Objective　To explore the application effect of standardized patient combined with situational simulation teaching in the course of Intensive and Critical Diseases Care among higher vocational college students. Methods　A total of 66 nursing students in direction of intensive care from Batch 2015 and 60 ones from Batch 2016 were selected as the control group and the experiment group respectively. The control group adopted traditional teaching method

while the experiment group adopted the model of standardized patient combined with situational simulation teaching on the basis of traditional teaching methods. Before teaching

we designed the standard cases of the course

set up and trained the standardized patient team members. Then the standardized patient combined with situational simulation teaching was applied to the experimental teaching of the course. At the end of the course

the comparison of the theoretical examination score and the operational examination score of the two groups of students was made

and the self-designed questionnaire survey for the experimental group was used to evaluate the teaching effect. Results　The theoretical examination score [(82.80±4.17) points] and the operational examination score [(85.90±1.85) points] of students in the experiment group were higher than those of students in the control group [(80.74±3.15) points vs. (83.82±1.91) points]

with significant differences (P<0.01). The results of self-designed questionnaire survey showed that more than 90.0% of the students from the experiment group thought that this teaching mode could improve their interest in learning and subjective initiative; more than 76.7% thought that this teaching mode could improve their own abilities such as observation of disease changes

communication

teamwork and clinical thinking; more than 93.3% recognized the application of this teaching mode. Conclusion　The application of standardized patient combined with situational simulation teaching could improve the theoretical knowledge and operational skills of the students

and could also train the students' comprehensive quality such as clinical thinking

emergency handling ability

communication ability and so on

so as to improve the teaching effect.