Scaffolding questions to foster higher order thinking

Elsevier

Available online 2 November 2022

Teaching and Learning in NursingAbstract

Nursing instructors must select teaching strategies that foster clinical judgment to prepare nursing students for licensure and practice. Questioning is not a new strategy, but it is an effective method to engage students in higher-order thinking including clinical judgment. By scaffolding and sequencing the questions around Bloom's Taxonomy, instructors can guide student thinking in a stepwise fashion toward the evaluation and synthesis levels where clinical judgment occurs. This manuscript provides instructions on how to employ scaffolded questions to foster clinical judgment.

Section snippetsImplications to Teaching

Scaffolding questions is a teaching skill that can be learned. If used often, questioning may guide student clinical judgment development. The sequence can become a “habit of the mind,” a way of thinking, when faced with clinical decisions, uncertain concepts, or difficult circumstances. This teaching strategy can enhance student progression to “thinking like a nurse.”

Scaffolded questions and prompts can be used in any setting to engage students’ higher-order thinking. For example, this

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© 2022 Organization for Associate Degree Nursing. Published by Elsevier Inc. All rights reserved.

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