ensure adequate speeds. A mechanism to have offline
access to internet content should be set. (Q3.5.2.1.)
 Ensure that teachers and students be trained on issues related to the safe use of internet
firewalls and other security measures should be implemented to guard the school network
against cyber-attacks and misuse of the ICT facilities. (Q3.5.2.2.)
1.4. Library
Basic Standards
 Have/access to a library that can accommodate at least 25% of the student body
(B3.6.1.)
 Have qualified personnel including (B3.6.2.)
o Librarian head (1)
o Assistant librarian (3)
o Loan service officers (1)
o Documentation and record officer (1)
o Digital library service officer (1)
o Secretary (1)
o Cataloguers/library attendant ( 3 at a time )
o Office runner (1)
o Check point personnel (3)
 Have reading area for student (2-2.5 m2 per reader) (B3.6.3.)
 Have reading area for faculty staff (5 m2 per person) (B3.6.4.)
 Have book space (5.83 m2per 1000 volumes overall) (B3.6.5.)
 Have staff areas for:
o Librarian and deputy librarian (30 m2) (B3.6.6.)
o Cataloguer, assistant, secretary (9 m2 per person) (B3.6.7.)
 Provide need based browsing and retrospective search service to the users (B3.6.8.)
 Establish a database (free or subscribed) that the students can access learning resource
(B3.6.9.)
 Use ICT to support:
o Library catalogue system (B3.6.10.)
o Networking and resource sharing at local level (B3.6.11.)
o Digitalization of documents for preservation and for space saving (B3.6.12.)
Program 27
o Book loan and others (B3.6.13.)
o To access database of other library through library network (B3.6.14.)
 Provide one-on-one assistance through multiple platforms to help users find information
(B3.6.15.)
 Ensure the library is clean, inviting, has suitable environmental conditions (B3.6.16.)
 Provide convenient hours (beyond working hours) for its library services (B3.6.17.)
 Ensure that the temperature in the library is in range of 16-25 degree Celsius (B3.6.18.)
 Ensure that the library has adequate illumination, and ventilation (B3.6.19.)
 Ensure that the library is as low as the exposure standard (B3.6.20.)
 Possess collections / resources in variant formats and made accessible physically and
electronically (See Annex V) (B3.6.21.)
 Ensure that the library have code of ethics and known by students and other faculty
members (B3.6.22.)
 Ensure that the library have a procurement plan for library resources in variant formats
(B3.6.23.)
 Ensure that the library adequately safeguarded against loss, theft, mutilation and other
damage (B3.6.24.)

 Have a system to take feedback from users and update its services on a regular basis
(Q3.6.1.)
 Have 24/7 access to library services (Q3.6.2.)
 Have group discussion room, conference room, seminar room (Q3.6.3.)
 Provides safe and secure physical and virtual environments conducive to study and
research. (Q3.6.4.)
 Implement noise control measures in order to reduce the noise to which the
students’/faculty members/workers are exposed (Q3.6.5.)
 Capture, store, manipulate, and distribute information (Q3.6.6.)
 Ensure that the library has technology assisted security mechanisms to safe guard against
loss (Security camera) (Q3.6.7.)
1.5. Other Physical Facilities and Infrastructure

1.5.1. Sanitary Conveniences
Basic Standards
Program 28
 Have/access to sanitary conveniences separate accommodation for workers of each sex
per building (B3.7.1.1.)
 Ensure sanitary convenience screened that they are not visible from any place (B3.7.1.2.)
 Ensure sanitary convenience have adequate lighting and shall be sufficiently ventilated
and not connect with any workroom (B3.7.1.3.)
 Ensure sanitary convenience have adequate water supply (B3.7.1.4.)
1.5.2. Washing Facilities

Basic Standards
 Have/access to adequate and suitable facilities for washing including the supply of
running water and soap and clean disposable paper towels or other suitable means of
cleaning or drying (B3.7.2.1.)
 Ensure the washing facilities are conveniently accessible and kept in a clean and orderly
condition (B3.7.2.2.)
 Ensure the washing facilities are located adjacent to the sanitary conveniences (B3.7.2.3.)
1.5.3. Drinking Water

Basic Standard
 Have access to drinking water at all time, but not be located in a sanitary convenience
(B3.7.3.1.)
1.5.4. Access and Egress

Basic Standard
 Have an access of emergency exit to escape from workplace in case of fire or other
emergency from all parts of the building to a safe assembly area (B3.7.4.1.)
1.5.5. Access to Disability

Basic Standard
 Ensure that infrastructures and physical facilities at different places be accessible for
people with disabilities (B3.7.5.1.)
Program 29
1.5.6. Emergency Facilities
Basic Standards
 Ensure that firefighting facilities be available at all physical facilities (B3.7.6.1.)
 Have installed alarming (warning) sign in physical facilities (B3.7.6.2.)

 Have rest facilities with regard to the nature of the work and any other relevant
conditions and circumstances (Q3.7.1.)
1.6. Materials/equipment registration, inventory and Maintenance

Basic Standards
 Register/record log book all relevant information about the equipment, including its
location, records of repair and maintenance, expiry date, donor, specification,
verification, manufacturer details/manual, cost of the materials and reference number
(B3.8.1.)
 Done inventory at regular scheduled intervals (minimum every year and when there is
sufficient time to reconcile and adjust balances before the fiscal year-end close) (B3.8.2.)
 Regularly monitor and evaluate for the functionality of the materials and appropriate
measures be taken to repair for damaged ones. (B3.8.3.)

 Conduct the inventory counting process and the reconciliation by an independent person.
(i.e. other than the person who checks in or receives inventory, maintains the inventory
records for the items, or is responsible for the daily security and accountability of the
inventory) (Q3.8.1.)
Annotations
 Smart Classroom: is technology enhanced classroom that fosters opportunity for teaching
and learning by integrating learning technology, such as computer, specialized software,
audience response technology, assisted listening devices, networking and audio-visual
capabilities.
Program 30
 Skill Development Lab (SDL): refers to specifically equipped practices rooms
functioning as training facilities that provide opportunity for students to practice skill in
simulated environment
 Preceptors: refer to qualified professional and/or clinicians who are working on a full-
time basis in the respective clinical practice sites and have signed a formal agreement
with the higher education institutes to coach the students.
 Catalogue system: is a search and discovery tool that provides results from the library's
online and print collections in a single search. It includes titles of printed books, journals,
manuscripts, letters, and other material available at the library as well as links to the full-
text of millions of journal articles and digital images of graphics/illustrations and
manuscripts.
 Exposure standard: is an eight hours equivalent continuous a-weighted sound pressure
level, Laeq 8hr of 85 dB reference to 20 micro-pascals and a linear (unweighted) peak
sound pressure level, L peak of 140 dB (lin) referenced to micro-pascals
 KAIZEN principle: is an approach to create a continuous improvement based on the idea
that small on-going positive charge can reap major improvement with the “5s”: sort,
seat in order, shine, standardize and sustain
Program 31
2. ACADEMIC AND SUPPORT STAFF
2.1. Staff Recruitment and Development

Basic Standards
 Have written documents which clearly defines:
o The criteria and process for academic staff recruitment, appointment, evaluation,
recognition, and promotion (B4.1.1.)
o Type/categories of academic staff (e.g., full-time, part-time, clinical, research,
adjunct) (B4.1.2.)
o Required Qualification (B4.1.3.)
o Role of each category in fulfilling the institution’s mission. (B4.1.4.)
o Balance (number) of the academic staff/faculty of the basic, biomedical sciences,
behavioural and social sciences and the clinical sciences required to deliver the
curriculum (B4.1.5.)
o The balance between full-time and part-time academic staff (B4.1.6.)

 Ensure the document takes into account staff recruitment, selection and criteria such as
relationship to its mission, including significant local issues (Q4.1.1.)
 Have policy for academic staff retention, tenure; and for resolving grievances (Q4.1.2.)
Program 32
2.2. Faculty Size and Composition
Basic Standards
 Have/access to appropriate, adequate number, and qualification of faculty and academic
staff described in the table:
Types of Required Type of Faculty Members/ Professionals Minimum Required
Module and Qualification (MSc and above) Faculty Number
General  Anthropologist /sociologist (B4.2.1.)
Modules  Psychologist (B4.2.2.)
 Civics and Ethics Specialist (B4.2.3.)
 English Communication Specialist (B4.2.4.)
 Health Professional Education specialist (B4.2.5.)
One faculty member
 Health Informatics Expert (B4.2.6.)
for teaching up to 40
Supportive  Biochemist (B4.2.7.) students at a time
Modules  Microbiologist and/or Parasitology (B4.2.8.) (1:40)
 Anatomist (B4.2.9.)
 Physiologist (B4.2.10.)
 Pathologist (B4.2.11.)
 Pharmacologist (B4.2.12.)
Social and  Biostatics and/or Epidemiologist (B4.2.13.)
Population  Health service management specialists (B4.2.14.)
Health  Environmental health Professional (B4.2.15.)
Modules  Public Health informatics (B4.2.16.)
 Public Health Nutrition specialists (B4.2.17.)
 Health Education and Promotion specialist (B4.2.18.)
Core  Oncology nurse/Clinical Oncology Nurse (B4.2.19.) 1 to 20 ratio (One
Modules  Adult Health Nurse (B4.2.20.) faculty member for
 Oncology Nursing Technical Support Staff (BSC each module teaching
degree and above) (B4.2.21) 5 students at a time)
 Ensure the faculty assignment and workload is dedicated 40 % of time for teaching, 40 %
for research and 20 % of time for community service (B4.1.22.)
 Ensure that full-time staff to par-time staff ratio is 60:40 (B4.1.23.)
Program 33
 Ensure that the composition of the faculty reflects the institution’s mission, programs,
and student body and is periodically reviewed (Q4.2.1.)
 Have composition of the faculty member’s qualification that reflects the institution’s
mission and vision so that Doctor of Philosophy [PhD] 40%, and Master’s degree 60%
(Q4.2.2.)
2.3. Faculty Appraisals

Basic Standards
 Implement faculty evaluation by academic staff, students, peers, and the school head and
provide timely feedback biannually (B4.3.1.)
 Ensure the faculty appraisal tools measure technical skill, leadership ship, team and
communication skill, responsibility, dependability, initiative, work organization,
planning, and decision making (B4.3.2.)
 Ensures recognition of meritorious academic activities, with appropriate emphasis to
teaching, research and service at least every year (B4.3.3.)
 Formulate and implement a performance-based incentive system (based on performance
evaluation results) for the academic staff (B4.3.4.)

