The investigation about undergraduate nursing students' sense of identity and learning effects based on the health assessment teaching reform

Objective To understand the recognition and evaluation of the health assessment teaching reform of the 2014 nursing undergraduate students in our college,and provide an important reference for the teaching reform of the course of health assessment and the formulation of formative assessment system. Methods Through a series of teaching reforms in health assessment for the 2014 nursing undergraduate students,the measures involved asking questions about the knowledge they have learned,arranging random quizzes in class,making small video of practice after class,organizing periodical theoretical and practical exams,and the overall evaluation at the end of the term,etc. Results Survey shows that only 5% of the students have the habit of preview before class,and they are used to listening to the teacher in class.Only 21% of them review after class.Most of the students prefer to cram before exams.Therefore,the enthusiasm of students' autonomous learning needs to be improved.85% think that adding questions before class and random small tests in class can improve students' initiatives.73% of them agree to participate the practical examination step by step.In addition,they also think that it's necessary for students divided into groups to take practical exams.It's important to train their abilities of teamwork and team spirits.Moreover,as far as to the final grade of this course,the failure rate is about 0.6%,more than 56.7% students get over 80.The majorities believe that the teaching time of this course should be increased,especially for the operation course.Furthermore,74% students think the stage assessment is better than final assessment. Conclusion With the questions before class,the small tests and phased assessment,it is beneficial to improve the students' initiatives and learning effect.