Abstract:

Objective To explore the application effect of the post-class reflection scaffolding in the perspective of deep learning in the teaching of Internal Medicine Nursing course in vocational colleges. Methods A convenience sampling method was used to select second-year nursing students in a higher education institution in Jiangxi Province. These students were divided into an experimental group（54 students） or a control group（56 students） according to the class. The experimental group adopted a presentation-assimilation-discussion（PAD） class teaching model with a reflection scaffolding，including five phases：pre-class preparation，teaching new content，individual study，classroom discussion，and post-class reflection. Students completed three rounds reflective diary based on the scaffolding after class. Meanwhile，the control group adopted a routine PAD class teaching model without a reflection scaffolding. Effect evaluation included final examination，reflection log quality，Self-Reflection and Insight Scale，and Deep Learning Scale. Results The reflection log score in the third round of the experimental group was higher than that of the first round（t=8.590，P<0.001）. In post-teaching，the experimental group scored significantly higher in final examination，self-reflection insight and deep learning ability than the control group（t=4.605， 3.423，2.093，P<0.05）. Conclusion The PAD class teaching model with a post-class reflection scaffolding in the perspective of deep learning is helpful in improving the levels of reflective diary，enhancing students’ self-reflection insight and deep learning abilities，thereby enhancing teaching quality.

Key words: Deep learning, Reflection scaffolding, Reflective diary, Presentation-assimilation-discussion class, Internal medicine nursing