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

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Cassar, Angela, Funk, Roger, Hutchings, Daniella, 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

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
URI https://vuir.vu.edu.au/id/eprint/22883
Official URL https://fyhejournal.com/article/view/102/103
Subjects Historical > FOR Classification > 1302 Curriculum and Pedagogy
Current > Division/Research > VU College
Keywords ResPubID26252, first year experience, transitional pedagogy, teaching and supported learning, nursing studies, universities, university education, Australia
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