Internet-based nursing medical education system

Abstract

The invention discloses a nursing medicine education system based on the Internet, and relates to the field of computer application technology and education management, and the system comprises a theory learning module which is used for achieving the online teaching and personalized learning pushing of nursing theory knowledge, the nursing skill training module is used for training and evaluating the standardized nursing operation ability of students, the virtual simulation practical training module is used for providing an immersive virtual clinical training environment, and the structured nursing document training module is used for improving the ability of the students to write standard nursing documents. The intelligent evaluation module is used for carrying out automatic, multi-dimensional and structured comprehensive evaluation on the learning and training process of students, and the system integration interface module is used for realizing data exchange and interaction between the teaching platform and an existing information system of a hospital. The system has the advantages of complete functions, closed-loop data and accurate intelligent evaluation, and can effectively improve the standardization, practicability and intelligent level of nursing education.

Description

Technical Field

[0001] The present invention relates to the fields of computer application technology and education management, and in particular to an Internet-based nursing medical education system. Background Art

[0002] In recent years, with the continuous advancement of medical education informatization, nursing schools have gradually explored models for integrating the internet with teaching resources to alleviate the shortage of practical resources and improve teaching efficiency. Some universities have established online learning platforms or simulation operating systems for nursing majors, supporting online learning of basic courses, limited skill training video presentations, and integration with examination systems. At the same time, some smart training centers have also introduced virtual simulation tools or structured teaching cases. However, there is a widespread functional fragmentation between systems, a lack of a unified data system and closed-loop evaluation system, and a disconnect between teaching content and clinical practice.

[0003] However, the existing nursing education system generally has the following prominent problems: theoretical teaching, skill training and clerical training are mostly independent platforms, and learning behavior data are scattered and cannot be integrated, resulting in a loose connection between course learning and clinical practice; training resources are mostly static materials or closed tasks, lacking real interactive processes for different disease scenarios, which is not conducive to training students' comprehensive adaptability and clinical thinking ability; students lack structured guidance and terminology standard review mechanisms in the process of writing nursing documents, and evaluation feedback is delayed and lacks objective basis; course ideological and political evaluation is highly formalized and cannot quantify students' humanistic expression and professional attitude.

[0004] In response to the above problems, the present invention provides an Internet-based nursing medical education system that integrates theoretical learning, skill training, virtual simulation training and structured nursing document writing training modules. By embedding a scoring algorithm and an intelligent feedback mechanism, it realizes multi-dimensional data collection and integrated evaluation of students in each learning link, and connects to the hospital HIS and PACS systems through a system integration interface to construct teaching cases from real clinical data, thereby comprehensively improving the authenticity of teaching content, the consistency of the training process and the accuracy of evaluation feedback. Summary of the Invention

[0005] In response to the above problems, the present invention provides an Internet-based nursing medical education system to solve the problems in the existing technology such as the separation of theoretical learning and skill training, the lack of standardization of clerical training, and the lack of systematic evaluation methods.

[0006] To solve the above technical problems, the present invention provides the following technical solutions: an Internet-based nursing medical education system, comprising:

[0007] Theoretical learning module is used to realize the online teaching of nursing theory knowledge and personalized learning push, including course content management, chapter exercises, knowledge mastery assessment and learning recommendation functions;

[0008] The nursing skills training module is used to train and assess students' standardized nursing operation capabilities. It has built-in training tasks for various nursing operation processes and helps students become familiar with the operation standards through guided navigation combined with wearable devices, simulation models, and video operation paths.

[0009] The virtual simulation training module provides an immersive virtual clinical training environment with a variety of real-world and simulated training cases. Each training case contains five types of information: basic patient information, a brief description of the condition and the evolution of the chief complaint, vital signs data, laboratory examination data, and medical imaging data.

[0010] The structured nursing document training module is designed to enhance students' ability to write standardized nursing documents, focusing on professional expression, terminology application, and structured writing skills in nursing assessments, nursing plans, and intervention records. It has built-in template generation mechanisms and quality scoring models.

