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

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.  

Keywords

• first year experience, transitional pedagogy, teaching and supported learning, scaffolded learning, embedded skills