1. PRESENTATION OF EXISTING EVALUATION
Activity 4.4- Evaluation of teaching process and students experience
PRESENTATION OF EXISTING EVALUATION
APPROACHES IN THE UNIVERSITY OF ATHENS, DEPARTMENT OF NURSING
Professor John Mantas:
Miss Andriana Magdalinou:

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Quality Assurance & Accreditation Agency (HQA)
Started operating in 2006 as a responsible agency for quality issues in Higher Education.
Committee:
President ,
Council ( From 6 Universities and 4 Technological Institutions),
Representative of the research centres of the country ,
Common representative of the Technical, Geotechnical and Economic Sectors of Greece.
HQA is administratively autonomous, supervised by the Minister of Education and is responsible at central level for quality assurance in tertiary education.
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Quality Assurance Unit (“MODIP”)
Each institution is responsible for ensuring and continuously improving the quality of its educational and research work as well as for the efficient operation and performance of its services, in line with international practices, in particular those of the European Higher Education Area, and the principles and guidelines of HQA.
For this purpose, the Quality Assurance Unit is responsible in each HEI. In each Higher Education Institution, an internal quality assurance system is developed and implemented, with the responsibility and initiatives of the relevant “MODIP”, which must cover the whole range of functions and activities of the institution.
Each institution is under a modip . Thee quality assurance unit is responsible for ensuring and improving the quality in higher education and required higher institutions to develop and implement an internal quality assurance system. Modip balance international practices and guidelines of the quality assurance and accreditationa gency
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“MODIP” - University of Athens
The Quality Assurance Unit of the National and Kapodistrian University of Athens was set up on July 24, 2008 to organize, coordinate and implement Quality Assurance processes in line and compliance with the requirements of the institutional framework in Greece (Law 3374/2005).
The evaluation criteria and indicators used and monitored are reported on the basis of the above institutional framework in the following four axes:
the quality of the teaching process;
the quality of the research process;
the quality of the curricula;
the quality of other services (administrative services, student care, ICT infrastructure, transparency in the management of financial resources, etc.).
The criteria and indicators used are required to address the following areas 1-4
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5. The Department of Nursing
The Department of Nursing was first established in 1979 with a four-years study programme in the School of Medicine of the National and Kapodistrian University of Athens and its first opening was at the academic year In , the Department of Nursing was included in the School of Health Sciences as an independent department. The Postgraduate Programme of the Faculty of Nursing provides the specializations below:
"Management of Crisis and Mass Disasters and Nursing in Public Health"
"Applied Nursing Science"
"Advanced Clinical Nursing"
"Advanced Nursing Science and Mental Health of Children and Adults"
Inter-University postgraduate program “Health Care Management- Health Informatics"

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Internal Evaluation of MSc Programmes in the University of Athens, Department of Nursing Evaluation Method and Tools
Evaluation Committee of the Department of nursing consisting of professors and the heads of MSc programmes are responsible for constructing the questionnaires.
Two Questionnaires are distributed to students regarding the:
Evaluation of each course
Evaluation of the MSc programme
Students are requested to answer anonymously the questionnaires.
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Evaluation of each course
Questionnaire
Consists of:
3 items regarding the evaluation of the contents, the instructor, and the course with a scale from 1 (poor) to 6 (excellent),
23 items about the contents , the instructor, and the course with a scale from 1 (indifferent) to 5 (strongly agree),
3 open questions about strengths, weaknesses, and comments regarding the course.
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8. Statistical analysis
For the purpose of statistical analysis the SPSS is used and results are extracted including:
The frequency of the answers regarding the first three items.
The average and the frequency of the answers regarding the next twenty three items.
The main points of the open questions are coded and analyzed for similarities.

9. 2. Evaluation of the MSc programme Questionnaire
Consists of:
Demographic questions,
9 items with a scale from 0 (not at all) to 4 (very much) regarding the evaluation of the courses in the programme and the clinical practice,
8 items with the scale from 0 (not at all) to 4 (very much) about student satisfaction,
5 items about involvement in research activities during the programme rating 0 (no) and 1 (yes),
Open Questions about the instructors, the contents, the strengths, and weaknesses of the MSc program

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Statistical Analysis
For the purpose of statistical analysis the SPSS is used and results are extracted including:
The frequency and average of the answers regarding the 9 items about the evaluation of the subjects in the programme and the clinical practice.
The frequency and average of the 8 items about student satisfaction.
The frequency of the 5 items about involvement in research activities.
The main points of the open questions are coded and analyzed for similarities.
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11. Management of the results
Actively involving the faculty member in the self-awareness and self-improvement process; using this information as an opportunity to interact with the students and think about alternative teaching methods or material alteration.
Regular meetings among the faculty members are held to discuss about individual results and results about the MSc programme. Allowing sufficient time for dialogue and interaction (between the consultant and faculty members) using feedback information and examining and understanding the faculty member’s approach to teaching (e.g. philosophy and paedagogical strategies); and the setting of improvement goals for the faculty member. Faculty members review the institutional materials taking into consideration the results from the surveys, the institutional expectations and University and Ministry of Education guidelines.
Analysing the results and giving this ffedback to the instructor can involve him in a self-awareness and self improvement process. The instructor take this opportunity to revise his teaching approach and material used. Adiscusiion amog faculty members follows in order to discuss the results

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External Evaluation
The final phase of each Quality Assurance Round in Education.
It consists of critically analyzing the results of the internal evaluation by an External Evaluation Committee.
The Committee of Foreign Experts consists of five members, who come from the Independent Experts' Registry by HQA.
The purpose of the External Evaluation is to establish the completeness, transparency and objectivity of the Internal Evaluation.
The external evaluation is conducted by five members coming from an independent experts registry of the quality assurance and accreditation agency
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The Committee carry out a number of discussions, observations, and meetings with academic, clinical, and administrative staff, and students of both undergraduate and postgraduate level. A number of documents are made available to the committee for review and information. These may include, the power point slide presentation of the internal evaluation, internal review documents of the previous year and earlier years, the study guide that included the course outline for each semester, the curriculum, the evaluation of courses, details for postgraduate studies, and other documents (e.g. questionnaires and course evaluations).
The reports are made public on the relevant electronic platform for all Universities and each Department separately.
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REFERENCES- WEBSITES
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15. Thank you !