 Use all categories of faculty to conduct instruction and regularly assessed, properly
overseen, and consistent with its mission. (Q4.3.1.)
 Ensure the institution has equitable and broad-based procedures for such evaluation in
which its expectations are stated clearly and weighted appropriately for use in the
evaluative process (Q4.3.2.)
 Use the results of staff evaluations to enhance fulfilment of the institution’s mission
(Q4.3.3.)
 Ensure the institution periodically evaluates the sufficiency of and support for academic
staff and their effectiveness in teaching and advising, scholarship, service, and as
appropriate to institutional mission, research and creative activity. (Q4.3.4.)
 Ensure faculty assignments and workloads are reappraised periodically and adjusted as
institutional conditions change (Q4.3.5.)
Program 34
2.4. Faculty Development
Basic standards
 Have a budgeted plan for faculty development activities (B4.4.1.)
 Ensure that faculty development activities are related to job requirement, context of
practice, and provide opportunity to practice with peers (pedagogical skill, leadership
skill, technical update) (B4.4.2.)
 Ensure that all faculties have technical update in their field of profession and instructional
(pedagogy) in the past 2 years (B4.4.3.)
 Ensure that the program participate in the design and development of faculty
development activities (B4.4.4.)
 Have/access to faculty development activity in different educational approach (B4.4.5.)
 Conduct comprehensive evaluations to ascertain what effect the faculty development
program is having on faculties (B4.4.6.)

 Provide substantial opportunities for academic staff to continued professional
development throughout their careers (Q4.4.1.)
 Ensure academic staff accumulate at least 30 continuous education units (CEU) per year
for professional development and should be linked with licensing (Q4.4.2.)
Annotations
 Qualifications: of academic staff would mean appropriateness of the high-level trainings
relevant to the course being taught.
 Faculty development: would mean broad range of activities used by institutions to
renew or assist faculty to undertake their expected roles. It requires practical and
theoretical knowledge of the principles of education and development of a spectrum of
leadership, management, and relational skills.
Program 35
3. STUDENT ADMISSION AND SUPPORT SERVICE
3.1. Student Admission and Selection

Basic Standards
 Have written student admission and selection policy that specifies application process,
selection criteria, special allowance, system for appeal, and process for student transfer
(B5.1.1.)
 Publish and disseminate student admission and selection process to its constituency
(B5.1.2.)

 Considering non-academic attributes for selection that are likely to predict future
professional behaviour including intellectual ability, motivation, communicative ability-
and personality (Q5.1.1.)
 State the relationship between student selection, the mission of the school, the
educational program, and desired qualities of graduates (Q5.1.2.)
 Have a mechanism to assess the pre-entry knowledge, skill, and motivation of the
applicants (such as entrance exams and interviews) (Q5.1.3.)
 Have a system for student exchanges, and transfers (Q5.1.4.)
 Periodically review the admission policy/guideline and student intake in line with
academic success of the students and the needs of the society (Q5.1.5.)
Program 36
3.2. Student Intake
Basic standard
 Define the size of student intake in each year and relate it to its capacity (trainer, case
load, available medical equipment and infrastructure) at all stages of the program
(B5.2.1)
Quality Improvement standard

 Periodically review the size and nature of student intake in consultation with other
relevant bodies (Q5.2.1.)
3.3. Student Support Service

Basic standards
 Have (access to have) an entity responsible for student support service (B5.3.1.)
 Ensure that qualified ‘student support officer’ is available to all students, on an
appointment basis, through the standard institute business hours (full time) (B5.3.2.)
 Allocate resources (budget, facilities, and qualified personnel) for student support service
(B5.3.3.)
 Provide student support service including:
o Personal / Social issues (B5.3.4.)
o Academic issues (including tutorial service) (B5.3.5.)
o Professionalism (B5.3.6.)
o Career (B5.3.7.)
o Financial support for those who need (B5.3.8.)
o Administrative: accommodation service (if applicable), food, security, safety,
lounge, catering, sports and recreational facilities (B5.3.9.)
 Provide special support for disabled students (B5.3.10.)
 Provide special support for female students (B5.3.11.)
 Provide orientation at the beginning of the study including: (B5.3.12.)
o Brief on support services to assist students to help them adjust to study and
life in the university
o Legal, emergency and health services
o Facilities and resources
Program 37
o all relevant policies and procedures including attendance, course progress,
refund, critical incident and complaints and appeal
 Have a tour of the Institute identifying all the relevant areas (B5.3.13.)
 Provide a copy of ‘student handbook’ that outlines all rule and regulations of the
university (B5.3.14.)
 Provide peer support and pear assisted learning systems for pairing new students with a
more senior student. (B5.3.15.)

 Provide Tutor schemes by assigning volunteers for individuals’ student or group of
students (Q5.3.1.)
 Provide a mentoring scheme for students so that the mentor can offer informal help and
advice with academic, career, professional, personal or administrative problem (Q5.3.2.)
 Ensure students have access to Student Support Officer directly or via student
administrations and an appointment will be organized as soon as practical. (Q5.3.2.)
 Have one central communication platform email for students to communicate with the
support services (Q5.3.3.)
 Inform students support services available to students with general or personal issues
including sports and recreational facilities, career guidance and advice on progression
after completing the program (Q5.3.4.)
 Have a system/mechanism to evaluate and ensure the adequacy, effectiveness, and safety
of the available student support services (Q5.3.5.)
 Have a student complex providing a variety of services (Q5.3.6.)
 Provide Scholarship for students (Q5.3.7.)
Annotation
 Constituency refer annotation in section 1.1.
 Admission Policy would imply adherence to possible national regulation as well as
adjustments to local circumstances.
 Addressing social, financial, and personal needs would mean support in relation to
social and personal problems and events, health problems, and financial matters, and
would include access to health clinics, immunization programs, and health/disability
insurance as well as financial aid services in forms of bursaries, scholarships, and loans.
 Non-academic attributes: includes compassion sympathy, care insight judgment,
common sense integrate honesty etc.
Program 38
6. PROGRAM RELEVANCE AND CURRICULUM
6.1. Educational program curriculum design, structure and components

Basic standards
 Have a planned learning experiences that the educational institution intends to provide for
its learners (must have official or formal curriculum that is written and published)
(B6.1.1.)
 Define the intended educational outcomes (i.e. competencies that students to be reached
at the end of a period of learning during the university stay (graduate profile) in the
curriculum (B6.1.2.)
 Ensure the intended educational outcomes or competencies statements are organized in
broad distinguishable areas (Domain) that in the aggregate constitutes a general
descriptive framework for a profession(s). (B6.1.3.)
 Organize competencies in meaningful themes or modules to achieve the intended
educational outcomes/competencies in the curriculum (B6.1.4.)
 Ensure integration of the clinical sciences with the basic, biomedical, behavioral and
social sciences to the development and delivery of learning a meaningful, holistic manner
(principle of integration) (B6.1.5.)
 Ensure that the curriculum clearly define its major educational strategies/approach
including Student centered learning, Problem based learning (PBL), simulation based
training, task based learning, inter-professional learning, e-learning, and community-based
learning to address the intended educational outcomes. (B6.1.6.)
Program 39
 Provide basic information in the curriculum about the Module including (B6.1.7.)
o Module name
o Module code
o Pre-requisite
o The student work load (in ECTS)
o Module description
o Expected learning outcome /objectives achieved by students
o Minimum information (KAS) to be taught –module/course content
o Specific teaching learning setting, methods and activities
o Specific learning assessment methods and activities
o Learning resource
o Module duration schedule
o Attendance policy
 Clearly state the basic curriculum components including (B6.1.8.)
o Admission requirement
o Nomenclature
o Course sequencing per year/semester
o The duration of the program
o Balance between theory and practice (at least one third of the training time is
dedicated to practical teaching
o The major Educational Strategies
o Total credit hr/ECTS
o Student learning assessment policies and strategies
o Promotion criteria
o Graduation requirement
o Quality assurance mechanisms

 Ensure the module in the curriculum provide other information deemed to be relevant
(Q6.1.1.)
 State clearly other curriculum components deemed to be relevant (Q6.1.2.)
 Formulate graduate profile based on input from a wider range of stakeholders (Q6.1.3.)
Program 40
 Ensure continued repetition and elaboration of important elements of the curriculum
throughout the study (principle of continuity) (Q6.1.4.)
 Include electives and student selected components (SSCs) to provide students with the
opportunity to study areas of interest to them (Q6.1.5.)
6.2. Educational program curriculum content

