Effects of scaffolding teaching mode from the perspective of deep learning in basic nursing techniques course
10.3760/cma.j.cn115682-20250223-00827
- VernacularTitle:深度学习视域下支架式教学模式在护理基本技术课程中的应用
- Author:
Fangman CHENG
1
;
Han LYU
1
;
Nan SHENG
1
;
Binqian GE
1
;
Ying LIU
1
;
Chunmei ZHANG
1
;
Ping ZHOU
1
Author Information
1. 苏州卫生职业技术学院护理学院，苏州 215000
- Publication Type:Journal Article
- Keywords:
Students, nursing;
Deep learning;
Scaffolding teaching;
Basic nursing techniques;
Course
- From:
Chinese Journal of Modern Nursing
2025;31(32):4464-4469
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effectiveness of the scaffolding teaching mode from the perspective of deep learning in basic nursing techniques course.Methods:From September 2023 to June 2024, 324 nursing students at Suzhou Vocational Health College in the 2023 cohort were selected as research subjects using convenience sampling. Three classes were designated as experimental group ( n=167), and three classes were designated as control group ( n=157). Control group received the traditional teaching mode, while experimental group received a scaffolding teaching mode from the perspective of deep learning on the basis of control group. Teaching effectiveness was evaluated using course grades, the Academic Self-Efficacy Scale, and the Measure Scale of Autonomous Learning Competencies of Nursing Undergraduates. Results:A total of 324 questionnaires were distributed and 324 valid questionnaires were collected, with a valid response rate of 100.00% (324/324). After teaching, the experimental group's nursing course grades were statistically higher than those of the control group ( P<0.05). After teaching, the experimental group's nursing students demonstrated statistically higher total scores and scores across all dimensions on the Academic Self-Efficacy Scale compared to the control group ( P<0.01). After teaching, the experimental group of nursing students scored statistically higher than the control group on the total score of the Measure Scale of Autonomous Learning Competencies of Nursing Undergraduates, as well as on the dimensions of self-management and learning cooperation ability ( P<0.01) . Conclusions:The implementation of the scaffolding teaching mode from the perspective of deep learning for basic nursing techniques course enhances vocational nursing students' academic performance, academic self-efficacy, and autonomous learning competencies.
