Objective　To investigate the role and signification of action-oriented teaching combined with scene simulation teaching in the clinical teaching of cardiopulmonary resuscitation. Methods　A total of 120 undergraduates received cardiopulmonary resuscitation clinical practice were divided into two groups: the experimental group (n=60) and the control group (n=60). Undergraduates in the experimental group were taught by action-oriented teaching combined with scene simulation teaching method

while in the control group were taught by traditional teaching method. After teaching

theoretical examination and cardiopulmonary resuscitation practice examination were used for assessing the teaching efficacy and the efficacy of the two teaching methods was compared. Simultaneously

evaluations including teaching satisfaction

theoretical knowledge comprehension and practical improvement were carried out among students. SPSS 22.0 was used to conduct t-test and R×C chi square test. Results　The scores of the theoretical examination in the experimental group and the control group were (92.50±10.71) and (86.35±9.02)

respectively; the scores of the cardiopulmonary resuscitation practice examination in the experimental group the control group were (85.90±9.72) and (80.15±11.76)

respectively. The scores of theoretical examination and practice examination were both higher than those in the control group

with statistical significance (P<0.01

P=0.002). The constituent ratios of the evaluations showed there was a statistical difference between the experimental group and the control group (P=0.035

P=0.025

P=0.019). The ratios of high satisfaction

theoretical knowledge comprehension and practical ability improvement in the experiment group were higher than those in the control group

with statistical significance (P=0.005

P=0.003

P=0.001). Conclusion　Action-oriented teaching method combined with scene simulation teaching plays a positive role in the teaching of cardiopulmonary resuscitation

and should be further studied and applied in clinical teaching practice.