Basic Standards
The Oncology Nursing Program must throughout the curriculum teach:
 Scientific methods including (B6.2.1.)
o Analytical and critical thinking.
o Nursing research methods.
o Evidence-based Medicine
 Basic Biomedical Sciences
o The contributions of the basic biomedical sciences to create understanding of
scientific knowledge. (B6.2.2.)
o Concepts and methods fundamental to acquiring and applying clinical science.
(B6.2.3.)
 Behavioral and Social Sciences and Medical Ethics
o Behavioral sciences (B6.2.4.)
o Social sciences. (B6.2.5.)
o Professional ethics (B6.2.6.)
o Compassionate, Respectful and Caring (CRC) (B6.2.7.)
o Nursing jurisprudence. (B6.2.8.)
 Clinical Sciences and Skills
o Clinical sciences to ensure that students acquire sufficient knowledge and clinical
and professional skills to assume appropriate responsibility after graduation
(B6.2.9.)
 Clearly define the balance between theory and practice (at least 2/3rd of the training time
dedicated to practical teaching) (B6.2.10.)
 Incorporate of general courses/modules to ensure that learners acquire the necessary
generic skills (B6.2.11.)
Quality Improvement standards

Program 41
 Select curriculum content based on significance, validity, applicability, feasibility and
learnability of the content (Q6.2.1.)
 Fairly distribute curriculum content in depth and breadth of the particular learning are or
discipline. (Q6.2.2.)
 Incorporate the contribution of indigenous or local knowledge to the curriculum content
(Q6.2.3.)
6.3. Curriculum Implementation and management

Basic Standards
 Communicate and ensure that the curriculum is available to staff, students, and other
stakeholders (B6.3.1.)
 Prepare detail implementation schedule (year based) (B6.3.2.)
 Ensure the implementation of the curriculum based on the academic schedule (B6.3.3.)
 Assign focal person to manage curriculum implementation at different levels throughout
the entire program (B6.3.4)
Annotations
 Curriculum: refers to the educational program and includes a statement of the intended
educational outcomes, the content/syllabus, and experiences and processes of the program,
including a description of the structure of the planned teaching/learning and assessment
methods. The curriculum should set out what knowledge, skills, and attitudes the student will
achieve.
 Indigenous or local knowledge: refers to embedded knowledge in the community and is
unique to a given culture, location or society. It refers to large body of knowledge and
skills that has been developed outside the formal educational system, and that enables
communities to survive
Program 42
7. TEACHING-LEARNING AND ASSESMENT
7.1. Teaching-Learning
7.1.1. Plan for Teaching
Basic standards
 Ensure that each teaching learning experiences is effectively planned and prepared for
teaching so that
o Each class room has session plan (B7.1.1.1.)
o Each SDL session has plan to practice skills on already identified skills to be taught
in SDL (B7.1.1.2.)
o Each clinical practice /attachment/detachment has its own syllabus (B7.1.1.3.)
 Ensure that a variety of learning experience (classroom based teaching, SDL, clinical
placement,) must be offered at the same time in a particular level (course/Module) to
facilitate the achievement of learning outcomes/competencies (B7.1.1.4.)
 Ensure that the teaching learning methods and activities are relevant and directly related
to the learning outcome/competencies (B7.1.1.5.)
Program 43
7.1.2. Classroom Based Teaching
Basic Standards
 Ensure that classroom-based teaching learning methods and activities allow learners to:
o Mentally process new information and foster active learning (B7.1.2.1.)
o Generate or produce additional externalized outputs or products beyond what is
provided in the learning materials and foster constructive learning (B7.1.2.2.)
o Engage in debate, defend and arguing a position, criticizing each other by
requesting justification, asking and answering each other’s questions, explaining to
each other and elaborating on each other’s contributions and foster interactive
learning (B7.1.2.3.)
o Give more control over and give responsibility for students to his/her own learning
to promote self –directed learning and life-long learning (B7.1.2.4.)
o Work on those with more capable others (teachers or peers) by giving some
challenging tasks they could not solve independently (team working) (B7.1.2.5.)
 Ensure that the faculty/student ratio of 1:40 for classroom teaching (B7.1.2.6.)
7.1.3. SDL Teaching

Basic Standards
 Use/incorporate simulation methods in the education of health professionals (B7.1.3.1.)
 Identify and schedule essential skills to be addressed and allocate adequate time
(B7.1.3.2.)
 Ensure that each skill is demonstrated based on national SDL guideline (B7.1.3.3.)
 Ensure that students practice with feedback and move to independent practice. (B7.1.3.4.)
 Scheduled and time allocated to practice key skills identified in the curriculum
(B7.1.3.5.)
 Ensure that student have enough practice (until declared competent by department) in a
safe environment before going to any clinical learning (B7.1.3.6.)
7.1.4. Clinical Practice Teaching

Basic Standards
 Have clear learning objectives or expected outcomes and students know what is expected
(B7.1.4.1.)
Program 44
 Ensure clinical practice teaching is structured either in block or integrated system to
facilitate the achievement of learning outcomes (B7.1.4.2.)
 Provide opportunity for learners to (B7.1.4.3.)
o observe and practice skills in a real setting and receive feedback on their
performance
o Expose students to practical site Early and longitudinal
 Ensure that students have daily supervision during clinical learning experience
(B7.1.4.4.)
 Ensure that arrangement of activities during clinical practice to maximize learning
opportunity during down time (B7.1.4.5.)
 Ensure that students have an opportunity to be exposed to priority problems of the
community during their clinical practice time. (B7.1.4.6.)
 Ensure that the faculty/student ratio of 1:5 for practical teaching at a time (B7.1.4.7.)
7.1.5. Community Based Teaching

Basic standards
 Ensure that students have opportunity to jointly plan and work with different disciplines
on a common set of problems with shared responsibilities and decision making (B7.1.5.1.)
 Ensure that students to knows, uses and acknowledge the others’ expertise and capabilities
(B7.1.5.2.)
 Ensure that students interact, communicate and consult with other health professionals in a
responsive and responsible manner (B7.1.5.3.)
Quality Improvement standards

 Use/incorporate Tel-education using video-conferences (Q7.1.1.)
 Use e-learning platform for facilitating teaching sessions (Q7.1.2.)
 Prepare multimedia educational resources (Q7.1.3.)
 Experience the challenges and dilemmas faced by practicing profession and to reflect
upon these events in the context of being a professional (teaching professionalism and
reflectiveness) (Q7.1.4.)
 Integrate/incorporate inter-professional learning curricula in to the existing system
(Q7.1.5.)
 Ensuring supportive institutional policies and commitment to inter-professional education
(Q7.1.6.)
Program 45
7.2. Student Learning Assessment
Basic Standards
 Have a written assessment policy that clearly define and describe :(B7.2.1)
o Purpose of assessment
o A range of assessment methods and activities used for formative and summative
evaluation
o The frequency and timing of formative and summative assessment
o Exam /test preparation, development, reviewing and validation process particularly
for summative assessment
o Exam /test administration process
o Exam /test scoring process
o Standard setting (cut-of-point) setting process (if possible)
o Grading system, criteria for promotion, repetition, dismissal, re-admission, and
number of allowed retakes
o Result notification, and system for appeal for assessment results
o Policy for reasonable adjustment
 Have an exam committee that ensures quality of the test item (B7.2.2.)
 Disseminate the assessment Policy to faculty members and students and other stakeholder
(B7.2.3.)
 Have a guide for the development of summative assessment (test blue print) to ensure to
test reliability and validity (B7.2.4.)
 Uses a variety of assessment methods including
o Written cognitive knowledge test (MCQ, and essay) (B7.2.5.)
o Performance assessment in simulating environment using Objective Structured
Clinical Exam (OSCE)/Objective structured practical Exam (OSPE) and its
variants (B7.2.6.)
o Performance assessment in workplace setting using directly observed practice
(DOPs.), mini clinical examination (MINI-CEX), review of portfolio, case
based discussion (CBD), 360 degrees along with oral questions (B7.2.7.)
 Establish passing scores and grading standards in a defensible manner (using criterion-
referenced method of setting standards) (B7.2.8.)
 Have an item bank to store quality items for future use (B7.2.9.)
 Maintain security of test items (B7.2.10.)
Program 46
 Ensure summative assessments are administered centrally in proctored, controlled
environments (B7.2.11.)
 Ensure the implementation of continuous formative assessment then followed by
summative assessment for each Module (B7.2.12.)
 Ensure implementation of summative exam at different milestones (B7.2.13.)
 Provide timely and detailed feedback to the student that emphasized on what went well
and what could be improved (B7.2.14.)

