摘要目的:探讨深度学习视域下支架式教学模式在护理基本技术课程中的应用效果。方法:采用便利抽样法，2023年9月—2024年6月，选取苏州卫生职业技术学院2023级护理专业的324名学生为研究对象。将其中3个班级设为试验组（ n=167）、3个班级设为对照组（ n=157）。对照组实施传统教学模式，试验组在对照组基础上实施深度学习视域下支架式教学模式。采用课程成绩、学业自我效能量表、护理专业大学生自主学习能力测评量表比较教学效果。 结果:本研究共发放问卷324份，回收有效问卷324份，问卷有效回收率为100.00%（324/324）。教学后，试验组护生课程成绩高于对照组，差异有统计学意义（ P<0.05）。教学后，试验组护生学业自我效能量表总分及各维度得分均高于对照组，差异有统计学意义（ P<0.01）。教学后，试验组护生护理专业大学生自主学习能力测评量表总分，自我管理、学习合作能力维度得分均高于对照组，差异有统计学意义（ P<0.01）。 结论:护理基本技术课程采用深度学习视域下支架式教学模式能够提升高职护生的学习成绩、学业自我效能和自主学习能力。

abstractsObjective:To explore the effectiveness of the scaffolding teaching mode from the perspective of deep learning in basic nursing techniques course.Methods:From September 2023 to June 2024, 324 nursing students at Suzhou Vocational Health College in the 2023 cohort were selected as research subjects using convenience sampling. Three classes were designated as experimental group ( n=167), and three classes were designated as control group ( n=157). Control group received the traditional teaching mode, while experimental group received a scaffolding teaching mode from the perspective of deep learning on the basis of control group. Teaching effectiveness was evaluated using course grades, the Academic Self-Efficacy Scale, and the Measure Scale of Autonomous Learning Competencies of Nursing Undergraduates. Results:A total of 324 questionnaires were distributed and 324 valid questionnaires were collected, with a valid response rate of 100.00% (324/324). After teaching, the experimental group's nursing course grades were statistically higher than those of the control group ( P<0.05). After teaching, the experimental group's nursing students demonstrated statistically higher total scores and scores across all dimensions on the Academic Self-Efficacy Scale compared to the control group ( P<0.01). After teaching, the experimental group of nursing students scored statistically higher than the control group on the total score of the Measure Scale of Autonomous Learning Competencies of Nursing Undergraduates, as well as on the dimensions of self-management and learning cooperation ability ( P<0.01) . Conclusions:The implementation of the scaffolding teaching mode from the perspective of deep learning for basic nursing techniques course enhances vocational nursing students' academic performance, academic self-efficacy, and autonomous learning competencies.