Student transitions – evaluation of an embedded skills approach to scaffolded learning in the nursing curriculum
| Autor: | Daniella Hutchings, Geri Pancini, Roger Funk, Angela Cassar, Fiona Henderson |
|---|---|
| Rok vydání: | 2012 |
| Předmět: |
Higher education
business.industry Learning environment Educational framework lcsh:LB5-3640 Nursing curriculum Variety (cybernetics) Unit (housing) lcsh:Theory and practice of education Academic skills ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education first year experience transitional pedagogy teaching and supported learning scaffolded learning embedded skills University teaching Psychology business |
| Zdroj: | International Journal of the First Year in Higher Education, Vol 3, Iss 1, Pp 35-48 (2012) |
| ISSN: | 1838-2959 |
| DOI: | 10.5204/intjfyhe.v3i1.102 |
| Popis: | A scaffolded learning and embedded skills educational framework was adopted by an intersectoral university teaching team for the foundational nursing course unit of study: "Frameworks for Nursing Practice." The scaffolded learning and embedded skills approach is espoused as recognising the unique learning needs of students who are transitioning to higher education studies from a variety of entry points (Green, Hammer, & Stephens, 2006; Kift, 2009; McWilliams & Henderson, 2008). The embedded skills approach adopted in this unit attempts to ensure that students transitioning from a variety of contexts acquire a range of introductory academic skills in a supported learning environment. A mixed methods evaluation of the unit of study over two years (2009-2010) has revealed that students are mostly appreciative of the scaffolded and embedded skills delivery format and cite that elements of the model have supported their learning needs. |
| Databáze: | OpenAIRE |
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