Coffman Sherrilyn, Iommi Morgan, Morrow Kelly
School of Nursing, Nevada State College, Henderson, NV, USA.
Teach Learn Nurs. 2023 Jan;18(1):232-237. doi: 10.1016/j.teln.2022.09.012. Epub 2022 Nov 2.
Recent changes, such as COVID-19 restrictions and advances in technology, have led to unique effects on nursing education, requiring new pedagogical thinking and strategies. Studies have shown that a more active approach to learning leads to positive gains for students. In this conceptual paper, we argue that scaffolding specifically allows instructors to break down assignments into meaningful chunks with instructional support that fall within reach of a student's ability, making the assignment both more manageable and actively engaging. This paper outlines six principles (Van Lier, 1996) to the scaffolding approach and discusses two example assignments that utilize scaffolding in nursing education to increase active engagement and improve learning outcomes. Examples include a research critique paper and an unfolding case study.
近期的变化，如新冠疫情防控措施以及技术进步，对护理教育产生了独特影响，这就需要新的教学思路和策略。研究表明，更积极的学习方式能给学生带来积极收获。在这篇概念性论文中，我们认为支架式教学法能让教师在教学支持下将作业分解成有意义的部分，这些部分处于学生能力范围之内，从而使作业更易于管理且更具吸引力。本文概述了支架式教学法的六条原则（范里尔，1996年），并讨论了两个在护理教育中运用支架式教学法以提高参与度和改善学习成果的作业示例。示例包括一篇研究评论论文和一个逐步展开的案例研究。