[0011] The intelligent assessment module is used to conduct an automated, multi-dimensional, and structured comprehensive evaluation of students' learning and training processes. It uses the student process and result data obtained in real time from the aforementioned modules, combined with preset scoring rules and intelligent algorithm models for quantitative analysis;

[0012] The system integration interface module is used to realize the exchange and interaction of nursing data between the teaching platform and the hospital's existing information system. The nursing data includes case information, imaging materials, and training results.

[0013] The course content management mentioned above involves teachers uploading course videos, handouts, and case text materials, and setting up the course structure according to the association of knowledge points;

[0014] Chapter exercises: The system provides a variety of question banks and automatically generates a wrong question book after students finish answering the questions;

[0015] Knowledge mastery assessment, for student u's mastery of course c, is as follows:

[0016]

[0017] Among them, G u,c is the mastery level of student u on course c, where u is the student, c is the course, and N c is the number of knowledge points included in course c, S u,i is the student's test score on knowledge point i, C u,i is the degree of video viewing completeness of the student for this knowledge point, α and β are weight coefficients;

[0018] Learning recommendations, based on Boolean reasoning and mastery ranking logic, prioritize knowledge points with a mastery level below the threshold τ = 0.75.

[0019] The navigation method includes graphic step-by-step guidance, operation video demonstration, and virtual instrument interaction;

[0020] The nursing skills training module uses action path comparison and scoring logic to model the standard operation path as a finite state machine and evaluate whether the student's operation sequence meets the standard, as shown in the formula:

[0021]

[0022] Among them, P fsm is the path matching rate, which indicates the degree of consistency between the student's operation sequence and the standard process; E s is the edge set of the standard operation path, representing each standard nursing skill operation step; E u is the edge set of the students' actual operation path; |E s ∩E u | is the number of steps in the student's operation that fully matches the standard; |E s | is the total number of standard steps that should be performed;

[0023] The operation time efficiency factor is used to measure whether the speed of completing the operation meets the standard, as shown in the formula:

[0024]

[0025] Among them, E time is the operation time efficiency factor, T u The time it takes for students to complete the entire operation task, T s is the standard operation time of the skill, and γ is the coefficient for adjusting the time penalty intensity;

[0026] The final total operation score is as shown in the formula:

[0027] S op =λ1·P fsm +λ2·E time

[0028] Among them, S op is the final nursing skill operation score, λ1 is the weight of the correctness of the operation path, and λ2 is the weight of the operation time efficiency.

[0029] The virtual simulation training module is based on a virtual interaction engine. Students enter the simulation scene as virtual nurses and perform operations including asking medical history, physical examination, implementing nursing measures, submitting nursing suggestions, and calling virtual doctors.

[0030] The state response of the virtual patient is dynamically controlled through rule scripts, and every key behavior of the student during the training process is recorded, including the operation sequence, response time, and input information content. During the simulation, the simulation consequences are fed back in real time based on the student's behavior. After completion, a structured feedback report is generated, indicating the correct operation points, error points, and their impact range. The student's training process is modeled as a weighted decision path diagram, and the decision path scoring formula is used to score the students, as shown in the following formula:

[0031]

[0032] Among them, S path is the decision path score, n is the total number of key nursing decisions to be completed in the virtual case, and w i is the weight of the i-th decision in this case, δ i Indicates whether the student correctly implements the decision, δ i =1 means the operation has been completed as required, δ i =0 means not completed or wrong order.

[0033] The structured nursing document training module introduces the "3+X" structured concept, which divides nursing records into three fixed core elements and several extended elements:

[0034] The three fixed core elements are the three fixed contents, including determining the position, determining the quality and determining the quantity;

[0035] Positioning: basic patient information, including name, gender, age, and hospitalization number;

[0036] Determination of the nature: the main complaint of the disease and the conclusion of the assessment;

[0037] Quantitative and quantitative: Quantitative refers to quantifiable data, which includes key vital signs and laboratory test indicators.

