1 Introduction

Smartphone is not only a communication tool, but also has almost all the performance and functions of a computer, so there are abundant APP applications based on smart phone. A large number of teaching, entertainment and work software, to meet the needs of people in many ways, it can be stated that the value and significance of smart phones "smart" is much greater than "cell phone". With the rapid development of information technology, students' smart phones have basically become popular. The campus wireless network has also achieved full coverage, and students can use their smart phones to surf the internet anytime and anywhere, and online learning and online learning have become a new trend. The self-restraint and self-learning ability of secondary school students is generally poor, and the phenomenon of playing with cell phones in the classroom is serious, which makes many teachers feel extremely confused and helpless, thus leading to the increasingly prominent contradiction between teaching and learning. While smart phones bring great convenience to students in learning, life and entertainment, they also have a certain negative impact on learning and a great impact on traditional classroom teaching [1]. At the same time, with the progress of information technology in recent years, which has given technology unprecedented power, the internet-based interactive teaching mode has become a new wave of domestic and foreign educational reform.

An internship is a form of teaching in which students undergo comprehensive clinical training after completing all course, and it is an important teaching link to apply theory to practice, consolidate theoretical knowledge, and improve independent working ability [2]. The aim is to put in place students' practical skills, meticulous observation, accurate judgment, writing and oral expression, nursing management skills and preliminary scientific research skills. Nursing interns enter the graduation internship stage after completing the theoretical course in basic medicine and nursing, with a long interval between the theoretical course and clinical practice [3]. According to the Ebbinghaus forgetting curve, 100% memory is left at 33.7% after 1 day, 25.4% after 6 days, and 21.1% after 1 month, and knowledge forgetting is inevitable for nursing interns [4]. All published papers on nursing interns mention problems related to weak theoretical foundation and disconnection between theory and practice, which are obviously the most significant problem among nursing interns.

In view of this, the article applies smart phones to nurse teaching in colleges and universities, constructs a smartphone-based teaching platform, and thus proposes an interactive guided teaching method. The platform is the medium for the application of the pedagogy and the pedagogy is the soul of the platform, to increase the interaction between teachers and students and guide students' learning to better respond to their needs for self-learning.

2 Related Work

In recent years, with the development and progress of pedagogy at home and abroad, many new teaching methods have been born, such as PBL and TBL teaching methods [5, 6], although many advantages such as personalized teaching, focusing on cultivating students' comprehensive quality and realizing multi-directional transfer of knowledge [7]. However, from the analysis of the actual teaching effect, only a few colleges and universities do to help the cultivation of some students, and the vast majority of colleges and universities end up with ineffective or stopping teaching methods such as PBL midway [8]. The root cause of this situation is the improper orientation of teaching methods [7]. Taking PBL teaching method as an example, various medical colleges and universities introduced it as the main teaching method, shaking the core position of the traditional lecture method [9]. Since the change is too abrupt and does not take into account the specific national educational conditions and the specific factual situation of students in China, the teaching effect is far from the expected effect [10, 11]. Or the teaching orientation is minimal, only experimental teaching is carried out, each teaching session is similar to the performance rehearsal, and the corresponding students are coping with the learning, in this case, the teaching effect is difficult to show.

It can be seen that the lecture method is still in the highest position in our higher education, and it has existed for a long time [12, 13]. Any other teaching method is unlikely to become the mainstream teaching method in conventional medical colleges and universities. In the aspect of "guidance", the focus is on the guidance of students' learning resources. At present, common teaching resources include electronic literature resources, micro course, catechism course and various video course built on campus, which provides good resources for students' learning. The main problem lies in the lack of connection and association between various types of teaching resources, and resources such as certain course and micro course are like islands of resources, which do not play the role of overall association. Therefore, the essential starting point of interactive guidance teaching method is to integrate teaching resources, build bridges between resource silos, and indicate the direction of students' self-learning according to the progress of classroom teaching.