 Conduct post examination analysis to provide the diagnostic feedback improve the
validity and reliability of assessments, curricula and teaching strategies (cut-point or
passing score is a special score that serves as the boundary between those who perform
well enough and those who do not (Q7.2.1.)
 Use computer mediated assessment and computer adapted testing (Q7.2.2.)
Annotations
 Block system: The program time is divided into ‘blocks’ which are dedicated to either
classroom teaching or clinical placement.
 Integrated clinical experience system: students are exposed to both classroom teaching
and clinical learning every week. The advantages of this system are that it facilitates the
integration of theory and practice; students have time to assimilate new inputs and apply
them immediately
 Active learning: Students manipulate some parts of the learning materials (by giving
focused attention while manipulating)
 Constructive learning: Learners generate or produce additional externalized outputs or
products beyond what was provided in the learning materials.
 Interactive learning: Mutual exchanges of ideas between two individuals resulting in
new ideas that neither individual knew initially nor could generate alone.
 Formative and summative assessment: formative assessment is assessment used to
improve student learning and performance by giving feedback, while summative
assessment is used to decide if the student has to move to the next stage of learning. Both
should be conducted on a continual basis.
 Portfolio: Collection of evidences over the period of training by the trainees themselves
that shows their learning; which includes a reflective writing on their learning journey.
Program 47
 Validity is the ability of an assessment to measure what it is supposed to measure.
Validity is not about the method but refers to the evidence presented to support or refute
the meaning or interpretation assigned to assessment results.
 Reliability is the reproducibility or consistency or generalizability of assessment scores.
An assessment result is said to be reliable if students will get the same score if they re-
take the exam.
 Blueprint is a clear written recipe for an exam that ensures all content (knowledge, skills,
and attitude) is covered fairly and the test is a balanced sample of all the learning
objectives that students have to master.
 Item analysis refers to a statistical technique that helps instructors identify the
effectiveness of their test items. In the development of quality assessment and
specifically effective multiple-choice test items, item analysis plays an important role in
contributing to the fairness of the test along with identifying content areas that maybe
problematic for students.
 Objectively structured practical exam is a performance-based exam. During the exam,
students are observed and evaluated as they go through a series of eight or more stations.
It allows assessment of multiple competencies. It is objective, because examiners use a
checklist for evaluating the trainees; structured, because every student sees the same
problem and performs the same tasks in the same time frame; and practical, because the
tasks are representative of those faced in real, practical situations.
 360-degree evaluation consists of measurement tools completed by multiple people in a
student’s sphere of influence. Evaluators usually are faculty, other members of the health
care team, peers, patients, families, and community members. It can be used to assess
interpersonal and communication skills, teamwork ability, management skills, decision-
making professional behaviors, and some aspects of patient care.
 Mini-Clinical Examination Exercise (Mini-CEX): an assessment method that designed
to assess a range of core competencies that learners uses in a day-to-day encounters with
patients; such as history taking, physical examination, professionalism, clinical judgment,
communication skills/counseling, organization and efficiency
 Direct Observation of Procedural Skills (DOPS) It is a method to assess procedural
skills of trainees while they perform the procedure in the workplace setting. It allows
trainers to provide immediate feedback on trainees’ performance
 Case-Based Discussion (CBD): an assessment method that focuses on assessing clinical
reasoning of trainees to understand the rationale behind their decisions made on the cases.
Hence, trainees are presenting records of selected cases and discussion made on one or
Program 48
more aspects of the case; including clinical assessment, investigation, treatment, follow-
up, referral of the patient, or discharge plan.
8. STUDENT PROGRESSION AND GRADUATES OUTCOMES
8.1. Mechanism to monitor student progression

Basic Standards
 Have a mechanism to monitor student performance and progress regularly (B8.1.1.)
 Trace level of and reasons for student attrition and take actions to minimize it (B8.1.2.)
 Ensure that the final qualifications achieved by the graduates are in line with the
formulated and expected learning outcomes of the program (B8.1.3.)

 Have a system to link the program and potential employers and facilitate graduate
employment (Q8.1.1.)
 Implement strategies and programs to broaden the professional horizons of students and
enhance their performance (Q8.1.2.)
Program 49
8.2. Student record
Basic standards
 Have (access to) authorized student record office (registrar office) (B8.2.1.)
 Have /access to student recoded system on
o Student admission plan (B8.2.2.)
o Student enrolment (B8.2.3)
o Graduation rate (success) (B8.2.4)
o Attrition rate and reason for attrition (B8.2.5.)
 Have automated student record system that includes:
o Online application system (B8.2.6.)
o Online registration system (B8.2.7.)
o Student notifications regarding hostel accommodation, transportation (B8.2.8.)
o Academic calendar (teaching time table, examination time table) (B8.2.9.)
o Online student grade submission and display of results of students (B8.2.10.)
 Ensure the student record office (registrar office) have:
o An appeal system and make it known to students (B8.2.11.)
o A backup system ((B8.2.12.)
 Have graduates alumni group (B8.2.13.)
 Collaborate with administrators, deans, faculty, and counselors to facilitate and improve
services to students, including catalogue and registration policy questions (B8.2.14.)
 Supervise the coordination, evaluation and certification of all graduation applications,
while overseeing the complete graduation process to include all elements of the rehearsal
and ceremony (B8.2.15.)

 Make sure that the different department heads have accessibility to student information
(Q8.2.1.)
 Participate and serve as part of the student services team (Q8.2.2.)
 Make fee payments electronically (Q8.2.3.)
Program 50
9. CONTINUAL QUALITY ASSURANCE AND IMPROVEMENT
9.1. Quality Assurance

Basic Standards
 Have a recognized functional internal quality assurance (IQA) system/unit /Educational
development center at department/school/college/institutions level with clearly defined
duties/responsibilities and lines of communication that lead and coordinate educational
quality assurance activities. (B9.1.1.)
 Have budgeted plan at department/school/college/institutions level for IQA and
improvement activities. (B9.1.2.)
 Have representative /focal person closely working with IQA office/unit (the assigned
person has MSc degree with minimum of 2 years of teaching experience, training in
educational quality assurance, and training in teaching and assessment of health care
providers) (B9.1.3.)
Program 51
 Have IQA implementation guideline and tools aligned with national academic standards
and that guides regular program reviews and internal quality audit (B9.1.4.)
 Conduct quality assessment using the internal quality standard tool (at least annually) and
develop and implement clear strategies/work plans to fill the gaps identified (B9.1.5.)
 Use internal qualification exam (exit exam) or by assessing sample of students /reviewing
results of previous assessment to evaluate program outcome (every years) (B9.1.6.)
 Seek external quality audit and verification by HERQA or peer institutions based on the
self-evaluation document (SED) and work on the recommendations given to ensure
continual quality (every four years) (B9.1.7.)
 Assess the quality of the program based on the students passed national exam. (B9.1.8)
 Have a system for regular curriculum evaluation and review (at least every 5 years)
(B9.1.9)
 Conduct review meetings with representatives from practice sites, industries and
professional bodies annually to evaluate the effectiveness of learning experiences
(B9.1.10.)

 Have a well-organized, functional, and vibrant internal quality assurance unit that is
responsible for monitoring and evaluation of input, process, output, and impact of the
educational program (Q9.1.1.)
 Involve appropriate stakeholders, including alumni, employers, practitioners, students,
and others designated by the institution in the assessment and alignment of educational
programs (Q9.1.2.)
 Conduct program effectiveness evaluation in the work place after graduation (Q9.1.3.)
 Conduct program impact evaluation to assess any changes in the quantity and/or quality
health service associated with changes in the academic program (Q9.1.4.)
 Develop the structure, governance, and management of the organization to cope with
changing circumstances and over time, accommodate the interests of the different groups
of stakeholders (Q9.1.5.)
 Strive for center of excellence (Q9.1.6.)
9.2. Feedback
Basic Standards
Program 52
 Systematically seek, analyze and respond to student feedback that includes:
o Exit Survey (annually) to evaluate program outcomes, student experiences,
student satisfaction, and employment prospects. (B9.2.1.)
o Graduate Survey (at least every 2 years) to evaluate program outcomes,
graduate experiences, and to gather employment data. (B9.2.2.)
o Student evaluations of modules (classroom and SDL) and teaching effectiveness
(after every module administration) to evaluate program modules (B9.2.3.)
o Student evaluation of clinical attachment/detachment and community service
(after every module administration) to evaluate clinical attachment/detachment
sites and clinical instructors (B9.2.4.)
 Systematically seek, analyze and respond to instructors feedback that includes
instructor’s evaluation of modules (after every module administration) to evaluate
program modules (B9.2.5.)
 Seek, analyze and respond to employer feedback (at least every 3 years) (B9.2.6.)

 Use feedback results for program impact assessment (Q9.2.1.)
9.3. Accreditation/Approval
Basic Standard
 Seek program accreditation or re-accreditation by HERQA or other appropriate
institution (B9.3.1.)

 Seek program accreditation or re-accreditation by International Accreditors or other
appropriate institution (Q9.3.1.)
Program 53
10. RESEARCH AND DEVELOPMENT, AND EDUCATIONAL
EXCHANGES
10.1.Research
Basic Standards
 Promote research in the higher education system (B10.1.1.)
 Promote knowledge transfer from the higher education system to business and the
community (B10.1.2.)
 Ensure academic stuff are involved in
o Conducting research at least in the last two years (B10.1.3.)
o Communicating research findings to researchers, educators and policy makers
using conference presentation, peer-reviewed publication in reputable journal,
non-reviewed publication, and social media in the last two years (B10.1.4.)
Program 54
 Support active participation of staff in relevant professional conferences, seminars,
workshops, and other academic activities at national and international levels so as to
improve education and research (B10.1.5.)
 Have grants/budget for research at program/school/institutional/university level through
the mechanism of competitive base or allocated research budget (B10.1.6.)
 Identified priority research thematic areas in line with the country’s priority health and
developmental need (B10.1.7.)
 Have mechanism of reward research accomplishments and/or research quality (B10.1.8.)
 Organize research seminars and conference at program/school/college level to
disseminate research outputs (B9.1.9.)

 Formulate and implement a policy for national and international collaboration with other
educational institutions, industries, and research centers (Q10.1.1.)
 Establish journal at department/ school/ college level (Q10.1.2.)
10.2. Community Services

Basic Standards
 Have implementation guideline that outlines:
o Community service thematic areas, (B10.2.1.)
o Faculty requirement in engaging community service (B10.2.2.)
o Faculty Time dedicated for community service (B10.2.3.)
o Budget (B10.2.4.)
o Mechanism for providing community service (B10.2.5.)
o Mechanism for reward community service accomplishments and/or quality
(B10.2.6.)
 Ensure that each faculty member engaged in community service program in the past two
year (B10.2.7.)
 Have a mechanism for funding community service projects. (B10.2.8.)
 Ensure that community service must provide opportunity for student learning. (B10.2.9.)

