Faculty of Health and Life Sciences, Department of Health and Caring Sciences, Linnaeus University, SE-351 95, Vaxjo, Sweden; Department of Accident and Emergency, Region Jonkoping County, and Department of Medical and Health Sciences, Linkoping University, PO Box 1026, SE-551 85, Jonkoping, Sweden.
Department of Nursing, School of Health Sciences, Jonkoping University, PO Box 1026, SE-551 11, Jonkoping, Sweden; Department of Clinical Neurophysiology, University Hospital, Linkoping, Sweden.
Nurse Educ Pract. 2021 Mar;52:103004. doi: 10.1016/j.nepr.2021.103004. Epub 2021 Feb 24.
The Model for Improvements in Learning Outcomes (MILO) is theoretically grounded and designed to intertwine didactics, pathophysiology and medicine with specific concepts important for learning. The aim was to describe supervisors' experiences of undergraduate nursing students' learning during clinical practice when using MILO. A qualitative and explorative design was used. Seventeen supervisors, thirteen women and four men from different departments at three hospitals in southern Sweden participated. After using the model, data were collected through four focus group interviews with open unstructured interview questions and analysed using inductive latent content analysis. Twelve subcategories, four generic subcategories and one main category emerged. The students developed a questioning approach and were more reflective, open and compliant. Twosomes enhanced learning. Specific documents generated structure and feelings of participation. The supervisors felt that taking the students' pre-understanding into account and a caring approach in the learning environment were valuable for enhanced learning. The students established a caring relationship with the patients and the patients' perspective became emphasized. Using MILO, intertwining between the natural and the professional became possible; enhanced learning in nursing skills together with a more caritative caring approach towards the patient was revealed. The need of compassion is discussed.
改善学习成果模式（MILO）具有理论基础，旨在将教学法、病理生理学和医学与学习的具体重要概念交织在一起。目的是描述在临床实践中使用 MILO 时，主管对本科护生学习的体验。采用了定性和探索性设计。来自瑞典南部三家医院不同部门的 17 名主管，其中 13 名女性，4 名男性参与了研究。在使用模型后，通过四次焦点小组访谈收集数据，访谈问题为开放式非结构化问题，采用归纳潜在内容分析法进行分析。出现了 12 个子类别、4 个通用子类别和 1 个主要类别。学生发展出一种提问方法，更具反思性、开放性和顺从性。两人一组促进了学习。具体文件生成了结构并增强了参与感。主管们认为，考虑学生的先备知识和学习环境中的关爱方法对增强学习很有价值。学生与患者建立了关怀关系，强调了患者的观点。使用 MILO，可以实现自然与专业之间的交织；揭示了护理技能的学习得到加强，对患者的关怀更加关爱。讨论了同情的必要性。
