Objective To explore the method and effect of computer simulative model of lying-in women in the teaching of gynecological nursing. Methods We separated 171 nursing students in grade 2005 into the control group (85 students) and the experimental group (86 students). For the experimental group the teaching method of computer simulative model of lying-in women was used. For the control group we used the traditional teaching method. The effects of two teaching methods were compared. Results The examination achievement of the experimental group was more than that of the control group and 93% nursing students of grade 2005 approbated this teaching method. Conclusions Introducing computer simulative model of lying-in women into the teaching of gynecological nursing can not only improve the effect of teaching, stimulate studying interest and cultivate unity and cooperation ability.

Objective? To explore the effects of the flipped classroom based on micro-lecture in the standardized training for new nurses. Methods? A total of 65 new nurses in Shenzhen Hospital, Beijing University of Traditional Chinese Medicine who were recruited from July 2015 to July 2016 were selected and divided into observation group(n=32)and control group (n=33) by random number table method. The control group received the routine standard training, while the observation group received the flipped classroom based on micro-lecture in addition to the routine standard training. After training, the nurses' theoretical and clinical practise competence were analyzed and compared based on their performance in the Self-initiated Learning Ability Scale, Registered Nurses' Core Competence Assessment Scale and Satisfaction Questionnaire. Results? After training, the nurses in the observation group achieved higher score in theory (82.68±8.85), clinical practice(83.64±5.93), self-initiated learning(112.32±8.62), and nurses' core competence (162.23±17.96) than the control group with statistical significance (t=3.258, 6.679, 6.085, 3.808;P＜0.01). The satisfaction rate was 87.9% in the observation group and 65.6% in the control group with statistical significance (χ2=4.532,P=0.033). Conclusions? The application of the flipped classroom based on micro- lecture in the standardized training of new nurses can better improve the training efficacy, young nurses' comprehensive and core ability and their autonomous learning ability .