ABSTRACT
Objective:To explore the effect of applying scaffolding teaching to infectious disease teaching.Methods:The study selected 259 undergraduate nursing students of Batch 2017 as the research objects, and they were randomly divided into an experimental group (126 students) and a control group (133 students) according to the odd and even numbers of their student numbers. The experimental group carried out scaffolding teaching, and the control group adopted traditional teaching. After the teaching, the two groups of students were assessed on the theory of infectious diseases and scenario simulation excercises. The teaching satisfaction of the two groups was assessed through questionnaire surveys. SPSS was used for t test and chi-square test. Results:The experimental group's theoretical assessment and scenario simulation excercises scores were both higher than those of the control group, and the difference was statistically significant ( P<0.05). The results of the questionnaire survey showed that the experimental group students were more satisfied with the scaffolding teaching model [80.2% (101/126)], which was higher than that of the control group [54.1% (72/133)], with statistically significant differences ( P<0.001). Conclusion:Scaffolding teaching is helpful to improve teaching quality and satisfaction in infectious disease teaching, and it is worthy of further promotion and application in educational practice.