目的 探讨基于微信群的“空中自习室”在护理本科生中的应用效果。 方法 招募60名护理本科生，随机分为2组。对照组由研究团队提醒完成作业和考试时间；试验组接受微信“空中自习室”干预4周，主要包括指导学生进入“空中自习室”制订并完成计划，每日统计计划完成情况，进行互助交流。使用自主学习能力量表、大学生学习拖延问卷在干预前后进行调查，并汇总学习时长、任务完成度、任务完成满意度、总目标完成情况。 结果 干预后，两组自主学习能力得分差异无统计学意义（t=1.402，P=0.166）；试验组学习拖延得分为（112.50±13.22）分，对照组为（119.70±11.62）分，差异有统计学意义（t=2.240，P=0.029）；学习任务完成度和满意度、总目标完成率均优于对照组（P<0.05）。 结论 微信“空中自习室”的应用能有效改善护理本科生学习拖延情况，提升学习效果。

Objective To explore the teaching effect of “virtual learning communities” based on WeChat in nursing undergraduates. Methods A total of 60 nursing undergraduates were randomly divided into two groups. The experimental group received the intervention of WeChat “virtual learning communities” for four weeks，including preset student mentoring plans and submission，completing the plans in “virtual learning communities”，counting the completion of daily plans，and exchange and communication. Meanwhile，the control group was reminded to complete assignments and examination arrangements by the research team. The Independent Learning Ability Scale，Students’ Academic Procrastination Questionnaire were used to compare the differences pre and post intervention，and the learning time，the completion of learning tasks，satisfaction and overall goal completion were summarized. Results After the intervention，there was no statistically significant difference in the scores of self-directed learning between the two groups（t=1.402，P=0.166）. The score of academic procrastination in the experimental group（112.50±13.22） was less than the control group（119.70±11.62），which difference was statistically significant（t=2.240，P=0.029）. Besides，the completion of learning tasks，satisfaction and general objective’s completion of the experimental group were better than the control group（P<0.05）. Conclusion The intervention of “virtual learning communities” based on WeChat can effectively reduce academic procrastination and improve learning efficiency of nursing students，which is worthy of promotion and application.