Some experiences of nursing teaching in dermatology department: the course of skin care includes many professional theoretical knowledge and extensive professional operation skills. The college attaches great importance to basic nursing and clinical nursing teaching, so teachers' teaching methods are the key to a vivid and high-quality skin care class. The course of some diseases in dermatology patients is long, which affects the quality of life. Patients are under great psychological pressure, and the disease is difficult to be accepted by others visually, which increases the psychological burden. In the teaching of skin care, students often have the psychology of being afraid of dirty and infection, which affects their learning enthusiasm. Therefore, in clinical nursing teaching, nursing students should not only learn the basic theory of dermatology, but also do basic nursing for patients to make them comfortable and pay attention to it. The teaching experience of dermatology nursing is summarized as follows. 1 Cultivate and stimulate the learning interest of nursing students. Because the general concept of dermatology is strong and the content is monotonous. There are many kinds of topical drugs in dermatology. In order to improve students' learning enthusiasm, the author closely links the contents of undergraduate courses with daily life in teaching, thus mobilizing students' enthusiasm. For example, when showing students the physical dosage forms of drugs for external use, first show them beauty cream, sunscreen cream, pearl cream and so on. , and then explain their composition, function, indications, usage and precautions. When learning the dosage form of external medicine, students are given a bottle of aqueous solution dosage form and a bag of calamine powder-powder, and then the calamine powder is poured into water to form a lotion, which is helpful for students to vividly remember and thus stimulate their interest in learning. There are many nursing operations in dermatology, such as wet compress, tube sealing, sealing and wound treatment, which require more patience and explanation. After the operation demonstration, the nursing students can operate from simple to complex [1-2], and they are encouraged to apply what they have learned to clinical practice and find nursing methods first. This can not only deepen the understanding of dermatological nursing knowledge, but also review the relevant knowledge that has been learned organically, so as to make the learning atmosphere active. 2 Elective teaching, learning from each other. The teaching process includes teaching and learning, which are dialectical unity. The traditional teaching mode of clinical medicine emphasizes the purpose of imparting knowledge, experience and skills, which helps teachers to grasp the teaching direction and highlight the key points. Its advantages are obvious, but there are also many defects, such as the excessive death of teaching methods and the instillation of knowledge in teachers' teaching. This indoctrination teaching method is easy to form the habit that students only accept ready-made knowledge and learn passively. The medical students trained in this way may have good basic theories and skills, but they lack innovative spirit and creativity, and lack the ability to deal with and solve clinical problems. However, students majoring in skin care have to constantly face all kinds of skin lesions in actual clinical work, and even several skin lesions are concentrated on the same body. Can students correctly analyze and solve problems by using what they have learned? If you can't learn, you will have no enthusiasm and it will be difficult to achieve the expected goal. Practice has proved that students can choose several classes according to the syllabus and teaching content, set certain situations, integrate students into specific situations in an intuitive, vivid and vivid way, guide students to participate in the whole process of teaching, deepen nursing students' deep understanding of system theory and perceptual knowledge of practical operation, and think and solve problems from their own perspective [3]. This not only makes students get exercise, but also makes other students sound friendly and credible. Moreover, students' teaching methods are also very enlightening to teachers, which is beneficial for teachers to improve their teaching methods. 3. Make full use of various teaching methods. The teaching of dermatology and venereology is full of descriptions in a large number of tables, and many skin diseases are difficult to describe clearly in words and characters. However, most diseases in dermatovenereal diseases have special pathological changes. The nature, shape, distribution and arrangement of lesions are important basis for disease diagnosis, so it is particularly important to master the lesions. Therefore. The author arranges the teaching time reasonably, and shows students the atlas of typical rash or TV videos, slides, etc. Do it as soon as possible after the typical clinical manifestations, and then deduce the nursing points of the disease according to the typical clinical manifestations. For example. Patients with pemphigus may have blisters, pustules, erosion, exudation, scabbing and other skin lesions. After the lecture, introduce the case in 3-5 minutes, and ask the students to analyze and tell their own nursing diagnosis and nursing points. Through integrating theory with practice, students are enthusiastic about learning and speak actively, and finally the teacher summarizes and corrects them. 4 Pay attention to the cultivation of communication skills and cooperation ability With the development of modern nursing, the nursing model has developed from a disease-centered functional nursing model to a patient-centered holistic nursing model. The nursing service targets include not only patients, but also healthy people. The new nursing mode puts forward newer and higher requirements for modern nursing education means and methods [4]. Only by gaining patients' trust and cooperation, mastering communication skills, strengthening psychological care and embodying humanistic care can first-hand clinical case data be collected, and good service alone is not enough. Therefore, we should teach nursing students how to communicate with patients. For example, when analyzing urticaria cases, it should be emphasized that besides telling patients not to eat allergic foods such as fish, shrimp and eggs, they should also communicate with their families to prevent patients from eating such foods. In the face of special circumstances, such as patients with sexually transmitted diseases, it is necessary to prepare a good communication environment in advance, communicate as far as possible without the presence of a third party, relieve ideological concerns, inform patients to tell their medical staff truthfully about their illness so as to cure the disease as soon as possible, and inform sexual partners to prohibit sexual life and isolate pollutants. After gaining the trust of patients, health education should be given to patients, and matters needing attention in patients' life should be guided, so that patients can persist in treatment and get twice the result with half the effort [5]. Reference: [1] Timely. My opinion on improving the clinical teaching quality of nursing students [J]. Miscellanies of Local Handicraft Science, 2003, 12( 1):6-7. [2] Lin Xuefeng, Liu. Probe into the reform of nursing teaching mode in dermatology [22(5):97]. [3] Changyuan Wang, Qin Jian, Jing Wong, Sun Changyi. Application of Situational Teaching Method in the Teaching of Emergency Cardiopulmonary Resuscitation [J]. Practical Preventive Medicine, 2007,6 (3): 927-928. Zhang Ruiying, Sun Yanan, et al. 5 (3):109-110. [5] Sun Xiaoying. Discussion on teaching method of nursing belt in dermatology [J]. Health education, 2004, 19: 139.