目的 构建健康评估课程知识图谱，并了解学生的使用感受。 方法 采用Neo4j图数据库构建健康评估课程知识图谱；2023年5月—7月，将其初步应用于某医科大学2021级83名未使用过知识图谱的护理本科二年级学生的健康评估课程教学中。教学结束后，评估学生的知识点学习时长、知识点练习次数、对知识图谱使用的整体满意度、继续使用知识图谱进行学习的意愿，并采用目的抽样法，抽取17名学生作为访谈对象，对其进行半结构化访谈，了解其使用健康评估课程知识图谱的感受。 结果 课程知识图谱共包含199个知识点，2 890个节点，2 628个属性，在节点间建立了168次包含性关系、97次顺序性关系、37次相关性关系。83名学生的知识点学习时长为0.17（0.17，3.37） h，知识点练习次数为1（1，33）次；对知识图谱使用的整体满意度得分为8.00（7.00，9.00）分，99%（82/83）的学生表示愿意继续使用知识图谱进行学习。通过访谈发现，学生表示健康评估课程知识图谱的运用有助于提高学习投入度、减轻应试焦虑感、形成清晰的学习思路、保障知识学习内容的全面性、加深对知识的理解和记忆，但在使用知识图谱的过程中存在未被满足的学习需求。 结论 学生对健康评估课程知识图谱的使用反馈良好，健康评估课程知识图谱的运用有助于学生高效、系统化学习，提高其学习效果。

Objective To construct a knowledge graph for the Health Assessment Course and investigate students’ usage experiences. Methods The Neo4j graph database was utilized to construct a knowledge graph for the Health Assessment Course. From May to July 2023，the knowledge graph was implemented in the Health Assessment Course for 83 second-year nursing undergraduate students from the Grade 2021 of a medical university who had not used a knowledge graph previously. After the course，students’ practice duration and frequency on knowledge points，overall satisfaction with the knowledge graph platform，and willingness to continue using it for learning were evaluated. Additionally，17 students were purposively sampled for semi-structured interview to collect their feedback. Results The constructed knowledge graph consisted of 199 knowledge points，2 890 nodes，and 2 628 attributes，with 168 types of inclusion relationships，97 types of sequential relationships，and 37 types of correlation relationships established among the nodes. The average learning duration for knowledge points among the 83 students was 0.17（0.17，3.37） hours，with an average practice frequency of 1（1，33） times. The overall satisfaction with the knowledge graph platform was 8.00（7.00，9.00） out of 10，and 99%（82/83） of students expressed willingness to continue using the knowledge graph for learning. Interviews revealed that students believed the application of the knowledge graph for the Health Assessment Course enhanced their learning engagement，alleviated exam anxiety，facilitated clearer learning paths，ensured comprehensive content coverage，and deepened understanding and memory of knowledge. However，there were still some unmet learning needs. Conclusion Positive feedback is got for using the knowledge graph in the Health Assessment Course，which can facilitate the efficient and systematic learning，and ultimately improving their learning effects.