Objective　To explore the effects of scenario simulation combined with case-based learning (CBL) teaching method on the operation skills

learning initiative and family satisfaction of pediatric nursing students. Methods　In the study

51 nursing students who interned in Bengbu First People's Hospital from March to November in 2019 were selected as the control group

having the traditional teaching method; another 51 nursing students interned from March to November in 2020 were selected as the research group

taking the scenario simulation combined with CBL teaching method. The theoretical knowledge and operation skills of the two groups of nursing students were assessed

the learning initiative and various abilities were evaluated by using the relevant scales

and the nursing students' satisfaction with teaching was investigated. SPSS 22.0 was used for t test and chi-square test. Results　The theoretical knowledge and operation skill scores of nursing students in the study group were significantly higher than those in the control group (P<0.05). The scores of each dimension and total score of learning initiative of nursing students in the study group were higher than those in the control group [(68.71±9.03) vs. (50.21±9.86)]

including integrating theory with practice [(8.06±1.13) vs. (6.12±1.54)]

learning ability practice [(8.15±1.18) vs. (6.53±1.37)]

interpersonal communication ability [(8.13±1.07) vs. (6.28±1.39)]

clinical thinking ability practice [(8.04±1.26) vs. (5.97±1.42)]

ability to analyze and solve problems [(8.46±0.97) vs. (6.51±1.25)]. The scores of various abilities and overall satisfaction with teaching in the research group were significantly higher than those in the control group (P<0.05). Conclusion　The implementation of scenario simulation combined with CBL teaching method for pediatric nursing students can improve their scores of theoretical knowledge and operational skills

enhance their learning initiative and abilities

and improve their satisfaction with teaching.