[0038] Several extended elements are a flexible structure, including psychological care records, family communication records, health education and discharge instructions, and special follow-up plans;

[0039] The corresponding structured template is automatically called according to the case type. Students need to fill in all required items in the template and fill in some optional extension items according to the condition;

[0040] After students submit their essays, the first step is to check the structure and terminology. The score is composed of two parts: the structural integrity score and the terminology standardization score. The specific score is as shown in the formula:

[0041]

[0042] Among them, S struct is the structural integrity score, F fillNumber of fields to fill in for students, F total The total number of fields that should be filled in the template;

[0043]

[0044] Among them, S term is the term standardization score, T correct T is the number of terms used that match the system standard nursing terminology list. used The total number of entries for all terms in the student entry;

[0045] S doc =θ1·S struct +θ2·S term

[0046] Among them, S doc is the total score of the student in the current writing task, θ1 is the weight of structural completeness, which is set to 0.5 by default; θ2 is the weight of terminology standardization, which is set to 0.5 by default.

[0047] The intelligent assessment module performs multi-dimensional evaluation. The theoretical assessment dimension is based on students' scores in online exams and chapter exercises, and uses the mastery calculation formula to analyze knowledge point coverage. The skill assessment dimension evaluates students' proficiency and standard execution level in standard operating procedures through path matching scores, efficiency factors, and weighted combinations. The simulation assessment dimension calculates a comprehensive performance score based on the behavioral paths and response times recorded in the simulation training module. The ideological and political dimension calculates the degree of ideological and political achievement of the course by performing natural language analysis on keywords, behavioral intentions, and expressions in nursing documents and case discussion text materials, combining teachers' subjective scores with text analysis scores. Finally, the module uses a weighted model to generate a total score for the student's comprehensive evaluation, as shown in the formula:

[0048] S total =ω1·S k +ω2·S s +ω3·S p

[0049] Among them, S total is the total score of comprehensive evaluation, S k 、S s 、S p They represent the scores of knowledge, skills and ideological and political dimensions respectively, and ω1, ω2 and ω3 are weights.

[0050] The system integration interface module supports medical data communication standards and retrieves de-identified medical records from the hospital HIS system, including medical records, doctor's order execution forms, test results, and nursing documents. It also uses the DICOM protocol to access corresponding imaging examination data in the PACS system. All retrieved data is desensitized before entering the teaching platform and stored in an independent teaching case database for on-demand access by the virtual simulation training module and the structured nursing document training module.

[0051] The system integration interface module supports the teaching platform to send student training data to the hospital teaching management platform, including submitted simulation documents, simulation decision reports and skill scoring results. The module has a built-in multi-level authority authentication mechanism and call log management. Only authorized personnel and processes can access specific data content. The module supports regular automatic updates of the teaching library, and synchronizes new typical cases from the clinical system to the teaching system within a set period, realizing the linkage and sharing of collaborative teaching resources between schools and hospitals.

[0052] Compared with the prior art, the present invention has the following beneficial effects:

[0053] The present invention builds a modular nursing medical education system, integrating multiple teaching links such as theoretical learning, skill training, simulation training, structured nursing document writing and intelligent assessment into a unified platform, overcoming the problems of functional fragmentation and information non-intercommunication in existing systems.

[0054] This invention innovatively introduces a structured nursing document training mechanism, constructs a standardized document template based on the "3+X determination" concept, incorporates document training into the standard task system, and combines terminology standard prompts, field integrity checks and terminology matching scoring models to comprehensively improve students' abilities in professional expression, logical organization and language standards, filling the gaps in the existing nursing document training system's chaotic structure, inconsistent content and highly subjective evaluation.

[0055] In terms of virtual simulation training, the present invention constructs an interactive training engine in clinical scenarios. Students perform nursing tasks in dynamic scenarios as virtual nurses. The system records their operation paths and response behaviors, and combines scoring functions to accurately quantify their decision-making correctness, reaction timeliness and processing flow, truly simulating the clinical emergency handling process, breaking through the static, linear and non-interactive limitations of traditional simulation training, improving students' comprehensive judgment and clinical response capabilities, and greatly enriching the authenticity and complexity of teaching scenarios.

