Objective: To evaluate the effects of Sandwich combined with Lecture-based learning (LBL) method in the study of clinical nursing teaching. Methods: 60 undergraduates who underwent clinical nursing teaching in 2015 were divided randomly in two groups: experimental group (Sandwich and LBL method, n=30), control group (LBL method, n=30). When the course ended, a test and a questionnaire survey were made. Results: There were statistical difference between the two groups in score of multiple-Choice questions, case analysis, nursing technical manipulation and total points (P<0.05), but no statistical difference in one-choice questions and short-answer questions (P>0.05). Most students thought that Sandwich and LBL method was more effective．Conclusion: Sandwich combined with LBL method helps to improve independent, enthusiasm and practicable ability of clinical nursing teaching.

 Nursing, Sandwich teaching method, Lecture-based learning (LBL) methods

目的：探讨Sandwich(三明治教学法)与 LBL（以授课为主教学法）相结合的教学法对护生临床护理能力的影响。方法：随机抽取60名2015年进入我院临床护理专业的学生，随机分为观察组（Sandwich+LBL 法）及对照组（LBL 法）各30名。教学结束后，采用闭卷考试、护理技能操作和无记名调查问卷，对两组进行教学效果的评估。结果：观察组学生在多项选择题、病例分析、护理技能及总成绩高于对照组（P＜0.05）；两组学生在单项选择题及简答题的成绩水平无统计学差异（P＞0.05）。结论：在护理临床教学中，Sandwich+ LBL教学法有助于提高学生的思考、分析、解决问题及实践动手能力。