Program 55
 Create collaboration with other educational instructions governmental and stakeholder to
provide community service. (Q10.1.1.)
Annotations
Dissemination and knowledge translation: Process by which targeted and tailed data and
information are transmitted to specific relevant audience to increase the application and
update of evidence as well as to bridge research-practice gaps.
REFERENCES
Accreditation Commission for Education in Nursing (ACEN). (2015). Accreditation Manual

Section I General Information Atlanta ACEN.
Higher Education Relevance and Quality Agency (HERQA/Ethiopia). (2013). Program Level
Quality Audit Manual. Ethiopia HERQA.
Hodges, B. D. (2013). A Practical Guide for Medical Teachers (J. A. Dent & R. M. Harden Eds.
Fourth ed.). London Elsevier Limited
Iannuzzi, P. A., Abbott, T., Brown, J., Gibbons, S., King, L., McCaslin, S., . . . Petrowski, M. J.
(2011). Standards for Libraries in Higher Education.
Initiative, H. (2017). African Standards and Guidelines for Quality Assurance in Higher
Education (ASG-QA).
International Labour Organization (ILO). (2015). International Labour Standards on
Occupational Safety and Health. Switzerland.
Program 56
Karle, H. (2006). Global standards and accreditation in medical education: a view from the
WFME. Academic medicine, 81(12), S43-S48.
Organization, W. H. (2009). Global standards for the initial education of professional nurses and
midwives.
Paliulis, N. K., & Labanauskis, R. (2015). Benchmarking as an Instrument for improvement of
quality management in higher education. Business, management and education, 13(1),
140-157.
Tackett, S., Grant, J., & Mmari, K. (2016). Designing an evaluation framework for WFME basic
standards for medical education. Medical teacher, 38(3), 291-296.
The Council on Accreditation of Nurse Anesthesia Educational Programs. (2013).
STANDARDS FOR ACCREDITATION OF NURSE ANESTHESIA PROGRAMS
Practice Doctorate 222 S. Prospect Avenue, Park Ridge, Illinois.
ANNEX I LIST OF SKILLS REQUIRED TO BE PRACTICED IN SKILL

DEVELOPMENT LABORATORY (SDL)
Box I: List of Skill required to be practiced in SDL

o Application of Personal protective equipment’s
o Hand washing
o Instrument processing
o Vital sign
o Patient safety and comfort
o Catheterization
o Enema
o Wound care
o Medication Administration
o Thermal-regulation
Program
o pre and post -operative care 57
o Post mortem care
o Oxygen administration
Continue ….
o Toxic waste management
o Extravasation management
o Blood and blood product transfusion
o IV line insertion
o NG tube insertion
o Specimen collection
o Assist in bone marrow aspiration
o Assist in Fine needle aspiration
o Assist in jugular vein insertion
o Assist in chest tube insertion, care and removal
o Assist in intrathecal chemotherapy administration
o Assist in Lumbar puncture
o Assist in parecenthesis
National Educational Quality
o Assist Assurance and Improvement Standards for Oncology Nursing
in thoracenthesis
Program 58
o Breast examination (self, clinical)
o Cervical screening procedure (PAP smear, VIA)
ANNEX II: FUNCTIONAL SDL MATERIALS (SIMULATORS/
MANNEQUINS / ANATOMIC MODEL)
No Key Functional Items Unit Required Number in

(Simulators/Mannequins/Anatomic Model) SDL/materials per
student Ratio
1. Adult CPR mannequin Number 01/SDL
2. Breast trainer mannequin Number 01/SDL
3. paediatrics CPR mannequin Number 01/SDL
4. Blood transfusion mannequin Number 01/SDL
5. Blood transfusion arm simulator Number 01/SDL
6. Enema insertion model Number 1:5ratio
7. NG tube model Number 1:5 ratio
Program 59
8. NG tube mannequin Number 01/SDL
9. Adult intubation simulator Number 01/SDL
10. Pediatrics intubation simulator Number 01/SDL
11. Suture practice arm Number 1:5
12. Suturing simulator Number 01/SDL
13. Ear exam simulator Number 01/SDL
14. Eye exam simulator Number 01/SDL
15. Auscultation simulator Number 01/SDL
16. Tracheotomy simulator , Number 01/SDL
17. Chest tube insertion simulator Number 01/SDL
18. Enema administration simulator Number 01/SDL
19. Female ureteral catheterization simulator Number 01/SDL
20. Male ureteral catheterization simulator Number 01/SDL
21. Scalp vein puncture simulator Number 01/SDL
22. endotracheal Intubation simulator Number 01/SDL
23. Nasopharyngeal intubation simulator Number 01/SDL
24. 2 Patient care mannequin – adult Number 01/SDL
25. Patient care mannequin – child Number 01/SDL
26. Infant IV arm Number 1:5
27. Adult IV arm Number 01/SDL
28. Advanced venipuncture and injection arm Number 1:5
29. Intramuscular injection simulator Number 01/station
30. Skeleton model (Adult) Number 1:5
31. Skeleton model (child ) Number 1:5
ANNEX III: SDL FUNCTIONAL ITEMS (MEDICAL EQUIPMENT)
No Functional Items (Medical Equipment Unit Required Number in

and Supplies) SDL/materials per
student Ratio
Program 60
I. Airway devices
1. Ambu bag with mask adult Number 1:5
2. Ambu bag with mask pediatric Number 1:5
3. underwater seal drainage Number 1:5
4. Combitube Number 1:5
5. Chest tube Number 1:5
6. Endotracheal tube different size Number 1:5
7. Laryngeal Mask Airway Number 1:5
8. Laryngoscope, various sizes of blades Number 1:5
9. Nasal prongs Number 1:5
10. Nasal catheter Number 1:5
11. Simple Face Mask Number 1:5
12. Venture mask Number 1:5
13. Face mask with reservoir Number 1:5
14. Nasopharyngeal airways Number 1:5
15. Nebulizers Number 1:5
16. Oropharyngeal airways Number 1:5
17. Oxygen cylinder with a flow meter and Number 1:5
gauge
18. Oxygen concentrator Number 1:5
19. Suction machines and tubes Number 1:5
20. Tongue depressor Number 1:5
21. Tracheostomy care set Number 1:5
22. Mechanical Ventilator Number 01/SDL
23. Intubation and extubation set Number 1:5
II. Circulation/Hemodynamics devices
1. Peripherally inserted central catheter Number 01/SDL
(PICC) set
Program 61
2. Blood and fluid warmer Number 01/SDL
3. Central venous catheters Number 01/SDL
4. Foleys catheter Number 1:5
5. Straight catheter Number 1:5
6. Infusion pumps Number 01/SDL
7. Blood transfusion set Number 1:5
8. Intravenous set Number 1:5
9. IV cannula different size Number 1:5
10. Perfusion machine Number 01/SDL
11. Tourniquets Number 1:5
12. Dextran Number 1:5
13. IV cannula adult Number 1:5
14. IV cannula pediatrics Number 1:5
15. IV stand Number 1:5
16. Ringer lactate IV fluids Number 1:5
17. Dextrose water IV fluids Number 1:5
18. Normal saline IV fluids Number 1:5
19. Disposable syringes – 2cc Number 1:5
20. Disposable syringes – 5 cc Number 1:5
21. Disposable syringes -–10 cc Number 1:5
24. ORS
III. orthopedic devices
1. Bandages Number 1:5
2. Spine board Number 01/SDL
3. Splints (different size) Number 1:5
Program 62
4. Sand bag Number 01/SDL
5. Bed cradle Number 01/SDL
6. Side rails Number 01/SDL
7. wheel chair Number 1:5
8. Dressing sets Number 1:5
9. Stretchers Number 1:5
10. Trolleys Number 1:5
11. Walking canes Number 1:5
12. Crunches Number 1:5
IV. Monitoring Devices
1. Pulse oximetry Number 1/SDL
2. Monitor Number 01/SDL
3. Glucometer Number 1:5
4. Blood gas electrolyte analyzer Number 01/SDL
5. Oral thermometer Number 1:5
6. Axillary thermometer Number 1:5
7. Rectal thermometers Number 1:5
8. Digital thermometer Number 1:5
9. Infrared thermometer Number 1/SDL
10. Stethoscope Number 1:5
11. Sphygmomanometer (Digital & Aneroid) Number 1:5
12. Blood pressure cuff (Aneroid) Number 1:5
13. Blood pressure cuff (Mercury) Number 1:5
14. Electric blood pressure cuff machine Number 1:5
15. Scale – adult (standing) Number 01/SDL
Program 63
16. Scale – pediatrics Number 01/SDL
17. Scale – infant Number 01/SDL
V. Diagnostic Equipment
1. Tuning fork Number 1:5
2. Ophthalmoscope Number 1:5
3. Otoscope Number 1:5
4. Percussion hummer Number 1:5
5. Lumbar puncture set Number 01/SDL
6. Thoracentesis set Number 01/SDL
7. Bone marrow aspiration set Number 01/SDL
8. Fine needle aspiration set Number 01/SDL
9. Paracentesis set Number 01/SDL
IV Personal personal protective equipment
otective equipment
1. Disposable gloves Number NA
2. Chemotherapy glove number 1:5
3. Biological safety cabinet/safety bench Number 1/SDL
4. Disposable gown Number 1:5
5. Shoe cover Number 1:5
6. Face mask Number 1:1
7. Eye googles Number 1:5
8. Hair cover Number 1:5
VI. Other Equipment
1. tape measure Number 1:5
2. Pedal operated color-coded waste bins Number 01/SDL
3. Safety box for sharps Number 1:5
4. Crash cart Number 01/SDL
Program 64
5. Examination couch Number 1:5
6. Examination lamps Number 1:5
7. First aid kits Number 1:5
8. Restraint boards Number 01/SDL
9. Personnel protective equipment’s Number 1:5
10. Sterile gloves Number NA
11. Spill kit Number 1/SDL
12. Emergency kit Number 1/SDL
13. Urine bag Number 1:5
14. Student practice suturing kit (absorbable) Number 1:5
15. (N-G tubes) feeding tubes – adult Number 1:5
16. (N-G tubes) feeding tubes – pediatric Number 1:5
17. Kidney dish Number 1:5
18. K-Y jelly Number 1:5
19. Iodine solution Number 1:5
20. Alcohol (70%) Number 1:5
21. Iodine solution 2 liter Number 1:5
22. Basin different size Number 1:5
23. Drum Number 1:5
24. Rectal tube Number 1:5
25. Gentian violet Number 1:5
26. Needle holder Number 1:5
27. Blanket Number 1:5
28. Scissors different size Number 1:5
29. Screen (flexible) Number 1:5
30. Suturing needle Number 1:5
Program 65
31. Tissue forceps of different size types Number 1:5
32. Curved artery forceps Number 1:5
33. Straight artery forceps Number 1:5
34. Enema set Number 1:5
35. Ultra sound (vein detector) Number 1/SLD
36. Colostomy bag Number 1:5
37. Suturing set Number 1:5
38. Kidney dish Number 1:5
39. Distilled water Number 1:5
40. Rubber sheet Number 1:5
41. Bed making material Number 1:5
42. Alcohol Number 1:5
43. Draping material Number 1:5
44. bed pan Number 1/SDL
45. Urinals Number 1/SDL
46. Cytotoxic waste container Number 1/SDL
47. Cryotherapy set Number 1/SDL
48. Inclined bed Number 1/SDL
49. Cotton , spatula Number 1/SDL
50. Pin light Number 1/SDL
51. Patient bed Number 1/SDL
52. Screen / bed screen Number 1/SDL
53. Brachy therapy set Number 1/SDL
ANNEX IV: LEARNING RESOURCES FOR SDL
List of Collections Unit Required

