Abstract: Objective From different perspectives of tutors and the postgraduates, to discuss the best learning methods for nursing postgraduates of critical illness and provide basis for the postgraduate education. Methods After reviewing literatures and related specification files, a questionnaire of “learning methods of nursing postgraduates of critical illness” was proposed based on expert inquiry questionnaire of “learning content of nursing postgraduates of critical illness”. With convenient sampling method, 121 nursing postgraduates of critical illness and 120 tutors were selected to complete the questionnaire. Results (1)Learning methods suggested by tutors included self-study (18.2%), classroom teaching (15.1%), clinical ward rounds (13.5%), etc. and study methods selected by postgraduates included classroom teaching (20.3%), clinical ward rounds (16.7%) and new media (13.7%). (2)There was a significant difference between tutors and postgraduates in terms of learning methods corresponding to learning contents such as public theory and scientific research methods (P<0.05). Conclusion Teaching and learning methods are varied for both tutors and postgraduates. Tutors are supposed to choose teaching methods flexibly according to specific learning contents, especially employing new media technology.Innovating classroom teaching and “dialogue” teaching are helpful to improve students' self-learning ability. Postgraduates should choose a variety of learning methods according to specific learning content and focus on improving independent learning.

Key words: master of nursing specialist, critical illness, learning method