較少有研究應用維高斯基理論於高等教育。此篇文章回顧在近側發展區和鷹架學習理論，並應用於護理教育中以問題為導向的學習。從建構式學習的觀點而言，我們探討有益於護理系學生以問題為導向的學習，包括診斷性指導以及致力於小班導師(tutor)與學生之間的對話。確認主要執行的議題，包含：使用真實的案例為教案(scenario)的腳本、在現今發展區及近側發展區來確立學習目標、同時考慮學生之間不同的社會背景以及建立平等和諧的學習氣氛來促進師生之間的對話。鷹架學習原則是在鼓勵與學生的對話並可幫助以問題為導向學習的小組。我們期望藉由維高斯基理論應用於護理教育中以問題為導向的學習，可以增加小班導師與學生的參與度，進而有助於雙方的成長。

Relatively little research has been done on applying Vygotsky's theories to higher education. This article reviews Vygotsky's zone of proximal development (ZPD) and scaffolding approach, and applies it to problem-based learning (PBL) in nursing education. From the perspective of constructive learning, we explored the usefulness of nursing student scaffolding in a PBL strategy that involves diagnostic tutorials and engages in reciprocal dialogue between the tutor and student. Key implementation issues were identified, including using an authentic case as the script of a scenario, setting learning objectives in the zone of current development and ZPD, taking into consideration students' different social backgrounds, and setting a tone of equality and rapport which is needed to foster student-teacher dialogue. The scaffolding principle was used to encourage dialoguewith students and to facilitate PBL groups.Wehope that Vygotsky's approach when applied to PBL in nursing education can increase tutor and student engagement, thus helping both parties.