Background

The Model for Improvements in learning Outcomes (MILO), theoretically based on ethical values was applied. The aim was to describe undergraduate nursing students’ attitudes to learning during clinical practice in three different semesters when using MILO.

Methods

A descriptive comparative study design with cross-sectional data collected via a questionnaire. SPSS for Windows was used; demographic data were analysed, using the chi-squared test, variables measuring the students’ attitudes were computed, and using the Kruskall-Wallis test, the total scores and the scores for separate areas in the questionnaire were compared between the groups. For reliability, Cronbach’s alpha was calculated.

Results

In comparison, intrapersonal concepts were in all semesters rated to be of greater value for learning than contextual concepts. Understanding the needs of others were rated to be of major importance. Peer learning and MILO’s applications were valued the highest in the earlier semesters. In all semesters, support from co-clinical teachers scored very low. Some of the concepts and their applications were to great extent not applied in agreement with the fundamental idea of MILO.       

Conclusions

Fundamentals in caritative caring and the student’s own characteristics and abilities were valued higher than organizational concepts. A bearing of a caritative caring culture and a shared understanding between all involved in student learning is needed.  

Ethical issues and approvals

The study was conducted in accordance with the Declaration of Helsinki, reviewed by the Boards of Ethics committee, Linköping, Sweden, approved by the Dean at the university, health care directors, and head of social services.