[0056] The intelligent assessment module proposed in this invention is based on behavioral data and adopts methods such as operation path analysis, text quality scoring, and knowledge coverage modeling to achieve multi-indicator fusion scoring of students' knowledge level, operation standardization, document quality, and humanistic ideological and political dimensions. It realizes an automated, visual, and explainable assessment process, effectively improves evaluation efficiency and accuracy, supports personalized learning feedback and process evaluation, and provides support for the full-scale, full-process, and full-dimensional quality control of nursing education. BRIEF DESCRIPTION OF THE DRAWINGS

[0057] In order to more clearly illustrate the technical solutions of the embodiments of the present invention, the following is a brief introduction to the drawings required for use in the embodiments. The following drawings only illustrate certain embodiments of the present invention and therefore should not be regarded as limiting the scope. For ordinary technicians in this field, other relevant drawings can be obtained based on these drawings without creative work.

[0058] Figure 1 It is a system architecture diagram of the present invention. DETAILED DESCRIPTION

[0059] In order to make the purpose, technical solutions and advantages of the embodiments of the present invention clearer, the technical solutions in the embodiments of the present invention will be clearly and completely described below in conjunction with the drawings in the embodiments of the present invention. Obviously, the described embodiments are part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without making creative work are within the scope of protection of the present invention. Therefore, the following detailed description of the embodiments of the present invention provided in the drawings is not intended to limit the scope of the invention claimed for protection, but is merely for selected embodiments of the present invention.

[0060] Please refer to Figure 1 , Figure 1 This is an architecture diagram of an Internet-based nursing medical education system provided by an embodiment of the present invention, including: a theoretical learning module, a nursing skills training module, a virtual simulation training module, a structured nursing document training module, an intelligent evaluation module, and a system integration interface module.

[0061] The theoretical learning module is used to realize the online teaching of nursing theory knowledge and personalized learning push, mainly including course content management, chapter exercises, knowledge mastery assessment and learning recommendation functions.

[0062] Course content management: teachers can upload course videos, handouts, case texts and other materials, and set up course structures based on knowledge point associations for students to learn independently.

[0063] Chapter exercises: The system provides a question bank that supports single-choice, multiple-choice, and true-or-false questions. After students complete their questions, a wrong answer book is automatically generated for review.

[0064] Knowledge mastery assessment, for student u's mastery of course c, is as follows:

[0065]

[0066] Among them, G u,c is the mastery level of student u on course c, where u is the student, c is the course, and N c is the number of knowledge points included in course c, S u,i is the student's test score on knowledge point i, C u,i is the video viewing completeness of the student for this knowledge point, α and β are weight coefficients, and the default settings are 0.6 and 0.4.

[0067] Learning recommendations, based on Boolean reasoning and mastery ranking logic, prioritize knowledge points with a mastery level below the threshold τ = 0.75.

[0068] The Nursing Skills Training module is used to train and assess students' standardized nursing operational capabilities. It includes built-in training tasks for various nursing operational processes. Through guided tours using graphic step-by-step instructions, video demonstrations, and virtual instrument interactions, it helps students become familiar with standard operating procedures, using wearable devices, simulation models, or video operation paths.

[0069] By comparing the action path with the scoring logic, the standard operation path is modeled as a finite state machine to evaluate whether the student's operation sequence meets the standard, as shown in the formula:

[0070]

[0071] Among them, P fsm is the path matching rate, which indicates the degree of consistency between the student's operation sequence and the standard process; E s is the edge set of the standard operation path, representing each standard nursing skill operation step; E u is the edge set of the students' actual operation path; |E s ∩E u | is the number of steps in the student's operation that fully matches the standard; |E s | is the total number of standard steps that should be performed;

[0072] The operation time efficiency factor is used to measure whether the speed of completing the operation meets the standard, as shown in the formula:

[0073]

[0074] Among them, E timeis the operation time efficiency factor, T u The time it takes for students to complete the entire operation task, T s is the standard operation time of the skill, and γ is the coefficient for adjusting the time penalty intensity;

[0075] The final total operation score is as shown in the formula:

[0076] S op =λ1·P fsm +λ2·E time

[0077] Among them, S op is the final nursing skill operation score, λ1 is the weight of the correctness of the operation path, and the default value is 0.7; λ2 is the weight of the operation time efficiency, and the default value is 0.3.

