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Promoting clinical competence: using scaffolded instruction for practice-based learning.

Donna Scott Tilley1, Patricia Allen, Cathie Collins

  • 1Texas Christian University, Fort Worth, TX, USA. d.tilley@tcu.edu

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|October 2, 2007
PubMed
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Scaffolded instruction enhances competency-based nursing education by fostering collaboration between clinical faculty and students. This approach, applied in a web-based program, supports practical skill development through guided mentorship and gradual responsibility transfer.

Area of Science:

  • Nursing Education
  • Competency-Based Education
  • Instructional Design

Background:

  • Bridging the gap between academic learning and clinical practice is a persistent challenge in nursing education.
  • Competency-based education (CBE) offers a framework emphasizing outcomes, learner accountability, and individualized learning.
  • Scaffolded instruction, characterized by collaboration and knowledge transfer, presents a viable strategy to support CBE.

Purpose of the Study:

  • To describe the application of scaffolded instruction within a web-based, second-degree Bachelor of Science in Nursing (BSN) program.
  • To illustrate how scaffolded instruction facilitates the development of clinical competencies in nursing students.
  • To highlight the role of clinical coaches in providing a scaffolded learning experience.

Main Methods:

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  • Implementing scaffolded instruction in a web-based second-degree BSN program.
  • Utilizing clinical coaches to model skills and gradually transfer responsibilities to students.
  • Focusing on collaborative learning and knowledge facilitation throughout the clinical component.

Main Results:

  • Scaffolded instruction provides a structured approach for students to acquire and demonstrate clinical competencies.
  • The use of clinical coaches effectively supports students in their home communities, enhancing practice-based learning.
  • This method facilitates a gradual increase in student autonomy and accountability for nursing activities.

Conclusions:

  • Scaffolded instruction is an effective pedagogical strategy for competency-based nursing education, particularly in online or hybrid programs.
  • Clinical coaches play a crucial role in the successful implementation of scaffolded learning experiences.
  • This model supports the development of practice-ready nurses by integrating education with real-world clinical application.