Number
Program 66
(SDL
recourse to
student ratio)
Fundamental of nursing procedure manual Number 1:5
Infection prevention and patient safety guide line Number 1:5
Advanced nursing procedure manual Number 1:5
Standard of nursing practice manual Number 1:5
Guide line for triage education and practice Number 1:5
Mechanical ventilation manual Number 1:5
Peripheral line inserting guide line for central/peripheral line inserting Number 1:5
Guide line for administration of chemotherapy Number 1:5
Spill management manual Number 1:5
Toxic waste management manual Number 1:5
Guide line for the management of extravasation Number 1:5
Blood transfusion manual Number 1:5
Breast examination manual Number 1:5
Cervical screening test guide line Number 1:5
Safety bench handling, cleaning and preparation checklist Number 1:5
Resuscitation checklist Number 1:5
WHO guide lines use of cryotherapy for cervical intra epithelial Number 1:5
neoplasia
WHO pain management ladder algorithm Number 1:1
Common guidelines on chemotherapy complications and safety Number 1:5
Cervical screening test guide line Number 1:5
Resuscitation checklist Number 1:5
WHO guide lines use of cryotherapy for cervical intra epithelial Number 1:5
neoplasia
WHO pain management ladder algorithm Number 1:5
Common guidelines on chemotherapy complications and safety Number 1:5
Airway suctioning checklist Number 1:5
Bone marrow aspiration checklist Number 1:5
Colostomy care checklist Number 1:5
Fluid and electrolyte preparation manual Number 1:5
Pain assessment scales Number 1:5
Procedure manual for fluid administration

Vital sign assessment checklist Number 1:5
Wound care manual Number 1:5
Program 67
ANNEX V: LIBRARY COLLECTIONS /RESOURCES
List of Collections Required Required in

Number Electronic
(book to Copy
student (Yes/No)
ratio)
Textbooks (edited within 10 Years)
Bird, C. E., Conrad, P., Fremont, A. M., &Timmermans, S. Handbook of 1:5
medical sociology (6th ed.) 2010. Vanderbilt University.
Program 68
Sobo, E. J. &Loustaunau, M. Cultural context of health, illness, and 1:5
medicine (2nd ed.) 2010. Greenwood
David French et al. Health psychology (2nded.) 2010. Blackwell 1:5
Publishing
Psychiatric-Mental Health Nursing 1:5
Communicable Disease Control 1:5
Biostatistics 8th edition W. Daniel 1:5
Nursing Leadership and Management 1:5
Limmer & O’keefe, Emergency Care 13th edition 1:5
BLS for Health Care Providers (students’ manual) 1:5
American red cross, First Aid, CPR, and AED 1:5
The ABCs of Emergency Medicine 1:5
Bessie L. Marquis, Carol J. Huston Leadership Roles and Management 1:5
Function in Nursing: Theory and Application, 7th edition
Dwayne E. Clayden, Bryan E. Bledsoe Pre-hospital, Emergency 1:5
pharmacology
Dorrie K. Fontaine, Patricia Gonce Morton Essential of critical care 1:5
Nursing, Holestic approachesWolters Kluwer Health | Lippincott
Williams & Wilkins 1st edition
Martin Beed , Richard Sherman , Ravi Mahajan Emergencies in Critical 1:5
Care 2nd edition
American college of surgeon, Advanced Trauma Life support student 1:5
course manual,10th edition
Martin Beed , Richard Sherman , Ravi Mahajan Emergencies in Critical 1:5
Care 2nd edition
Vincent T. Devita, Jr.; Theodore S. Lawrence; Steven A. Roseberg.
Cancer Principles & Practice of Oncology, 8th Edition (2008).
DeVita, Hellman & Rosenberg's Cancer - Principles and Practice of
Oncology 9th Ed (2011).
Henry CP and Daniel DL (2002). Fundamentals of Oncology Revised
and Expanded 4th edition.
Bruce AC, Thomas JL Jr., and Dan LL (2008). Harrisons Manual of
Oncology
Understanding and Managing Oncologic Emergencies: A Resource for
Nurses (Third Edition)
Graham G. Dark (2013). Oncology at a Glance.
Francis P. Worden and Rami N. Khoriaty (2013). Oncology Boards
Flash Review.
Jim Cassidy, Donald Bissett and Roy AJ Spennce OBE (2002). Oxford
handbook of oncology.
Program 69
Perez & Brady’s (2013). Principles and Practice of Radiation Oncology,
6th Edition.
Edward LH, Carlos AP and Luther WB (2008). Principles and Practice of
Radiation Oncology 5th edition
Vincent T. Devita, Jr.; Theodore S. Lawrence; Steven A. Roseberg.
Cancer Principles & Practice of Oncology, 8th Edition (2008).
Henry CP and Daniel DL (2002). Fundamentals of Oncology Revised
and Expanded 4th edition.
Bruce AC, Thomas JL Jr., and Dan LL (2008). Harrisons Manual of
Oncology
Harrison's Principles of Internal Medicine, 18th Edition
Perez & Brady’s (2013). Principles and Practice of Radiation Oncology,
6th Edition.
Lecture notes Oncology M. Bower J. Waxman 2010 Second Edition
Principles and practice of radiation oncology
Cancer nursing principle and practice Connie Henke Yarbro Debra
Wujcik Barbara Holmes Gobel 7th edition
Measurement of health status: importance, methods, challenges and
recommendations
How would epidemiology improve medical practice?
Epidemiology of selected infectious disease: trends, determinants,
opportunities and challenges
Epidemiology of selected chronic non-communicable disease: trends,
determinants, opportunities and challenges
YemaneBerhane, DamenHailemariam and Helmut Kloos. Epidemiology
and ecology of health and disease in Ethiopia. 2006
Daniel. Biostatistics: a foundation for analysis in health sciences.
Carl Fertman and Diane Allensworth. Health promotion programs: from
theory to practice. 2010
IOM (Institute of Medicine).Promoting Cardiovascular Health in the
Developing World: A Critical Challenge to Achieve Global Health.
Washington DC: The National Academies Press.2010
Reference Books (Edited within 10 Years)
1:10
Maltby J., Williams G., McGarry J. and Day L. Research methods for 1:10
nursing and health care,
Program 70
Raj S. Bhopal. Concepts of Epidemiology: An integrated introduction to 1:10
the ideas, theories, principles and methods of epidemiology,
Nursing care practice standards, reference manual for nurses and health 1:10
care managers in Ethiopia, FMOH
Sara Fry, Megan-Jane Johnstone, Ethics in Nursing Practice 3rd edition
Essential clinical anatomy keithL. Moore, Anne. M.R.Agur 3rd edition
Human Anatomy and Physiology for Nursing and Allied Sciences
Ruth. F. Craven, Constance j. Himel: Fundamental of Nursing: Human
Health and function, 7th edition
Julia M. Leahy, Patricia E. Kizilay: Foundation of Nursing process
approach
Bernice A. Pescosolido, Jack K. Martin, Jane D. McLeod, Anne

