目的 了解护理本科生混合式教学线上学习个人需求。方法 以需求分析理论为框架,基于文献编制专家函询问卷,对5名专家进行2轮函询,最终形成包含4个一级维度、12个二级维度、26个条目的混合式教学线上学习个人需求调查问卷。采用该问卷对大学二、三年级的151名护理本科生进行调查。结果 学生对线上学习教师工作需求排序前三位为课程规划（6.35）、讲解知识（6.19）、激发兴趣（6.03）。65.6%的学生喜欢线上“探究式学习”形式。43.1%的学生认为单门课程线上学习最佳时长为1~<2 h/d。43.2%的学生认为单个学习资源时长为5~<10 min为宜。学生认为评价方式重要性排序前三位为在线作业（6.21）、在线测试（6.18）、在线学习时长（5.87）。结论 教师应注重线上学习课程规划,加强探究式学习,合理安排线上教学时间,避免加重学生负担,优化线上教学资源类型与长度,开展多元化线上教学评价。

Objective To understand the personal learning needs of online blended teaching of nursing undergraduates. Methods An expert consultation questionnaire was developed based on the needs analysis theory. Five experts were consulted for two rounds and the final questionnaire included 4 first-level dimensions,12 second-level dimensions,and 26 items. A total of 151 year-two and year-three nursing undergraduates were investigated with this self-developed questionnaire. Results The top three contents that students needed for online learning were course preparation（6.35）,knowledge explanation（6.19）,and interest stimulation（6.03）. 65.6% of the students preferred “inquiry learning” format for the online learning. 43.1% of the students believed that “the best length of online learning for a single session was 1~<2 h/d”. 43.2% of the students believed that “the length of a single learning video was 5~<10 min”. Students thought that the top three important evaluation methods were online homework（6.21）,online examination（6.18）,and online learning length（5.87）. Conclusion Teachers should pay attention to online learning “course preparation”,strengthen inquiry-based learning,reasonably arrange online teaching length to avoid study burden,optimize the types and length of online teaching resources,and carry out diversified online teaching evaluations.