3 Intelligent Interactive Learning Architecture

Hierarchical Tower of Instructional interaction theory was proposed to divide development of learners' interaction behaviors in instructional environment into three stages: operational interaction, information interaction, and conceptual interaction. Operational interaction is most direct interaction behavior between learners and multimedia. Information interaction is taken into account in interactive learning resources as a set of behaviors that arise when learners use corresponding learning resources to solve difficulties. Conceptual interactions are the ultimate orientation of operational and informational interactions, and operational and informational interactions are behaviors and methods to achieve conceptual interactions. Conceptual interaction is interaction between learner's own knowledge and knowledge to be acquired, which are the process of reconstructing learner's own knowledge structure, i.e., meaning construction. See Fig. 1.

Fig. 1
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Hierarchical tower model of teaching interaction

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Interactive learning environments are characterized by mobile learning tools, interactive learning methods, free presentation conditions, fragmented learning contents, graphic presentation of resources and real-time information pushing. In this paper, we propose six interactive learning environment strategies based on these six interactive learning environment features, as shown in Table 1.

Table 1 Strategy for building a learning environment for smartphones
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As can be seen from Fig. 2, smartphone-based interactive learning environment consists of learners, teachers, and learning media, and learning media consists of learning resources and learning tools, where learning tools specifically refer to smartphone interactive learning software. interaction between teachers and learners, learners and learners, and learners and learning resources is carried out through learning software. In process of teacher-student interaction, student–student interaction, and student-resource interaction, an interactive learning environment based on smart phones is formed.

Fig. 2
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Design model of interactive learning environment

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Learners' learning of learning resources should not only be unidirectional information pushed by teachers or textbooks, but students are both learners and creators of knowledge, and they should be allowed to generate and innovate their own knowledge continuously and turn it into learning resources to share with others. Smartphone mobile learning software should be designed with function that cell phones can upload information in real time, and quality resources uploaded by students can be transformed into new and interesting learning contents at any time. At the same time, students can also communicate with each other to deepen their understanding of key knowledge for a certain content material. Students, teachers, and learning resources to foster and integrate with each other to build a learning environment, i.e., an interactive learning environment. (see Fig. 3).

Fig. 3
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Design of mobile learning interaction mode for smart phones

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Through this software functional design framework (shown in Fig. 4) is a relatively typical teaching management platform for mobile terminals, and is also the selected online teaching aid platform for hybrid teaching and epidemic period in the author's institution, with the online, real-time, open, and cross-temporal characteristics commonly found in teaching platforms in general, which is a good reflection of the deep integration of information technology and education teaching. In terms of operation available, the main functions provided by the Learning Pass school-based professional course learning include activities, statistics, information, notification, homework, examinations, discussions, statistics, etc. In the design of functional blocks, StudyTone is clear, explicit and reasonable, so that users can easily understand each function. Even in the case of a sharp increase in the number of visiting users during the epidemic period, except for the live broadcast and pop-up functions which are temporarily closed in order to reduce the pressure on the background server, all other functions are convenient and friendly to use, with less lag and delay, which greatly alleviates the anxiety of users learning online.

Fig. 4
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Interactive function design framework

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Ralph Taylor, a famous American expert in curriculum theory, is an important mogul of modern curriculum theory, and his proposed Taylor's principle is recognized as most perfect, concise and clear statement of principles of curriculum development. It is based on discussion of four questions: what are educational goals that schools need to achieve? What kind of educational experiences are needed to achieve these educational goals? How can acquisition of these educational experiences be achieved? How can one be sure that educational goals are being achieved? Based on these four questions, Taylor divides curriculum development into four stages: "determining educational goals," "selecting educational experiences," "organizing educational experiences," and "evaluating educational programs. "The above is basic content of "Taylor's principle". Based on this idea, three modules of interactive micro-course learning system are: micro-course content, interactive test and evaluation, and interactive micro-activities. See following Fig. 5.

Fig. 5
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Microcourse design mode

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Based on above analysis, design model for interactive learning resources was finalized as shown in Fig. 6.

