Abstract: Objective To investigate the application of learning strategies in different stages of internship nursing students and provide references for targeted guidance. Methods A general data questionnaire was conducted for student nurses who had practiced in our hospital from July 2017 to April 2018, and a study strategy scale for nursing students in higher vocational colleges compiled by Cheng Xiaoping et al was used to survey nursing students in the first week(initial), 18-20 weeks(middle)and 38-40 weeks(later)of the internship. Results The scores of nursing students’learning strategies in different dimensions showed that the scores of practical operation strategies of female nursing students were higher than that of male nursing students, and the differences were statistically significant(P＜0.05). The scores of nursing students with different ages, educational levels, voluntary application and career choice intention were compared in different dimensions, and the differences were statistically significant(P＜0.05). The results of applying learning strategies in different periods of nursing students showed that the differences in learning strategies in different periods were statistically significant(P＜0.05). In addition to the emotion regulation strategy, the scores of other learning strategies were higher in each dimension than in the early stage of the internship. The scores of nursing students’cognitive strategy and metacognitive strategy in the later period of internship were higher than those in the middle period of internship, while those of resource management strategy, emotion regulation strategy and practical operation strategy were lower than those in the middle period of internship. The results of multiple comparative analysis showed that the scores of nursing students in the middle stage of internship were higher than those in the early stage and the late stage in cognitive strategy, metacognitive strategy, resource management strategy and practical operation strategy. In terms of emotion regulation strategy, the scores of nursing students in the later period of internship were lower than those in the early and middle stages. Conclusion Clinical teaching teachers should adopt learning strategy training according to the characteristics of learning strategies of nursing students in different periods, so that nursing students can use learning strategies flexibly in various situations and improve their learning results.

Key words: learning strategies, student nurse, different periods of internship