Objective To investigate the application and effect of just-in-time teaching (JiTT) mode in the teaching of surgical nursing. Methods Undergraduates in two nursing classes of 2011 Grade in Shandong University of Traditional Chinese Medicine were randomly selected as the experimental class and the control class. In the experimental class, the JiTT teaching mode was used, and the traditional teaching method was used in the control class. Compared two classes of students course final exam scores, autonomous learning ability of the students, teaching evaluation score. The depth interview method was used to investigate the experimental class students of JiTT teaching experience. Results The scores of the course final exam and autonomous learning ability in the experimental class [(82.58±12.42), (77.77±12.72) points] were significantly higher than those in the control group [(72.35±14.17), (71.91±10.54) points], the differences were statistically significant (P< 0.05); and the teaching satisfaction evaluation of students in the experimental group were significantly higher than those in the control group, especially in the ability to analyze and solve the problem, interdisciplinary knowledge application ability and the interest in surgical study were significantly higher than those of the control group. The experimental class of students in-depth interviews to draw the interpersonal communication ability, in the discussion and feedback to expand the thinking, improve the professional learning interest, team cooperation can effectively solve the problem and other 7 topics. Conclusion JiTT teaching mode can provide students with positive learning environment, promote the interaction between teachers and students, and realize the teaching objective of strengthening the ability of autonomous learning and cultivate innovative advanced nursing talents.%目的：探讨及时教学(JiTT)教学模式在外科护理学教学中的应用及效果。方法随机选取山东中医药大学2011级护理本科2个班作为实验班和对照班。实验班采用JiTT教学模式，对照班采用传统讲授教学法。比较两班学生课程期末考试成绩、自主学习能力、学生评教得分，采用深度访谈法调查实验班学生对JiTT教学的体验。结果实验班学生外科护理学课程考试成绩及自主学习能力总分[(82.58±12.42)、(77.77±12.72)分]明显高于对照班[(72.35±14.17)、(71.91±10.54)分]，差异均有统计学意义(P<0.05)；实验班学生在对教学模式满意度评价各维度得分均高于对照班，尤其在分析解决问题的能力、学科间知识应用能力以及对外科学习的兴趣方面。对实验班学生深度访谈得出人际沟通能力增强、在讨论及反馈中拓展思维、提高专业课学习兴趣、团队合作能有效解决问题等7个主题。结论 JiTT教学模式可为学生提供积极的学习环境，促进师生互动，实现了强化自主学习能力、培养创新型高级护理人才的教学目标。
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