Fig. 6
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Interactive learning resource design model

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4 Data and Methods

4.1 General Data and Study Population

Nursing interns who were on rotation in our hospital from June 2020 to May 2021 were randomly grouped in whole groups to avoid contamination and interference due to more contact between members of same group. In control group, there were three internship groups, each group consisted of 10 people, totaling 30 people, including two men, 28 women, 18 secondary school students and 12 college students, and theoretical score of whole group was (76.79 and 6.47). whole group had a theoretical score of (76.78) and a score of (6.72). Rotation time of each one internship group was 8 weeks. See Table 2.

Table 2 Comparison of baseline data of two groups of interns
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4.2 Research Process and Method

Sixty nursing interns rotating in our hospital were randomly divided into an experimental group and a control group. Thirty interns in the experimental group were taught clinically using the interactive teaching method in the internet mode, and 30 interns in the control group received the traditional teaching method. Theoretical examination scores, operational examination scores and internship satisfaction of interns in both groups were assessed at discharge.

4.3 Traditional Interactive Teaching Method

The control group was taught by traditional teaching method. Specific implementation methods are as follows: first, opening: instructor introduces topic of this class by showing some typical pictures or clinical cases to stimulate students' interest. Then, key points and objectives of lesson are listed and relevant professional questions are asked. Grouping: students are randomly grouped by numbered lottery, and then they are seated according to their numbers. Third, summary: around course topic, teacher summarized course objectives and students' discussion results, so that students can firmly grasp relevant knowledge. Feedback: finally, students will give feedback to teacher's summary, including important and difficult points of course, results of group discussion, and also comments and suggestions to teacher, in order to obtain further improvement of teaching quality and improvement.

4.4 Internet Interactive Teaching Method

The internet interactive platform is used jointly on basis of use of traditional teaching method. Specific method is to use group chat function of WeChat and QQ to establish internship group discussion group on basis of traditional teaching method. day before each class, we share information of course, such as correct way of handling fracture patients, principle of bone traction and key points of care, with group in form of pictures or videos, and ask and instruct students to pre-study. After class, video is shared to discussion group of interactive platform, and then internship students comment on video with each other and put forward summarized comments and suggestions to correct their own operation errors and make operation method more reasonable and scientific. In this way, internet interactive platform not only makes full use of teacher's time to answer interns' questions online, but also makes use of stickiness of cell phones to improve interns' learning motivation and efficiency. At end of internship, skills and theoretical knowledge will be assessed.

4.5 Evaluation Method

The theoretical and operational examination results of two groups of interns were examined separately at time of leaving department, and an anonymous teaching quality assessment form was distributed to investigate satisfaction of two groups of students. Evaluation form consisted of ten items, each with a score of 8 to 12. Overall scores of different teaching methods were examined in terms of attitude and preparation for class. Coefficients of 1, 0.8, 0.6, 0.4, and 0.2 were used to indicate five grades of good, better, fair, poor, and poor, respectively, see Fig. 7.

Fig. 7
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Technical route

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4.6 Technical Route

5 Results

The mean score of experimental group was 5.18% higher than that of control group (81.10–6.14), and difference was statistically significant (PK0.05) (see Table 3).

Table 3 Comparison of theoretical scores of two groups of interns after graduation (points)
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The experimental group of interns had an operational score of (80.67 \(\pm\) 5.62) on discharge, mean score of control group was (74.63 + 5.42), and mean score of experimental group improved by 8.09%, with a statistically significant difference (PK0.05) (See Table 4).

Table 4 Comparison of two groups of interns' scores in operation examination after graduation (points)
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The satisfaction score of interns in experimental group was (88.33 \(\pm\) 6.95) and that of control group was (84.57 \(\pm\) 6.88), satisfaction score of experimental group increased by 4.45%, and difference was statistically significant (PK0.05) (See Table 5).

