Target | Goals
  1. Monitor student attainment of education competencies
  2. Measurement student self assessment of competency attainment at program inception and completion;
  3. Preceptor assessment of student competency attainment and the conclusion of applied learning experience(s).
  4. Benchmark(s):(1) 100% of students will self-assess as proficient on all program competencies at program completion; 100% of students will be assessed as proficient on all program competencies by their preceptor(s) at the conclusion of their applied learning experience(s).
  5. Monitor student job placement after program completion
  6. Measurement(s)– (1) student career placement rates; (2) student post-graduate residency/fellowship placement rates based on responses to  Survey results.
  7. Benchmarks:(1) 90% of graduates will be working/advancing in the field of health administration within five years of program completion; (2) 20% of graduates will complete a post-graduate administrative residency or fellowship within five years of program completion.
  8. Monitor demographic characteristics of student applicants to the program.
  9. Measurement(s)– (1) monitor number of ethnic minority applicants and admissions to the program; (2) monitor number of years of health-related experience among program applicants and admissions
  10. Benchmark(s):(1) 30% or more of admissions will consist of persons from ethnic minority group(s); (2) average years of health related experience among admissions will be one year or greater.
  11. Monitor demographic characteristics of program faculty, preceptors and other program resources (e.g. guest speakers)
  12. Measurement(s)– (1) monitor number and type of ethnic minority faculty members; (2) monitor number and type of ethnic minority preceptors and guest speakers/lecturers.
  13. Benchmark(s):(1) at least one full-time or part-time faculty member will be from an ethnic minority group; (2) 100% of cadres will utilize at least one ethnic minority guest speaker and/or student preceptor in one or more classes annually.
  14. Monitor faculty participation and performance in activities that improve teaching/instructional/pedagogical skills.
  15. Measurement(s)– annual faculty evaluation results in the area(s) of instructional/pedagogical skills development

Benchmark(s): 100% faculty participation in instructional/pedagogical skills development and satisfactory rating or higher on annual faculty evaluations in this area.

Monitor student evaluations of instructional performance

Measurement(s) – Faculty and Course Evaluation (FACE) instrument administered at the conclusion of each course/term.

Benchmark(s): 100% of student attaining average course instructional rating of good to excellent across all MHA courses taught per year.

Monitor faculty performance in scholarly activities

Measurement(s) – number and type of scholarship related activities engaged in by cadres.

Benchmark(s): cadre will be engaged in one or more activities of scholarship on an annual basis.

Monitor academic qualifications of students accepted into the program.

Measurement(s) – (1) Monitor average undergraduate grade point average for program applicants and admissions; (2) monitor standardized test scores  for program applicants and admissions.

Monitor program completion/graduation rates for all  program admissions.

Measurement(s) – program completion rates for both full-time as well as part-time students.

Benchmark(s): 90% or greater of full-time MHA students will graduate within three years of program matriculation; 80% or greater of part-time MHA students will graduate within three.

The future objectives/Goals

  • Strengthening policy, legal and regulatory frameworks – this is critical and should be done using a rights based approach. Clearly outlined policies and a legislative framework governing nursing, midwifery, clinical officers and laboratory technicians practice and education will contribute to uplifting standards and better help in the provision of quality health care services.
  • Ensuring competency based education and in-service training for all the cadres using an up-to-date curriculum and well developed education standards. This will also be critical after independence. Torit health science training institution will help to develop all the cadres needed to boost the health care delivery. A formal mechanism and system for continuing education and in-service training is also needed to ensure that health workers are continually updating themselves with new information and knowledge.
  • Creating and maintaining an enabling environment for students to practice. This includes safe practice sites; safe living conditions; fair compensation, access to basic amenities including schooling and childcare; an adequate supply of essential drugs and equipment, and reliable transportation to an Emergency Obstetric and Newborn Care (EmONC) facility;
  • Supervision and support for setting up and maintaining standards and quality improvements–including links, support and backup from the local community
  • Stewardship, resource mobilization and management for improvements in the delivery of health services to all.