期刊名称：International Journal of the First Year in Higher Education
电子版ISSN：1838-2959
出版年度：2012
卷号：3
期号：1
页码：35-48
DOI：10.5204/intjfyhe.v3i1.102
摘要：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.
