Model for Improvements in Learning Outcomes (MILO): Development of a conceptual model grounded in caritative caring aimed to facilitate undergraduate nursing students’ learning during clinical practice (Part 1)

Maria Koldestam,Anders Broström,Christina Petersson,Susanne Knutsson

doi:10.1016/j.nepr.2021.103144

Maria Koldestam, Anders Broström + Show 2 more

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https://doi.org/10.1016/j.nepr.2021.103144

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Abstract

AimThe aim was to describe the development of a caritative caring conceptual model aimed to facilitate undergraduate nursing students’ learning during clinical practice. DesignAn explorative design was used. MethodsThe Delphi method with a panel of 12 experts together with a literature search with a systematic approach were used and data were analysed according to content analysis. ResultsThe Model for Improvements in Learning Outcomes (MILO) consists of eight core concepts divided into four intrapersonal concepts (nursing, a reflective approach, a critical approach, quality and safety) and four contextual concepts (peer learning, co-clinical teachers, student-centred and student-active supervision, a good learning environment). MILO is grounded in the theory of caritative caring with a hermeneutic approach and the understanding of caring and learning as parallel processes. Tools such as reflection, structure and guiding pm are used to intertwine caring, nursing, pathophysiology and medicine. ConclusionsMILO intertwines didactics with concepts important for nursing students’ learning with a foundation in caritative caring and may facilitate undergraduate nursing students’ learning in clinical practice.

Highlights

The primary aim of undergraduate nursing programmes is to provide a broad education, including theoretical and practical skills, to prepare students for their future professional role
- A theoretical founda on, Step 1-4: The theor cal founda on is based on Gadamer’s philosophy of knowledge and understanding based on past experience, openness and context (Gadamer, 2013), Eriksson’s (2002, 2010) theory of carita ve caring that stresses caring is the core in nursing and that a caring rela on and a caring approach is vital, and that caring and learning are understood as parallel phenomena (Ekebergh, 2018)
Caring and learning are understood as parallel phenomena with a foundation in human science and hermeneutics with an ethos grounded in caritas, The theoretical foundation is based on Gadamer’s hermeneutical philosophy of knowledge and understanding based on past experience, openness and context (Gadamer, 2013), Eriksson’s (2002, 2010) theory of caritative caring that stresses caring is the core in nursing and that a caring relation and a caring approach is vital, and that caring and learning are understood as parallel phenomena (Ekebergh, 2018)

Summary

Introduction

The primary aim of undergraduate nursing programmes is to provide a broad education, including theoretical and practical skills, to prepare students for their future professional role. A model intertwining didactics with important nursing aspects, pathophysiology and medicine combined with a clear focus grounded in a caritative caring theory with a hermeneutic approach could be used in supervision to facilitate learning in clinical practice. To learn nursing, learning and nursing need to have a common fundamental ground (Ekebergh, 2018; Eriksson, 2018) This was in the early nineteen eighties shaped and adapted by Eriksson (1985) and is by Eriksson and Matilainen (2004, p.1) described as: “A didactics that, with a human science and hermeneutic basis and an ethos, based on caritas, is an open world, where the hermeneutic movement creates an epistemology that seeks new horizons, with focus in tradition and the theoretical core of caring science”. Reflection can be based on experience and done with openness (Gadamer, 2013) but can be guided by a method, for example, Gibbs’ reflective cycle (Gibbs, 1988)

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