Abstract:

Objective To evaluate the reform effect of the Human Anatomy course for undergraduate nursing students. Methods A total of 212 nursing undergraduate from two classes of Grade 2023 at a medical university in Chongqing were conveniently selected as participants. Taking classes as units，the students were randomly assigned to the experimental group（n=106） and the control group（n=106）. In three chapters of the Human Anatomy course，the experimental group received multidimensional collaborative innovative teaching，including lectures delivered by teachers with dual backgrounds in nursing and basic medicine，integration of core nursing professional knowledge into teaching content，further adoption of student-centered teaching modes and methods，and development of the course knowledge graph. The control group received conventional teaching. The reform effect was evaluated by pre- and post-study knowledge tests for both groups，as well as questionnaires on learning satisfaction，learning engagement and professional identity administered upon course completion. Results After the intervention，the knowledge test scores of the experimental group were significantly higher than those of the control group，and their satisfaction with the detailed design of the teaching process was also significantly higher（both P<0.05）. However，no statistically significant differences were found between the two groups in learning engagement or professional identity scores after the course（P>0.05）. Conclusion The reform can improve undergraduate nursing students’ mastery of course knowledge and their recognition of teaching design. Nevertheless，its effects on students’ learning engagement and professional identity remain to be further verified.

Key words: Human Anatomy, Education, Nursing, Course Reform, Knowledge Graph, Artificial Intelligence