目的 构建融合三维可视化技术与情景化教学策略的混合式教学模式,探讨其对护理专业本科生神经解剖学课程学习效果的影响。方法 本研究采用历史对照设计，以北京协和医学院护理学院2024级133名学生为传统教学组（TT），2025级 133 名学生为混合式学习组（BL）。BL组在传统教学基础上实施三维可视化、虚拟现实云录制、解剖模型制作及同伴教学4项策略。两组课程后分别完成难度系数一致的题库抽题式理论考试，并对两组分别实施匿名问卷（TT组自愿填写，n=101；BL组自愿填写，n=133）自测，采用Welch’s独立样本t检验分析组间差。结果 两组基线资料差异无统计学意义（P>0.05）；BL组理论考试总分高于TT组（24.0±3.09 vs 17.3±3.95，P<0.001）；BL组课程满意度（99.2%）及问卷应答率（100%）均高于TT组（88.1%；75.9%）；两组自评4项核心能力得分差异均具有统计学意义（P<0.001）。结论 本研究构建的混合式教学模式整合了三维可视化、虚拟现实、模拟教学与同伴教学等具有普适性的教学方法,并在教学环节中嵌入护理相关临床场景,使通用教学方法与护理岗位胜任力培养有机衔接,为护理学科教学改革提供可参考的实践范式。

Objective To develop a blended learning model integrating three-dimensional visualization with scenario-based strategies and evaluate its effect on neuroanatomy learning outcomes among nursing undergraduate students. Methods Using a historical control design, this study designated 133 students from the class of 2024 at the School of Nursing, Peking Union Medical College as the traditional teaching group (TT), and 133 students from the class of 2025 as the blended learning group (BL). The BL group received four supplementary instructional strategies in addition to traditional teaching: three-dimensional imaging, virtual reality cloud-recorded sessions, anatomic model construction, and peer teaching. Upon course completion, both groups completed a theory examination of equivalent difficulty, with items drawn from a shared question bank administered under unified conditions, and anonymous questionnaires were administered to each group (TT group: voluntary completion, n=101; BL group: voluntary completion, n=133). Welch’s independent-samples t-test was used to analyze between-group differences. Results Results showed no statistically significant differences in baseline characteristics between the two groups (P>0.05). The BL group achieved higher theory examination scores than the TT group (24.0±3.09 vs 17.3±3.95, P<0.001). Course satisfaction (99.2%) and questionnaire response rate (100%) in the BL group were both higher than those in the TT group (88.1%; 75.9%). Between-group differences in self-assessed scores across all four core competency dimensions were statistically significant (P<0.001). Conclusion The blended learning model developed in this study integrates broadly applicable pedagogical innovations, including three-dimensional visualization, virtual reality, simulation training, and peer teaching, with nursing-relevant clinical case scenarios (embedded within the simulation training component, thereby linking generalizable teaching method  innovation with nursing competency development.