[0078] The virtual simulation training module provides an immersive virtual clinical training environment. The system includes a variety of real-world adaptations and simulated training cases, covering common medical and surgical diseases, multi-disease comorbidities, chronic disease management, and emergency treatment scenarios. Each training case contains five types of information: basic patient information, a brief description of the condition and the evolution of the chief complaint, vital signs data, laboratory examination data, and medical imaging data.

[0079] Based on the virtual interaction engine, students enter the simulation scenario as virtual nurses and can perform operations such as asking for medical history, physical examination, implementing nursing measures, submitting nursing suggestions, and summoning virtual doctors. The system dynamically controls the status response of the virtual patient through rule scripts and records every key behavior of the student during the training process, including operation sequence, response time, and input information content. During the simulation, the system provides real-time feedback on the simulation consequences based on the student's behavior, such as worsening of physical signs and improvement of the condition. Upon completion, a structured feedback report is generated, indicating the correct operation points, error points, and the scope of their impact. The student's training process is modeled as a weighted decision path diagram and scored using the decision path scoring formula, as shown in the following formula:

[0080]

[0081] Among them, S path is the decision path score, n is the total number of key nursing decisions to be completed in the virtual case, and w i is the weight of the i-th decision in this case, δ i Indicates whether the student correctly implements the decision, δ i =1 means the operation has been completed as required, δ i =0 means not completed or wrong order.

[0082] The structured nursing document training module is used to improve students' ability to write standardized nursing documents, focusing on training their professional expression, terminology application and structured writing skills in nursing assessments, nursing plans and intervention records. It has built-in multiple template generation mechanisms and quality scoring models to achieve a closed-loop training process from input guidance to document evaluation.

[0083] The module introduces the "3+X fixed" structural concept, dividing nursing records into three fixed core elements and several extended elements:

[0084] The three fixed core elements are the three fixed contents: determining the position, determining the quality and determining the quantity;

[0085] Positioning: basic patient information, including name, gender, age, hospitalization number, etc.;

[0086] Determination of the nature: the main complaint of the disease and the conclusion of the assessment;

[0087] Deterministic and quantitative: quantifiable data such as key vital signs, laboratory test indicators, etc.

[0088] Several extended elements form a flexible structure, including psychological care records, family communication records, health education and discharge instructions, and special follow-up plans.

[0089] The system automatically calls the corresponding structured template according to the case type. Students need to fill in all required items in the template, and can also fill in some optional extension items according to the condition of the disease.

[0090] After students submit their essays, the system first performs a structural and terminology compliance check. The score is composed of two parts: the structural integrity score and the terminology standardization score, as shown in the formula:

[0091]

[0092] Among them, S struct is the structural integrity score, F fill Number of fields to fill in for students, F total The total number of fields that should be filled in the template.

[0093]

[0094] Among them, S term is the term standardization score, T correct T is the number of terms used that match the system standard nursing terminology list. used Total number of entries for all terms in the student fill-in.

[0095] S doc =θ1·S struct +θ2·S term

[0096] Among them, S doc is the total score of the student in the current writing task, θ1 is the weight of structural completeness, which is set to 0.5 by default; θ2 is the weight of terminology standardization, which is set to 0.5 by default.

[0097] The intelligent assessment module is used to conduct an automated, multi-dimensional, and structured comprehensive evaluation of students' learning and training processes. It uses the student process data and result data obtained in real time in the aforementioned modules, combined with preset scoring rules and intelligent algorithm models for quantitative analysis.

