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Abstract The six‐phase model of cognitive apprenticeship (modelling, coaching, scaffolding, articulation, reflection and exploration) has been recognized as a useful and effective instructional method in educational research; however, only a few studies have investigated the structural relationships among the six phases at work. This study aimed to qualitatively examine the relationships among the six phases of cognitive apprenticeship. The study focused on the preceptorship of clinical nursing education in which an experienced nurse (preceptor) instructs a newly registered nurse (preceptee) during their first year of tenure. The grounded theory approach was used to analyse open‐ended survey data from 41 nurses at a university hospital in Japan. Participants were asked to recall how they were instructed by their preceptors. The results indicated that preceptors used articulation and reflection during coaching, scaffolding, and exploration, and that scaffolding was closely associated with exploration. Based on these findings, a revised model of cognitive apprenticeship was proposed. This study contributes to the literature by proposing a revised cognitive apprenticeship model.
Makoto Matsuo (Fri,) studied this question.