ABSTRACT
According to the characteristics of Introduction to Clinical Medicine and the teaching requirements for medical English major,scaffolding instruction was introduced.The teaching method was adopted in which the key points of the whole chapter was reviewed by the students before class,the frames was built by the teacher in class and filled by the students through group discussion after class,and finally the problems which came across by the students during group discussion after class was solved by the interaction between the teacher and students in the next class.Besides,building tertiary grade frames made the students first understand the key points of the whole chapter vertically and then command the progressive mechanism of every disease from basic medicine to clinical medicine and finally build the connections between the knowledge points horizontally,which inspired students' learning interest and improved their comprehensive ability to analyze the clinical case.The result proved that scaffolding instruction could improve the grades of final examination obviously and enhance the classroom efficiency.
ABSTRACT
Objective To explore the influence of scaffolding instruction on improvement of professional self-concept for undergraduate nursing students in clinical practice.Methods 90 nursing students from 176 undergraduate nursing students were randomly sampled,and were randomly divided into the experimental group and the control group with 45 students in each group.The experimental group took routine clinical practice and scaffolding instruction,students of the control group took routine clinical practice.After 1 week and 6 months,professional self-concept of the students of the two groups was measured by questionnaire.Results There were significant improvement in leadership ability,professional skills,flexibility,satisfaction,communication in the experimental group after 6 months,but this improvement was not found in the control group and after 1 week in both groups.Conclusions Scaffolding instruction can effectively improve professional self-concept for undergraduate nursing students in praxis.