Objective To investigate effects of comprehensive information-based platform in ‘Health Assessment ’ teaching and improve teaching quality and self-orientation learning ability of students at the background of massive open online course (MOOC).Methods A total of 140 nursing students were randomly divided into control group (n=80) and experimental group (n=60). After investigation from February to July 2015, comprehensive information-based platform was set up and included auscultation room, health assessment practical room with automatically recording and broadcasting system and ‘Resource Library of Recommended Health Assessment ’ . Students in control group were given traditional teaching methods, while students in experimental group were given information-based teaching interventions for one term. Theory and practical test results, students′evaluation to teaching and ability of self-study between two groups were compared.Results Test scores of theory and practical skills in experimental group [(88.70±4.15) and (90.24±3.21)] were better than control group [(78.68±10.67) and (80.54±3.63)]. The differences were statistically significant (P<0.01). Evaluation to teaching of students in experimental group was better than control group ( P<0.01) . Nurse students in experimental group had higher scores on 5 aspects including learning awareness, learning strategy, learning behavior, learning evaluation and interpersonal communication than students in control group ( P<0. 01 ) . Conclusions Application of comprehensive information-based platform in teaching of ‘Health Assessment ’ could improve students′ self-direct learning ability and teaching quality. Students accept the teaching method properly.

Adult nursing course is the nursing professional core courses. The traditional spoon-feed teaching mode which lack of practice opportunities, can′t meet the social demand for“excellence” of the nursing personnel training. The teacher makes a combination of theory-practice-clinical consistent training mode and offline to online interactive learning mode, relying on high simulation training classrooms, teaching resources storehouse platform and mobile terminal real-time communication platform to construct the integrated teaching model of theory and practice. The course is based on clinical true cases, put the “task drive” and “problem solving” as the main line, pay attention to preview before the class, class learning, practice training and extension after class and other important time nodes. Students explored and practiced in three-dimensional learning environment to make up for the shortcomings of traditional teaching mode, and achieved good teaching results.