[0098] The theoretical assessment dimension is based on students' scores in online exams and chapter exercises, and uses the mastery calculation formula to analyze knowledge point coverage. The skill assessment dimension evaluates students' proficiency and standard execution level in standard operating procedures through path matching scores, efficiency factors, and weighted combinations. When necessary, simulation teaching aids are integrated to assist in judging the operation effect. The simulation assessment dimension calculates its comprehensive performance score based on the behavioral paths and response times recorded in the simulation training module, examining students' decision-making correctness, timely processing, and scenario comprehension ability. The ideological and political dimension of the course calculates the degree of ideological and political achievement of the course through natural language analysis of keywords, behavioral intentions, and expressions in text materials such as nursing documents and case discussions, combining teachers' subjective scores with text analysis scores. This evaluates students' humanistic care awareness, professional cognition, and moral expression. Finally, the module uses a weighted model to generate the student's comprehensive evaluation score, as shown in the formula:

[0099] S total =ω1·S k +ω2·S s +ω3·S p

[0100] Among them, S total is the total score of comprehensive evaluation, S k 、S s 、S p They represent the scores of knowledge, skills and ideological and political dimensions respectively, and ω1, ω2 and ω3 are weights; the system outputs a structured personal performance report based on the above dimensions, listing each score, key performance points and optimization suggestions for students to conduct self-diagnosis and review planning, while providing teachers with student portraits and learning situation distribution to facilitate targeted tutoring.

[0101] The system integration interface module is used to realize the exchange and interaction of nursing data between the teaching platform and the hospital's existing information system. Nursing data includes case information, imaging data, and training results. The module supports mainstream medical data communication standards to retrieve de-identified medical records from the hospital's HIS system, including medical records, medical order execution forms, test results, nursing documents, etc., and uses the DICOM protocol to access the corresponding imaging examination data in the PACS system. All transferred data are desensitized before entering the teaching platform and stored in an independent teaching case database for on-demand use by the virtual simulation training module and the structured nursing document training module.

[0102] The system integration interface module supports the teaching platform to send student training data to the hospital teaching management platform, including submitted simulation documents, simulation decision reports and skill scoring results. The module has a built-in multi-level authority authentication mechanism and call log management. Only authorized personnel and processes can access specific data content. The module also supports regular automatic updates of the teaching library, and can synchronously add typical cases from the clinical system to the teaching system within a set period, realizing the linkage and sharing of collaborative teaching resources between schools and hospitals.

[0103] The system's data flow is organized around three main processes: teaching tasks, student training, and system evaluation. Interoperability with the hospital's information system is achieved through a unified data interface. The entire system utilizes a design approach of module decoupling and unified data aggregation to ensure smooth information transfer and clear call logic between teaching modules.

[0104] In terms of the teaching process, after the teacher configures the teaching resources and task plans through the management end, the system will write the course content, exercise arrangements, simulation cases and document templates into the teaching task library. The student end will load the personal learning tasks and complete the relevant operations. During the learning process, the system will collect video playback behavior, exercise answer records and interactive feedback results in real time, and write them into the learning trajectory database; the system schedules the intelligent evaluation module to regularly analyze and process the data, calculate the mastery of knowledge points and the deviation of learning rhythm, dynamically adjust the recommendation strategy, and realize adaptive optimization of the learning path.

[0105] During the training process, the nursing skills training module, virtual simulation training module and clerical training module respectively collect students' operating steps, decision-making paths and written content. The system simultaneously generates structured log data and marks timestamps, operation accuracy and behavior node IDs; the above data is processed locally and then transmitted to the intelligent evaluation module. The scoring engine calculates the student's performance scores in each dimension based on the embedded algorithm model, and generates targeted feedback reports at the same time; all training process records are aggregated into the personal learning archive system to build a complete growth data portrait, supporting the teacher-side teaching management interface to view student performance and stage distribution in real time.

[0106] The system integration interface module implements secure access to the hospital information system based on the HL7 / FHIR and DICOM protocols. It supports the retrieval of structured case data from the HIS system, including hospitalization records, nursing assessments, test reports, etc., and extracts corresponding imaging data from the PACS system. After being processed by the system's built-in desensitizing engine, it is written into the teaching case library. Each teaching module can call data from the case library on demand for simulation training and document filling. Student training results can also be uploaded to the hospital teaching management platform for clinical instructors to review or provide feedback. At the same time, the interface module has a timed synchronization mechanism, which can obtain the latest typical cases from the clinical system according to the set cycle, realizing the dynamic linkage and continuous updating of school teaching resources.

