Objective The study aimed to evaluate the effects of Web-Problem-Based Learning (WPBL) in the application of “Fundamental Nursing”. Methods The sample was purposive selected. 172 students in School of Nursing in Tianjin were recruited as the control group (83 students) and the intervention group (89 students). Traditional teaching method and WPBL was implemented in the control group and the intervention group

respectively. The exam

study initiative evaluation scale and evaluation of teaching effect questionnaire were compared between the two groups

and teaching satisfaction evaluation questionnaire was obtained from the intervention group. The t test was used to analyze the comparison between groups. Results The scores of comprehensive analysis questions in the theory exam were statistically significant (P < 0.05) between two groups

the score of control learning dimension in the initiative of learning evaluation (the difference for control group and intervention group is -0.73±3.31 & 0.26±2.80) is statistically significant (P=0.038)

and the scores of The classroom teaching（23.79±4.44 &26.85±4.25）、learning promotion（23.83±4.81 & 26.48±5.41）、capacity improving （26.32±5.32 & 32.08±4.29）and teachers’ level （14.52±3.37 & 15.85±2.93）in teaching method effect evaluation were statistically significant (P < 0.05) between the groups. 73（88%）

71（85.5%） and 73（88%） students thought WPBL could improve their autonomous learning ability

information processing ability and the ability of communication with classmates and good cooperation to complete the task respectively. Conclusion WPBL which is on the basis of PBL and make full use of the network

could promote the ability of autonomous learning

Information processing and communication with classmates and good cooperation，but in the process of use teachers need to organize reasonably

perfect supervision mechanism

and reduce to take up students’ spare time.