Objective　To investigate the effects of microlecture-based flipped classroom in the health assessment course. Methods　Nursing students in 2 classes were divided into the control (n=48) and experimental groups (n=48)

receiving the traditional teaching mode and microlecture-based flipped classroom teaching mode

respectively. Self-Directed Learning ability

course examination scores

and teaching satisfaction were compared between two groups. Results　No significant difference of self-directed learning ability was observed between the two groups before the course（P＞0.05）

while the level of self-directed learning ability in experimental group (73.15±6.20) was significantly higher than that of the control group (55.88±7.17

t=-12.629

P=0.000) at the end of the course. The course examination scores of students in the study group (78±11) were significantly higher than those in the control group (69±13)

(t=-3.751

P=0.000). Compared with students in the control group

students in the study group acquired significantly higher self-directed learning ability and satisfaction with teaching（P=0.000）. Conclusions　The application of microlecture-based flipped classroom in the health assessment course dramatically promotes the self-learning ability and teaching effects of nursing students.