Rogers (Editors). Handbook of the Sociology of Health, Illness, and
Healing. A Blueprint for the 21st Century. 2011
By Susan Ayers, Richard de Visser. Psychology of medicine. 2011 1:5
WHO. Closing the gap in a generation: health equity through action on 1:5
the social determinants of health: final report of the commission on social
determinants of health. 2008.
1:5
Fundamentals of Nursing: Concepts, Process, and Practice 10th edition
Barbara bates, Physical Examination and Health Assessment 11th edition 1:5
John Trounce, Dinah Gould ,Clinical Pharmacology in Nursing, 18th 1:5
edition
Brunner and Suddarth’s Textbook of Medical Surgical Nursing 13th 1:5
edition
Harkness, Gail A. Fitzig, Charmaine McMaster, Epidemiology for 1:5
Nursing Practice
Grbach, Wendeline J.,Nursing Education and Curriculum Development,
2nd edition
Eleanor J. Sullivan ,Effective Leadership and Management in Nursing,
8th edition
Jackie Green,Keith Tones. Health promotion: planning and strategies.
2010.
Denis M Medeiros,Robert E.C. Wildman . Advanced human nutrition.
2nd edition. 2011
Judith E. Brown. Nutrition through the life cycle. 4th edition. 2010.
List of Journals
International journal of oncology
Program 71
Research journal of oncology
Journal of oncology and cancer research
journal of oncology research and treatment
BMC cancer
American journal of cancer
Journal for immunotherapy of cancer
World journal of surgical oncology
HINDAWI journal of oncology
Ethiopian journal of health sciences
British journal of pharmacology and chemotherapy
European journal of oncology nursing
Oncology nursing forum
Clinical journal of oncology nursing
SERVICE DELIVERY GUIDELINES
Clinical guideline for management of breast cancer, west midlands
expert advisory group for breast cancer
Fundamental of nursing procedure manual
ASHP guidelines on handling hazardous drugs
(https://www.ashp.org/-/media/assets/policy-
guidelines/docs/guidelines/handling-hazardous-drugs.ashx)
The American Society of Clinical Oncology (ASCO)/ONS
Chemotherapy Administration Safety Standards.
Antiemetics: American Society of Clinical Oncology Clinical Practice
Guideline Update
ChemoSafe: Strengthening the safe handling and use of chemotherapy in
Ethiopia
Improving the safe handling and administration of chemotherapy in
cancer treatment centers- Authors: African Cancer Coalition
Cancer treatment guidelines (harmonized)-Authors: African Cancer
Coalition
Guide for handling cytotoxic drugs and related waste [Internet].
[cited 2018 Jul 24]. Available from:
https://www.worksafe.qld.gov.au/__data/assets/pdf_file/0006/88710/g
uide-handling-cytoxic-drugs-related-waste.pdf
Chemotherapy and Biotherapy Guidelines and Recommendations for
Practice Fourth Edition
Guide line for the management of chemotherapy induced nausea and
vomiting Birmingham children’s hospital.
BCCG guide line for management of chemotherapy induced diarrhea
Program 72
ANNEX VI: ONCOLOGY NURSING PROGRAM ASSESSMENT TOOL
Tool Structure
Section A Head of Department /Program Coordinator/dean of the college Interview,
Document review and Observation
Section B Observation: Offices, Classrooms and SDL
Section C Document Review: Curriculum
Program 73
Section A: Head of Department Interview
HoD/Program Coordinator (Interview, Document review and Observation)
1.1. Verify through document review of the curriculum or Yes No
other relevant document at the program/department
office whether the program have:
1.1a. Need assessment report
1.1b. Minute and/or proceeding of consultative meeting of
stakeholder about the program relevance
1.1c. Approval letter by the regulatory body (FMOE)
1.2. Verify through observation whether the governance structure
and function (organogram including HOD, secretary, runner,
IQA) is available at the program
1.3. If yes, verify the presence of the following positions in the
organogram? (multiple selection)
IQA coordinator/focal person
HoD/Program coordinator
Clinical coordinator
Secretary
Runner
Additional comment
1.4. Verify through interview whether the following positions Yes No
are filled (if No, why the position is vacant)
Yes
1.5a. HoD/program Coordinator
1.7. If No, why?
1.8. Additional Comment
Interview on Clinical Practice
1.9. Verify through interview If there is
of HOD/Program Yes No detachment (off
coordinator whether the site)
program will have the Onsite Off- Both Total Reason
following attachments site Number
of
students
detached
(at a
time)
1.11a. Medical ward
1.11b. Surgical ward
1.11c. Orthopedic ward
Program 74
1.11d. Gynecology ward
1.11e. Gynecology OPD
1.11f. Pediatric oncology ward
1.11g. Emergency ward
1.11h. Adult ICU
1.11i. PICU
1.11j. Hospice
1.11k. Adult oncology Day care
unit
1.11l. Pediatric oncology day care
unit
1.11m Radiotherapy unit
1.11n Adult hematology unit
1.11o Pediatric hematology unit
1.11p Adult Oncology OPD
1.11q Pediatric oncology OPD
1.11r Adult Causality room
1.11s Pediatrics causality room
1.11. Verify through observation whether Yes for all Yes, but No
the program has formal relationship detachment sites not for
(signed/ready to be signed all
Memorandum of
Understanding/Agreement) with the
selected Off-sites clinical practice
1.12. Will have access to students transportation to and from Yes No
clinical practice site
1.15. Verify through interview of HOD/program coordinator /clinical coordinator
whether the Program
1.15a. Plan to prepare and use clinical preceptors Yes No
Comment on Clinical attachment
1.19 Books
.
1.19 Verify through observation whether the library Ye No If yes Available
have the following book collections (Not more than s total in soft
10 years) # of copy (Y/N)
hardc
opies
Program 75
a. Vincent T. Devita, Jr.; Theodore S. Lawrence; Steven
A. Roseberg. Cancer Principles & Practice of
Oncology, 8th Edition (2008).
b. DeVita, Hellman & Rosenberg's Cancer - Principles
and Practice of Oncology 9th Ed (2011).
c. Henry CP and Daniel DL (2002). Fundamentals of
Oncology Revised and Expanded 4th edition.
d. Bruce AC, Thomas JL Jr., and Dan LL (2008).
Harrisons Manual of Oncology
e. Understanding and Managing Oncologic
Emergencies: A Resource for Nurses (Third Edition)
f. Graham G. Dark (2013). Oncology at a Glance.
g. Francis P. Worden and Rami N. Khoriaty (2013).
Oncology Boards Flash Review.
h. Jim Cassidy, Donald Bissett and Roy AJ Spennce
OBE (2002). Oxford handbook of oncology.
i. Perez & Brady’s (2013). Principles and Practice of
Radiation Oncology, 6th Edition.
j. Edward LH, Carlos AP and Luther WB (2008).
Principles and Practice of Radiation Oncology 5th
edition
k. Harrison's Principles of Internal Medicine, 18th
Edition
l. Lecture notes Oncology M. Bower J. Waxman 2010
Second Edition
m. Principles and practice of radiation oncology
n. Cancer nursing principle and practice Connie Henke
Yarbro Debra Wujcik Barbara Holmes Gobel 7th
edition
o. Bird, C. E., Conrad, P., Fremont, A. M.,
&Timmermans, S. Handbook of medical sociology
(6th ed.) 2010. Vanderbilt University.
1.29. Verify By its
through own shared(within part-
interview of the same time
HOD/program institution)
coordinator Modules/Courses
how the
program will
provide the General Modules
a. Civics and Ethical
Program 76
following Education
course/modules b. Communicative English
and Basic Writing Skill
c. Health informatics
d. Health Professionals
Education
Comment
Biomedical modules
e. Biochemistry
f. Microbiology and
Parasitology
g. Anatomy/histology
h. Physiology
i. Pathology
j. Pharmacology
k. Comment
l. Social and population
health
m. Determinants of Health and
Disease
n. Measurements of Health
and Disease
o. Health promotion and
diseases prevention
p. Health policy and
Management
q. Medical sociology and
anthropology
r. Medical Psychology
s. Ecology and environmental
determinants of health
t. Student Research Project
u. Team Training Program
Core Modules
v. Foundation of oncology
nursing
w. Oncology Nursing I
x. Oncology Nursing II
y. Oncology Nursing III
1.30. Verify through interview of HOD/program coordinator whether the
program have access to the following professionals (MSc and above) to
implement core modules
Oncology nurse specialist Current Plan
available
# Shared (par-time,
Owned /progra fulltime
Program 77
by the m own contractual
program
(fulltime
)
Support staff (BSc and above)
Comment
1.31. Verify through Yes No Plan (any
interview of program type)
coordinator/HoD Yes/No
whether the program a. Biochemist
have an access to the b. Microbiologist
following and/or
professionals(Professio parasitology
c. Anatomist
nals (MSc degree and d. Physiologist
above)) to implement , e. Pathologist
Biomedical, and Public f. Pharmacologist
health modules (MSc g. Biostatics and/or
degree and above) Epidemiologist
h. Health service
management
specialists
i. Environmental
health
Professional
j. Public Health
informatics
k. Public Health
Nutrition
specialists
l. Health Education
and Promotion
specialist
m. Reproductive
health specialist
Comment
Section B Observation: Offices, Classrooms and SDL
Observation of facilities (Classrooms and Offices)
2.1. Verify through interview of HOD/Program coordinator whether the program will
Program 78
have/access to have class rooms/lecture halls
, Yes No
Own by the program # #
Shared with other program# # #
Number of program which shared the #
classroom
If yes, Verify through observation each CR1 CR2 CR CR CR5
classrooms (both shared and Program 3 4
owned) Equipped with:
2.2a LCD projector with screen/Plasma TV Y/N Y/N Y/N Y/N Y/N
.
2.2b Instructors chair and table Y/N Y/N Y/N Y/N Y/N
.
2.2c Functional electric outlet Y/N Y/N Y/N Y/N Y/N
2.2d White/black/green board Y/N Y/N Y/N Y/N Y/N
.
2.2e Well illuminated Y/N Y/N Y/N Y/N Y/N
.
2.2f. Well ventilated Y/N Y/N Y/N Y/N Y/N
2.3a Verify through interview of HOD/PC whether the program have Yes N
. /access to Smart classroom /hall o
If yes, Verify through observation smart classroom
2.3b Size of smart classroom --------(meter square)
.
2.3c Total number of functional computers #
.
2.3d Internet access Yes N
. o
2.3e Interactive whiteboard (smart board) and / or plasma Television Yes N
. o
Comment Section for classroom
Verify through observation whether the program have office prepared for :
2.4. For Program coordinator/Head of the Department(HOD) Yes. Yes, No
Its shared
own
2.4a If yes, Size (in meter square) #
.
Office equipped with Yes N
o
Program 79
2.4b File cabinet/book shelf
.
2.4c Conference (meeting) table with chairs
.
2.4d Printer
.
2.4e Chair and table
.
2.4f. Computer
2.4g Internet connection
Comment for HoD office
2.5. For Secretary Yes, Yes, No
Its shared
own
2.5a If yes, Size (in meter square) #
.
office Equipped With; Yes N
o
2.5b Computer
.
2.5c Chair and table
.
2.5d File cabinet/book shelf
.
2.5e Printer
.
2.5f. Scanner
2.5g Telephone
.
2.5h Chair for guests
.
2.5i. Photocopier
Comment for Secretary office (note the list of programs sharing the office )
2.6. For Faculty Yes its Yes,
own share
2.6a If yes, total number of offices for faculty members # d N
. o
2.6b Total number of seats(chairs and tables) in each office
Program 80
.
2.6c Size (in meter square)
.
2.6d Total Number of faculties currently using the offices (all #
. offices)
2.6e Total number of functional computers #
.
2.6f. Number of Printer #
2.6g Number of File cabinet /locker
.
2.6h Internet access Yes N
. o
Comment for Faculty office (note the list of programs sharing the office )
SDL observation
3 Verify through interview of Program coordinator/HOD Yes, Yes shared N
whether the program will have/an access to Skill Development it’s (inform o
Laboratory centre (SDL) won the lists to
central
data
collector)
3.1. If Yes, Number of SDL Own Shared
ed
3.2. If shared, with which program List of programs

