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)

Effective Teaching Behaviors of Clinical Nursing Teachers: A Qualitative Meta-Synthesis

“…Also, it is particularly important to establish a harmonious relationship between teachers and students. As clinical nursing teachers are most concerned about what nursing students have really learned, while nursing students pay special attention to whether teachers can evaluate them fairly ( 33 ), clinical nursing teachers should have the skills to evaluate nursing students and be able to guide them at any time. However, besides clinical teaching, clinical nursing teachers also undertake heavy clinical work.…”

Use of Active Methodologies in the Nursing Teaching Process: an integrative literature review

“…According to Koldestam et al (2021), the MILO methodology -Model for Improvements in Outcomes -supports the active methodologies already evidenced in the context of clinical practice, identifying important factors regarding student learning during this period. MILO is composed of eight fundamental concepts that define it, four of which involve intrapersonal aspects and the remaining four encompass contextual aspects, with the aim of unifying different concepts into one, allowing for ease in the student's learning process during clinical practice ( Koldestam et al, 2021).…”

“…Finally, MILO argues that learning depends on the combination of these eight concepts, in a meaningful and structured way that culminates in a better understanding of care and learning as parallel processes, constituting a learning model that pays attention to care in which the its essence is to unify and hermeneutically move from the part to the whole (Koldestam et al, 2021).…”

The analysis of nursing diagnoses determined by students for patients in rehabilitation units

“…Thus, the Korean Accreditation Board of Nursing has set the nursing process as one of the major learning outcomes to be achieved before graduation. As nurses' ability to perform the nursing process leads to evidencebased practical competency, continuous attention to the nursing process is required in education and practice (Jung and Yoo, 2022;Koldestam et al, 2021;Song et al, 2019). Despite the fact that the nursing process is an important indicator covering a high proportion of guidance and evaluation areas in clinical practice education, it is reported that nursing students still have difficulties in the clinical application of this process.…”

“…Thus, the Korean Accreditation Board of Nursing has set the nursing process as one of the major learning outcomes to be achieved before graduation. As nurses’ ability to perform the nursing process leads to evidence-based practical competency, continuous attention to the nursing process is required in education and practice ( Jung and Yoo, 2022 ; Koldestam et al, 2021 ; Song et al, 2019 ).…”