Objective　To evaluate the effectiveness and discuss the feasibility of clinical competence-oriented case-based learning (CBL) teaching for undergraduates in emergent and critical care nursing. Methods 120 undergraduates in emergent and critical care nursing were randomly divided into experimental group which received CBL and control group receiving traditional teaching. Students in the experimental group were divided into several sub-groups in accordance with student number. Each subgroup was led by one teacher and received clinical practice teaching by group unit. The traditional group adopted a traditional clinical practice teaching method

that is

one student was led by one teacher. Students in the two groups were evaluated systematically by theoretical examination

skill test and teaching satisfaction survey. The data was processed by SPSS 21.0 software. Results Students in the experimental group had better performance in theoretical exam and clinical skill test [(92.5±3.0) vs. (85.3±3.3)] than those in the control group [(93.1±4.5) vs. (88.1±3.4)]. Moreover

students in the experimental group were more satisfied with teaching than those in the control group. Conclusion The clinical competence-orientated CBL teaching is applicable for undergraduates in emergent and critical care nursing and could significantly promote the effect of teaching and the quality of students.