Objective　To explore the application effects of Flipped Classroom based on micro-lecture in the teaching practice of health assessment for nursing undergraduates. Methods　Nursing undergraduates in the natural class of grade 2016 in Xi'an Creation College of Yan'an Universitywas randomly selected as the control group. A total of 55 students

with an average age of (20.22±1.13) years

were enrolled in the study. Another nat-ural class was chosen as the observation group

with a total of 54 students

with an average age of (20.37±1.21) years. Results　At the end of the course

the students of the two groups received the course examination. The training scores of the control group were (80.13±1.73) and the observation group (90.67±1.53)

while total score was (76.36±2.05) and (84.21±1.66) respectively. There were significant differ-ences in the training results and the total score between the two groups (P<0.01). Comparing the results of teacher-student satisfaction test

89.09% of the teachers were satisfied

98.15% of the observation group while 94.55% of the students were satisfied

and 98.15% of the observation group. There was significant difference between the two groups (P<0.05

P<0.01). The satisfaction of teachers and students in the observation group was significantly higher than that in the control group

and the questionnaire survey showed that more than 90% of the students in the observation group were satisfied with the teaching effect. Conclusion　The Flipped Classroom teaching based on micro-lecture could promote the students' mastery of the theoretical knowledge and practical skills of the health assessment course.