[0107] The foregoing description is merely a preferred embodiment of the present invention and is not intended to limit the present invention. Those skilled in the art will readily appreciate that various modifications and variations of the present invention are possible. Any modifications, equivalent substitutions, or improvements made within the spirit and principles of the present invention are intended to be within the scope of protection of the present invention.

Claims

1. An Internet-based nursing medical education system, characterized by: include: Theoretical learning module is used to realize the online teaching of nursing theory knowledge and personalized learning push, including course content management, chapter exercises, knowledge mastery assessment and learning recommendation functions; The nursing skills training module is used to train and assess students' standardized nursing operation capabilities. It has built-in training tasks for various nursing operation processes and helps students become familiar with the operation standards through guided navigation combined with wearable devices, simulation models, and video operation paths. The virtual simulation training module provides an immersive virtual clinical training environment with a variety of real-world and simulated training cases. Each training case contains five types of information: basic patient information, a brief description of the condition and the evolution of the chief complaint, vital signs data, laboratory examination data, and medical imaging data. The structured nursing document training module is designed to enhance students' ability to write standardized nursing documents, focusing on professional expression, terminology application, and structured writing skills in nursing assessments, nursing plans, and intervention records. It has built-in template generation mechanisms and quality scoring models. The intelligent assessment module is used to conduct an automated, multi-dimensional, and structured comprehensive evaluation of students' learning and training processes. It uses the student process and result data obtained in real time from the aforementioned modules, combined with preset scoring rules and intelligent algorithm models for quantitative analysis; The system integration interface module is used to realize the exchange and interaction of nursing data between the teaching platform and the hospital's existing information system. The nursing data includes case information, imaging materials, and training results.

2. The Internet-based nursing medical education system according to claim 1, characterized in that: The course content management mentioned above involves teachers uploading course videos, handouts, and case text materials, and setting up the course structure according to the association of knowledge points; Chapter exercises: The system provides a variety of question banks and automatically generates a wrong question book after students finish answering the questions; Knowledge mastery assessment, for student u's mastery of course c, is as follows: Among them, G u,c is the mastery level of student u on course c, where u is the student, c is the course, and N c is the number of knowledge points included in course c, S u,i is the student's test score on knowledge point i, C u,i is the degree of video viewing completeness of the student for this knowledge point, α and β are weight coefficients; Learning recommendations, based on Boolean reasoning and mastery ranking logic, prioritize knowledge points with a mastery level below the threshold τ = 0.

75.

3. The Internet-based nursing medical education system according to claim 1, characterized in that: The navigation method includes graphic step-by-step guidance, operation video demonstration, and virtual instrument interaction. The nursing skills training module uses action path comparison and scoring logic to model the standard operation path as a finite state machine to evaluate whether the student's operation sequence meets the standard, as shown in the formula: Among them, P fsm is the path matching rate, which indicates the degree of consistency between the student's operation sequence and the standard process; E s is the edge set of the standard operation path, representing each standard nursing skill operation step; E u is the edge set of the students' actual operation path; |E s ∩E u | is the number of steps in the student's operation that fully matches the standard; |E s | is the total number of standard steps that should be performed; The operation time efficiency factor is used to measure whether the speed of completing the operation meets the standard, as shown in the formula: Among them, E time is the operation time efficiency factor, T u The time it takes for students to complete the entire operation task, T s is the standard operation time of the skill, and γ is the coefficient for adjusting the time penalty intensity; The final total operation score is as shown in the formula: S op =λ1·P fsm +λ2·E time Among them, S op is the final nursing skill operation score, λ1 is the weight of the correctness of the operation path, and λ2 is the weight of the operation time efficiency.

