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Student transitions - evaluation of an embedded skills approach to scaffolded learning in the nursing curriculum

Cassar, Angela and Funk, Roger and Hutchings, Daniella and Henderson, Fiona and Pancini, Geri (2012) Student transitions - evaluation of an embedded skills approach to scaffolded learning in the nursing curriculum. International Journal of the First Year in Higher Education, 3 (1). pp. 35-48. ISSN 1838-2959

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Abstract

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.

Item Type: Article
Uncontrolled Keywords: ResPubID26252, first year experience, transitional pedagogy, teaching and supported learning, nursing studies, universities, university education, Australia
Subjects: FOR Classification > 1302 Curriculum and Pedagogy
Faculty/School/Research Centre/Department > VU College
Depositing User: Ms Phung.T Tran
Date Deposited: 20 Dec 2013 06:09
Last Modified: 14 May 2014 19:39
URI: http://vuir.vu.edu.au/id/eprint/22883
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