Comment for SDL
If yes, Verify through observation of SDL whether (only for SDL Owned by the
program)
3.3a. The SDL is organized by competency Yes No
3.3b. The total number of movable stools/ seats in SDL Provide number here
3.3c. Size of SDL (in meter square ) Provide number here
SDL Staff (type , number , qualification, and profession of SDL Staff)
3.4. SDL staff # Qualification with profession

Position/role
3.4a. Unit Head
3.4b. staffs SDL assistant
Program 81
1.
2.
3.
3.4c. Cleaner
3.4d. SDL Technician
3.4e. Any Other
3.5. Verify through observation of relevant SDL documents whether SDL have system for
3.5a. SDL materials Inventory Yes No
3.5b. Competency based SDL material registration book Yes, Yes, not No
com compete
peten ncy
cy based
base
d
3.5c. SDL materials Loan system Yes No
3.5d. SDL Login-log-out Yes No
3.5e. SDL materials maintenance and repair (logbook/schedule, Yes No
request form…)
3.6. Verify through interview Monday to Friday Saturda Sunday
/observation of SDL working hours y
Provide number here Provide Provide number here
number
here
3.7. Verify through interview of SDL coordinator/SDL assistant whether SDL have/access
to consumables is adequate consumables for the last 3 months:
3.7a. Gloves Yes No
3.7b. Bandages Yes No
3.7c. Disinfectant solution Yes No
Comment (if not adequate why and additional comment)
3.8. Verify through interview of SDL coordinator/SDL assistant whether SDL have /access
to adequate safety devices for the last 3 months
3.8a. Boots Yes No
3.8b. Eye goggle Yes No
3.8c. Apron Yes No
3.8d. Facemask Yes No
Program 82
3.8e. Gown Yes No
Comment (if not adequate why and additional comment)
3.9. Verify through interview of SDL coordinator/SDL assistant whether SDL have /access
to adequate IPPS
3.9a. Running water Yes No
3.9b. Sinks or buckets Yes No
3.9c. Disinfectants (chlorine solution) Yes No
3.9d. Soap and towel Yes No
3.9e. Safety box for sharps Yes No
3.9f. Utility gloves Yes No
3.9g. Plastic buckets Yes No
3.10. Verify through observation whether SDL have /access to have Audio-Visual including
3.10a. LCD projector with screen/plasma TV Yes No
3.10b. Educational videos Yes No
3.10c. Computers Yes No
3.10d. White/blackboard/flipchart Yes No
Functional SDL materials (Simulators/ Mannequins / Anatomic Model)
No Key Functional Items Total Total Functional

(Simulators/Mannequins/Anatomic Model)
32. Adult CPR mannequin
33. Breast trainer mannequin
34. Paediatrics CPR mannequin
35. Blood transfusion mannequin
36. Blood transfusion arm simulator
37. Enema insertion model
Program 83
38. NG tube model
39. NG tube mannequin
40. Adult intubation simulator
41. Pediatrics intubation simulator
42. Suture practice arm
43. Suturing simulator
44. Ear exam simulator
45. Eye exam simulator
46. Auscultation simulator
47. Tracheotomy simulator ,
48. Chest tube insertion simulator
49. Enema administration simulator
50. Female ureteral catheterization simulator
51. Male ureteral catheterization simulator
52. Scalp vein puncture simulator
53. endotracheal Intubation simulator
54. Nasopharyngeal intubation simulator
55. 2 Patient care mannequin – adult

56. Patient care mannequin – child
57. Infant IV arm
58. Adult IV arm
59. Advanced venipuncture and injection arm
60. Intramuscular injection simulator
61. Skeleton model (Adult)
62. Skeleton model (child )
SDL Functional Items (Medical Equipment)
Program 84
No Functional Items (Medical Equipment and Toal Total Functional
Supplies)
VII. Airway devices
24. Ambu bag with mask adult
25. Ambu bag with mask pediatric
26. underwater seal drainage
27. Endotracheal tube different size
28. Laryngeal Mask Airway
29. Laryngoscope, various sizes of blades
30. Nasopharyngeal airways
31. Oropharyngeal airways
32. Oxygen concentrator
33. Suction machines and tubes
34. Tracheostomy care set
35. Mechanical Ventilator
36. Intubation and extubation set

VIII.
25. Peripherally inserted central catheter (PICC) set
26. Blood and fluid warmer
27. Central venous catheters
28. Perfusion machine

IX.
13. Spine board
14. Sand bag
15. Bed cradle
16. Side rails
17. wheel chair
Program 85
Section C Document Review: Curriculum
4.1. Verify through interview of department head /program coordinator whether: Yes No
a. The program has an official written curriculum for a planned learning
b. . If yes, verify through the review of the program curriculum whether it:
c. Clearly defines program goal and objectives that reflect the role of graduates expected
in the broader society
d. Clearly defines graduate profile (competencies that the students should acquire at the
end of the program study)
e. Competencies organized in broad distinguishable areas (Domains)
f. Competencies are organized in meaningful themes or modules
4.2. Verify through a review of the program curriculum Whether its includes the Yes No
following basic curriculum components
a. Nomenclature
b. Course sequencing per year/semester
c. The duration of the program
d. Major educational strategies/approach
e. Total credit hr./ECTS
f. Student learning assessment policies and strategies
g. Promotion criteria
h. . Graduation requirement
i. Quality assurance mechanisms
4.3. Verify through review of two randomly selected modules whether the modules Yes No
contain the following components (B6.1.7.)
a. Module name
b. Module code
c. The student work load (in ECTS)
d. Module description
e. Expected Learning outcome /objectives achieved by students
f. Minimum information (KAS) to be taught; module/course content
g. Specific teaching learning setting, methods and activities
h. . Specific learning assessment methods and activities
i. Learning resource
j. Module duration schedule
4.4. Verify through review of two randomly selected modules whether the modules Yes No
a. integrates clinical sciences and biomedical sciences
b. . Have weekly schedule showing the following learning experiences
c. . Lecture
d. Skill Development Lab simulation
e. Problem Based Learning, Case Based Discussion and/or other learning activities
f. Clinical practice experience
g. . Community Based teaching
h. Student performance assessment policy
i. Comment on Curriculum
Program 86
Program 87

Final - Oncology Nursing 2019 - May 9

Uploaded by

Copyright:

Available Formats

Final - Oncology Nursing 2019 - May 9

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final - Oncology Nursing 2019 - May 9

Uploaded by

Copyright:

Available Formats

Oncology Nursing Undergraduate Program

National Educational Quality Assurance

Full name Profession Institution

BSc Bachelor Of Science

Process of Standards Development

In a stakeholder meeting among the FMoH, representatives of each respective professional

• Self-evaluation of programs: The primary intention introducing an instrument for quality

Sub-areas: are defined as specific aspects or dimensions of an area, corresponding to

1. PROGRAM RELEVANCE, APPROVAL, GOAL AND OBJECTIVES

1.1. Program relevance

Quality Improvement Standards

1.2. Program Approval

Quality Improvement standard

Quality Improvement Standards

1.4. Formulation of the Program Goal and Objectives

Quality Improvement Standard

2. GOVERNANCE, LEADERSHIP, AND ADMINISTRATION

2.1. Governance of the Program

Quality Improvement Standard

2.2. Academic Leadership

Quality Improvement Standards

2.3. Program Autonomy

Quality Improvement Standard

2.4. Administrative Staff and Management

Quality Improvement Standard

2.5. Educational Budget and Resource allocation

Quality Improvement Standards

2.6. Program Administration Supported by ICT

Quality Improvement Standards

2.7. Interaction with Stakeholders

Quality Improvement Standards

3.1. Lecture Halls/Classrooms

Quality Improvement Standards

3.2. Office for Staff

Quality Improvement Standard

Quality Improvement Standard

Quality Improvement Standard

1.2. Clinical Training Facilities/Practice Sites

Quality Improvement Standards

Quality Improvement Standards

1.3.2. Network and Connectivity

Quality Improvement Standards

Quality Improvement Standards

1.5. Other Physical Facilities and Infrastructure

1.5.2. Washing Facilities

1.5.3. Drinking Water

1.5.4. Access and Egress

1.5.5. Access to Disability

Quality Improvement Standard

1.6. Materials/equipment registration, inventory and Maintenance

Quality Improvement Standard

2.1. Staff Recruitment and Development

Quality Improvement Standards

2.3. Faculty Appraisals

Quality Improvement Standards

Quality Improvement Standards

3.1. Student Admission and Selection

Quality Improvement Standards