Table 5 Comparison of two groups of interns' satisfaction scores (scores)
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6 Discussion

In a way, mobile learning follows the idea of distance education, which was defined in a confusing way by the educational community until the 1980s, when Desmond Keegan provided a well-defined definition [14, 15]. After that, Desmond Keegan published an article entitled "From Distance Learning to Digital Learning to Mobile Learning", which pointed out that these three learning methods now exist simultaneously [16]. In recent years, the research on mobile learning has become hotter and hotter with the continuous development of mobile technology, and different branches and directions of research have also started to emerge, which is enough to show that the research on mobile learning has been on a higher level than before [17]. One of the main external manifestations of this is that although there are more and more mobile learning products, experts and scholars are beginning to question the practical and academic value behind them. As a result, research on mobile learning products has become more detailed. Mobile learning is no longer reflected by the product itself, but by its effectiveness and academic value.

In the nursing profession, for example, the development and construction of hospital-based microcourse resources can make the learning objectives of nursing interns clearer and more focused, which is conducive to improving the effectiveness of students' practice [18]. During internship, nursing interns can only practice in some clinical departments and cannot fully understand clinical expertise, but by introducing micro-courses into clinical teaching, clinical teachers can record micro-courses according to departmental practice objectives and specialty characteristics, thus forming rich micro-course resources. Students can use fragmented time to study independently according to needs of clinical practice or select micro courses that interest them, which can better integrate with clinical practice and improve effect of practice [19]. Clinical teachers can also assign micro-courses to students according to their internship objectives and specialty characteristics, and carry out pre-courses, so that teachers can provide targeted guidance to students in clinical work, which is conducive to overall improvement of students' theoretical level and practical ability [20].

There is currently a wealth of online resources for nursing courses. For example, Seattle Pacific University's Open Course: basic Nursing Theory, which covers basic concepts of nursing science and nursing assessment, has nearly 30 years of nursing experience and over 20 years of critical care experience [21]. The course consists of 14 episodes of approximately 30 min each and includes lesson plans. In the public course, nursing-related courses such as care and management of patients with chronic diseases in the community, each episode is about 30 min long and includes self-management of some common chronic diseases in the community, such as hypertension, diabetes, and coronary heart disease [22]. In addition, National Quality Curriculum Resource Network contains many nursing-related courses from medical universities. above-mentioned online courses are characterized by more knowledge, complete content, larger capacity, and longer playing time, which facilitate learners to focus their time on learning, but these online courses do not have characteristics of microcourses At present, there are few nursing-related online public microcourses [23, 24]. micro-course teaching method was applied to emergency nursing for secondary school students. By comparing it with conventional teaching method, it was concluded that micro-course teaching method could improve students' interest in learning, enhance their understanding of teaching contents, and improve their ability to apply what they had learned and to analyze and solve problems [25].

Through this paper, we found that internet interaction means such as joint WeChat platform has following advantages over traditional teaching method: first, clinical teachers can share relevant teaching pictures and teaching videos to WeChat group in advance, and then organize discussion. Through discussion, teachers can more easily find out important and difficult issues that students are concerned about, so that quality of syllabus can be improved while quantity of syllabus is reduced. Secondly, learning process is a highly personalized process. By using WeChat platform, teachers and students can achieve interactive teaching through online communication and discussion, which can solve individual students' problems in a more targeted way, thus ensuring that teaching pays more attention to individual differences on basis of general public.

7 Conclusion

In the context of rapid development of network technology, learning through the internet has grown up to be a major trend. In the future, all teaching and learning activities will be built around the internet, and offline teaching activities will become the supplement and expansion of online teaching activities. Flipped learning will become the mainstream form of education and teaching. This provides that the passive teaching method of teachers reading from a book and students memorizing by rote be abandoned and that students' self-learning and critical thinking skills be vigorously cultivated. The use of smart phones and interactive learning platforms to perform flipped classroom teaching in obstetrics and gynecology nursing strengthens students' pre-course learning, improves students' independent learning ability, promotes teacher-student interaction, and improves teaching effectiveness. Guiding students to use smart phones and carry out flipped the classroom with the help of internet and interactive learning platform responds to the current needs of nursing teaching.