Scaffolding student learning inclinical practice

Solution Focused Teaching: A Transformative Approach to Teaching Nursing

“…An important principle for engaging students in this subject matter comes from the socio-cultural theory of learning and the concept of the Zone of Proximal Development (Spouse, 1998;Vygotsky, 1962). This learning principle posits that students learn best when teachers take an active role in moving them from a place of comfort and knowing, to a place of cognitive dissonance and unknowing, within a climate of close social support and active instruction.…”

Bridging theory and practice in the supervisory relationship: a sociocultural perspective

“…Complementing this is Vygotsky’s model of cognitive development his zone of proximal development (ZPD). This describes the stages whereby learners holding a body of knowledge, described by Spouse (1998b) as knowledge‐in‐waiting, are ready to progress to the next stage but do not have the maturational ability to use it (and this may be on any of several different planes such as the cognitive, technical, affective, etc.). Moving through their ZPD from a baseline of knowledge‐in‐use to the outer limit of knowledge‐in‐waiting learners need support and guidance from a more experienced colleague.…”

How Learning to be a Nurse in the Clinical Environment Occurs for the International Student

“…It has been noted in the literature that the understanding of the part a role model has in student learning has been misunderstood in the past, with students' learning experiences limited to the performance of delegated tasks in an unsupervised manner [35,36,37]. Participants in this study were actively seeking an appropriate role model who met their own learning needs.…”

“…Charters asserts that role modelling is a legitimate way of learning for nursing students because it reconciles the art and science of the profession and, sadly, most nurses devalue its importance [54]. However registered nurses in the clinical environment may be unprepared or unwilling to teach students which could render this type of learning difficult to assess [16,35,55]. Spouse noted that staff may be unaware that students need to be afforded opportunities to work alongside them in order to develop professional skills [36].…”