4. The Internet-based nursing medical education system according to claim 1, characterized in that: The virtual simulation training module is based on a virtual interaction engine. Students enter the simulation scene as virtual nurses and perform operations including asking medical history, physical examination, implementing nursing measures, submitting nursing suggestions, and calling virtual doctors. Dynamically control the status response of the virtual patient through rule scripts, and record every key behavior of the student during the training process, including operation sequence, response time, and input information content; During the simulation, the simulation consequences are fed back in real time based on the student's behavior. After completion, a structured feedback report is generated, indicating the correct operation points, error points, and their impact range. The student's training process is modeled as a weighted decision path diagram, and the decision path scoring formula is used to score the students. Specifically, the formula is as follows: Among them, S path is the decision path score, n is the total number of key nursing decisions to be completed in the virtual case, and w i is the weight of the i-th decision in this case, δ i Indicates whether the student correctly implements the decision, δ i =1 means the operation has been completed as required, δ i =0 means not completed or wrong order.

5. The Internet-based nursing medical education system according to claim 1, characterized in that: The structured nursing document training module introduces the "3+X" structured concept, which divides nursing records into three fixed core elements and several extended elements: The three fixed core elements are the three fixed contents, including determining the position, determining the quality and determining the quantity; Positioning: basic patient information, including name, gender, age, and hospitalization number; Determination of the nature: the main complaint of the disease and the conclusion of the assessment; Deterministic and quantitative: Quantitative refers to quantifiable data, which includes key vital signs and laboratory test indicators; Several extended elements are a flexible structure, including psychological care records, family communication records, health education and discharge instructions, and special follow-up plans; The corresponding structured template is automatically called according to the case type. Students need to fill in all required items in the template and fill in some optional extension items according to the condition; After students submit their essays, the first step is to check the structure and terminology. The score is composed of two parts: the structural integrity score and the terminology standardization score. The specific score is as shown in the formula: Among them, S struct is the structural integrity score, F fill Number of fields to fill in for students, F total The total number of fields that should be filled in the template; Among them, S term is the term standardization score, T correct T is the number of terms used that match the system standard nursing terminology list. used The total number of entries for all terms in the student entry; S doc =θ1·S struct +θ2·S term Among them, S doc is the total score of the student in the current writing task, θ1 is the weight of structural completeness, and θ2 is the weight of terminology standardization.

6. The Internet-based nursing medical education system according to claim 1, characterized in that: The intelligent assessment module performs multi-dimensional evaluation. The theoretical assessment dimension is based on students' scores in online exams and chapter exercises, and uses the mastery calculation formula to analyze knowledge point coverage. The skill assessment dimension evaluates students' proficiency and standard execution level in standard operating procedures through path matching scores, efficiency factors, and weighted combinations. The simulation assessment dimension calculates a comprehensive performance score based on the behavioral paths and response times recorded in the simulation training module. The ideological and political dimension calculates the degree of ideological and political achievement of the course by performing natural language analysis on keywords, behavioral intentions, and expressions in nursing documents and case discussion text materials, combining teachers' subjective scores with text analysis scores. Finally, the module uses a weighted model to generate a total score for the student's comprehensive evaluation, as shown in the formula: S total =ω1·S k +ω2·S s +ω3·S p Among them, S total is the total score of comprehensive evaluation, S k 、S s 、S p They represent the scores of knowledge, skills and ideological and political dimensions respectively, and ω1, ω2 and ω3 are weights.

7. The Internet-based nursing medical education system according to claim 1, characterized in that: The system integration interface module supports medical data communication standards and retrieves de-identified medical records from the hospital HIS system, including medical records, doctor's order execution forms, test results, and nursing documents. It also uses the DICOM protocol to access corresponding imaging examination data in the PACS system. All retrieved data is desensitized before entering the teaching platform and stored in an independent teaching case database for on-demand access by the virtual simulation training module and the structured nursing document training module. The system integration interface module supports the teaching platform to send student training data to the hospital teaching management platform, including submitted simulation documents, simulation decision reports and skill scoring results. The module has a built-in multi-level authority authentication mechanism and call log management. Only authorized personnel and processes can access specific data content. The module supports regular automatic updates of the teaching library, and synchronizes new typical cases from the clinical system to the teaching system within a set period, realizing the linkage and sharing of collaborative teaching resources between schools and hospitals.

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